Shifting Tactics: Rocketship Will Change its Computer Lab Model
Will Rocketship Change Its Learning Labs?
What Will Work in New Blended Learning Experiment?
Charter School Network Offers Its Own Data System to All Schools
Combining Computer Games with Classroom Teaching
Jeb Bush and Rupert Murdoch Spotlight Ed Tech at SF Event
Why Should Schools Invest in Software?
Drowning in Student Data? Two Companies Offer Solutions
Silicon Valley Execs Funnel $3 million into Rocketship
Sponsored
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Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1358881359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":697},"headData":{"title":"Shifting Tactics: Rocketship Will Change its Computer Lab Model | KQED","description":"Rocketship Education, a network of charter schools based in California, is changing the way students will use computers in its Learning Labs. Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids. “The integration between the classroom","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Shifting Tactics: Rocketship Will Change its Computer Lab Model","datePublished":"2013-01-22T18:58:27.000Z","dateModified":"2013-01-22T19:02:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26619 http://blogs.kqed.org/mindshift/?p=26619","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/22/shifting-tactics-rocketship-changes-computer-lab-model/","disqusTitle":"Shifting Tactics: Rocketship Will Change its Computer Lab Model","path":"/mindshift/26619/shifting-tactics-rocketship-changes-computer-lab-model","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26678\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/shifting-tactics-rocketship-changes-computer-lab-model/img_7362-copy-2/\" rel=\"attachment wp-att-26678\">\u003cimg class=\"size-large wp-image-26678\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/IMG_7362-copy-2-620x374.jpg\" alt=\"Rocketship's Learning Lab.\" width=\"620\" height=\"374\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools based in California, is changing the way students will use computers in its \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Learning Labs.\u003c/a> Rather than spending chunks of time in computer labs with divided computer stations, students will be using computers in their classrooms, with the help of teachers and aids.\u003c/p>\n\u003cp>“The integration between the classroom and the Learning Lab was an area that could improve. That’s part of the reason that we made this shift,” said Charlie Bufalino, National Development Associate and former Online Learning Specialist at Rocketship. By moving computers back into the classroom, Rocketship is hoping to form a better connection to what students are doing on computers to what they're learning in class.\u003c/p>\n\u003cp>\u003cspan>In a \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">PBS Newshour special\u003c/a> last month, several teachers said that Learning Lab practice isn’t linked closely enough to what happens in class. Bufalino says that teachers have always been encouraged to use data from online learning to inform their teaching; that said, at its most basic level, the function of the Learning Lab was for skills practice, while teachers focused teaching on what they call higher order thinking skills in class. Now, Rocketship is hoping teachers will have more control over both.\u003cbr>\n\u003c/span>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The integration between the classroom and the Learning Lab needed improvement.\"\u003c/p>\n\u003c/aside>\n\u003cp>\u003cspan>\"The idea is that in this more flexible model, there will be more time for teachers to diagnose and look at the data,” Bufalino said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan>The data, however, can be overwhelming for teachers to analyze. Rocketship uses six different online programs, all with separate mechanisms and criteria for feedback. Rocketship’s national office has been working on building proprietary systems that unify all the data, so teachers look at one screen that compares apples to apples at a glance. Their integration system is aligned to the \u003c!--more-->Common Core and teachers can see if students have mastered a skill, what method they used, whether they tried and failed, even how hard they’ve been working on it. Rocketship also invests money into academic deans who visit classrooms, help teachers analyze data and use it to shape their lessons, and generally coach teachers on how they can improve.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan>“The data drives how we want to group students,” Bufalino said. “It shouldn’t be acceptable that we have these different learning modalities and then still have them moving together in class.” And that’s what was happening to some extent when the Learning Lab was separate from classroom instruction. Teachers taught essentially the same lesson to all students. With the new approach, Rocketship is hoping they can effectively group kids according to their skill sets.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan>Bufalino was quick to point out that the move away from Learning Labs doesn’t mean the model wasn’t working – Rocketship has consistently posted good math and literacy test scores. They even boast that their students, 90% of whom are low-income and 70% of whom are English Language Learners, have math scores that rival the wealthiest school districts in California.\u003c/span>\u003c/p>\n\u003cp>But Rocketship’s model \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">has been criticized as using “drill and kill”\u003c/a> computer games to keep students busy and to save money. But Bufalino says the computer software has helped learners who have fallen behind to catch up and high achievers to steam ahead. “The key is to see the program as a component to a larger academic plan,” he said. “It doesn't work if it’s the only thing, but when a teacher scaffolds learning on top of that practice and uses it to influence content, it can be very effective.”\u003c/p>\n\u003cp>Rocketship doesn’t have all the logistics worked out yet, but they are imagining that the change will mean combining classrooms so that teachers are working in teams with the Learning Lab mentors, directing some kids to work on computers, some to do small group work and others to receive tutoring or direct instruction.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Rocketship also hopes that by having their mentors in the same classroom with teachers they can begin to build a teacher pipeline.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26619/shifting-tactics-rocketship-changes-computer-lab-model","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_124","mindshift_481"],"featImg":"mindshift_26628","label":"mindshift"},"mindshift_26166":{"type":"posts","id":"mindshift_26166","meta":{"index":"posts_1591205157","site":"mindshift","id":"26166","score":null,"sort":[1357167617000]},"guestAuthors":[],"slug":"will-rocketship-change-its-learning-labs","title":"Will Rocketship Change Its Learning Labs?","publishDate":1357167617,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>http://youtu.be/hOsRkCFfsjo\u003c/p>\n\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1357171550,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":309},"headData":{"title":"Will Rocketship Change Its Learning Labs? | KQED","description":"http://youtu.be/hOsRkCFfsjo Rocketship Schools in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics. But","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will Rocketship Change Its Learning Labs?","datePublished":"2013-01-02T23:00:17.000Z","dateModified":"2013-01-03T00:05:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26166 http://blogs.kqed.org/mindshift/?p=26166","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/02/will-rocketship-change-its-learning-labs/","disqusTitle":"Will Rocketship Change Its Learning Labs?","path":"/mindshift/26166/will-rocketship-change-its-learning-labs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\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/hOsRkCFfsjo'\n title='//www.youtube.com/embed/hOsRkCFfsjo'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://www.rsed.org\">Rocketship Schools\u003c/a> in the Bay Area have been one of the trailblazers in the ever-changing landscape of blended learning. Located in low-income neighborhoods, the schools' Learning Labs -- where students spend up to 90 minutes a day on computers working on math and literacy software -- has been one of its defining characteristics.\u003c/p>\n\u003cp>But this model isn't working, some Rocketship teachers say, and because it's a charter school network with evolving systems, it may soon be changing, \u003ca href=\"http://www.pbs.org/newshour/bb/education/july-dec12/rocket_12-28.html\">according to this PBS Newshour story\u003c/a>.\u003c/p>\n\u003cp>\"There's definitely an aspect of us kind of not knowing enough about what's going on in learning lab to be able to use that in our classrooms,\" said teacher Judy Lavi.\u003cstrong>\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>We don't yet get data that says, OK, teach this differently tomorrow because of what happened here. And that is -- that is a frustration point,\" said teacher Andrew Elliott-Chandler.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Adam Nadeau, principal of Rocketship Mosaic Elementary, says he doesn't think the Learning Lab model will continue next year. And Elliott-Chandler sees a different function for the computers.\u003c/p>\n\u003cp>\"Next year, we're thinking of bringing the computers back to the classrooms and the kids back to \u003c!--more-->the classrooms,\" he said.\u003c/p>\n\u003cp>But what will that mean for the cost-savings the Learning Labs have so far brought the charter school network?\u003c/p>\n\u003cp>Rocketship is being closely watched by those both inside and outside education circles. The network's laser focus and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">success in achieving high scores\u003c/a> by its low-income students, and its resistance to teacher unions, has caught the attention of states across the country.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>So far, New Orleans, Nashville, Indianapolis, and Memphis have all approved charters for Rocketship schools to be built and CEO John Danner hopes to open 46 schools in the next five years, and eventually having a million students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26166/will-rocketship-change-its-learning-labs","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_481"],"featImg":"mindshift_26181","label":"mindshift"},"mindshift_24385":{"type":"posts","id":"mindshift_24385","meta":{"index":"posts_1591205157","site":"mindshift","id":"24385","score":null,"sort":[1350495128000]},"guestAuthors":[],"slug":"what-will-work-in-new-blended-learning-experiment","title":"What Will Work in New Blended Learning Experiment?","publishDate":1350495128,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1350500469,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1273},"headData":{"title":"What Will Work in New Blended Learning Experiment? | KQED","description":"By Katrina Schwartz As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called Silicon Schools will raise and invest $25 million toward that effort.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will Work in New Blended Learning Experiment?","datePublished":"2012-10-17T17:32:08.000Z","dateModified":"2012-10-17T19:01:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24385 http://blogs.kqed.org/mindshift/?p=24385","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/17/what-will-work-in-new-blended-learning-experiment/","disqusTitle":"What Will Work in New Blended Learning Experiment?","path":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24402\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-will-work-in-new-blended-learning-experiment/10_11-15_newtech_0505/\" rel=\"attachment wp-att-24402\">\u003cimg class=\"size-large wp-image-24402\" title=\"10_11.15_newtech_0505\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/10_11.15_newtech_0505-620x412.jpg\" alt=\"\" width=\"620\" height=\"412\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>\u003cstrong>By Katrina Schwartz\u003c/strong>\u003c/h5>\n\u003cp class=\"dropcap-serif\">As the blended learning movement grows in the U.S., schools will need to experiment with what works best in different types of settings. There's still a lot to learn about different types of blended learning models, and a new nonprofit called \u003ca href=\"http://www.siliconschools.com/\">Silicon Schools \u003c/a>will raise and invest $25 million toward that effort.\u003c/p>\n\u003cp>With partial grants from the Bay Area's Fisher family (owners of Gap), and the advice of board members Michael Horn from the Innosight Institute and Salman Khan of the Khan Academy, the nonprofit, which has raised $12 million so far, aims to fund new and innovative approaches in existing blended learning programs with grants to each school.\u003c/p>\n\u003cp>The effort is led by Brian Greenberg, who chronicled the successes and challenges of piloting the Khan Academy in Oakland’s Envision Schools on the \u003ca href=\"http://www.blendmylearning.com/\">Blend My Learning\u003c/a> blog. During that process Greenberg and his staff were very open about the pros and cons of integrating technology into the classroom, and other educators added their perspectives to what worked and didn't work on the blog. Greenberg points to the parts of the program that worked well, namely letting the technology do some of the heavy lifting in terms of grading, lesson planning and collecting analytics that free up teacher time to focus on students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The movement is in its infancy. There is no blended-learning canon that can be taught to teachers -- they are the ones who need to write the playbook.\u003c/p>\n\u003c/aside>\n\u003cp>Giving students more responsibility for the learning process was also a significant outcome of the Envision pilot program. “What we're finding is that if you make the steps clear and make them accountable, the more you put them in charge of the process the more they amaze,” Greenberg said, referring to students. The pilot program also helped move the class toward “proficiency-based learning,” in which a student is responsible for an intended outcome, but not penalized every step along the way.\u003c/p>\n\u003cp>Greenberg intends to apply one important lesson he learned from the program to the schools funded by the Silicon Valley Fund: Technology in no way replaces the teacher. At some point the usefulness of technology runs out and the educator’s role is crucial. He also says that technology \u003c!--more-->doesn’t preclude the need for a good classroom management systems and positive school culture. Kids can get off track or “fake” work on sophisticated software just as easily as they could in a traditional classroom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And lastly, Greenberg says it’s hard for schools to navigate the many tools that populate the ed-tech space, especially when each is tailored to a different subject and use. He says the whole field needs to become more integrated, almost like an app store for ed-tech, and one that works across platforms. Schools don’t have access to endless money and as a result, ed-tech entrepreneurs and businesses need to design more precisely with the client in mind.\u003c/p>\n\u003cp>What’s interesting about the fund’s goal is that very little is proscriptive. Greenberg was clear to recognize that this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation. And if all goes according to plan, in five years the various Silicon Schools will be networking with one another, sharing ideas with schools from around the world and thinking about how to scale up and replicate best practices.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/learning-that-happens-online-and-off-in-and-out-of-school/\">Learning Happens Online and Off, In and Out of School\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/\">Combining Computer Games with Classroom Teaching\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>The fund sees itself as the infusion of cash that schools need to get these expensive and technology-heavy programs off the ground, but they have no intention of funding them forever. “The schools that we fund, all eventually balance on California public dollars,” Greenberg said. “The hope would be that by finding new models and new ways to meet the needs of each kid that we can still make excellent schools work on California funding rates.”\u003c/p>\n\u003cp>Greenberg says the fund will focus on schools in Silicon Valley to try and build an “innovation hub” in an area already known for taking risks. The idea is to connect educators interested in integrating technology into the classroom with tech entrepreneurs who can create the software, apps and tools that will be most useful to teachers. “This combination of world class entrepreneurship with front line educational expertise is extremely promising. And if we can’t make that intersection happen here, at the heart of Silicon Valley, then we don’t think it will be easy to make it happen anywhere,” Greenberg said.\u003c/p>\n\u003cp>\u003cstrong>HOW IT WILL WORK\u003c/strong>\u003c/p>\n\u003cp>Greenberg says the fund is willing to give up to $700,000 to about 25 schools if they can demonstrate a unique idea or way to implement blended learning that pushes the conversation forward. Grantees also must have strong leadership teams, a track record of success and a financially sustainable model. The fund expects schools to be able to offer their innovations on the same budget as a traditional California public school.\u003c/p>\n\u003cp>The fund isn’t pushing any particular model of blended learning like \u003ca href=\"http://www.rsed.org/\">Rocketship\u003c/a>, \u003ca href=\"http://www.khanacademy.org/\">Khan Academy \u003c/a>or the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/the-flipped-classroom-defined/\">flipped classroom\u003c/a>. Rather, they want teachers to evaluate what works and what doesn’t from those “1.0 models” and then collaborate with ed-tech entrepreneurs to develop new tools for the areas that have been neglected or don’t work well. “You start to mix those things together in a real school, with really good educators and really good kids who are bought into this vision and that’s when it starts to get exciting,” said Greenberg.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/whats-blended-learning-ask-salman-khan/\">Blended learning\u003c/a> is a relatively new concept with a mixed track record. Integrating certain types of technology into the classroom gives teachers and students real-time feedback so that each student can work at his or her own pace, and can give teachers accurate information that can help them better group students according to comprehension levels on a specific subjects. But \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">educators point out\u003c/a> that too often ed-tech focuses on improving test scores rather than on building creative thinking and a passion for learning in students and that schools still need passionate, innovative and dedicated teachers, no matter how kids absorb the content.\u003c/p>\n\u003cp>Greenberg agrees that it’s too early to expect schools across the country to buy into a blended learning model. But he does hope that some of the strategies that are piloted in schools funded by the Silicon Schools Fund will inspire other teachers and administrators to take elements back to their own schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We see creating new schools that are essentially laboratories of innovation, that are trying many different approaches, all with the idea of making education more powerful for each student and each teacher,” explained Greenberg. In five years, he envisions that the Bay Area will have somewhere close to 25 examples of how blended learning could be done. Some of those schools could be charter schools, others public, some built from the ground up and others a transformed existing schools. He wants to see it all so that lots of new ideas and ways of doing things can be tested.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24385/what-will-work-in-new-blended-learning-experiment","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_955","mindshift_651","mindshift_295","mindshift_481","mindshift_954"],"featImg":"mindshift_24402","label":"mindshift"},"mindshift_23757":{"type":"posts","id":"mindshift_23757","meta":{"index":"posts_1591205157","site":"mindshift","id":"23757","score":null,"sort":[1347390025000]},"guestAuthors":[],"slug":"charter-school-network-offers-its-own-data-system-to-all-schools","title":"Charter School Network Offers Its Own Data System to All Schools","publishDate":1347390025,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347390025,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":473},"headData":{"title":"Charter School Network Offers Its Own Data System to All Schools | KQED","description":"By Lillian Mongeau As gathering data about student performance becomes a bigger priority in education, schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are creating their own data systems. California-based charter network Aspire","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Charter School Network Offers Its Own Data System to All Schools","datePublished":"2012-09-11T19:00:25.000Z","dateModified":"2012-09-11T19:00:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23757 http://blogs.kqed.org/mindshift/?p=23757","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/11/charter-school-network-offers-its-own-data-system-to-all-schools/","disqusTitle":"Charter School Network Offers Its Own Data System to All Schools","path":"/mindshift/23757/charter-school-network-offers-its-own-data-system-to-all-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329.jpg\">\u003cimg class=\"alignleft size-medium wp-image-23766\" title=\"99679329\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/99679329-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>By Lillian Mongeau\u003c/h5>\n\u003cp>As gathering data about student performance \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">becomes a bigger priority in education,\u003c/a> schools are faced with different choices on how to capture that data. A slew of tech companies offer a variety of products they've developed for schools, but some school districts are \u003ca href=\"http://www.edweek.org/ew/articles/2012/07/20/36programmers_ep.h31.html?tkn=UVQF2GrIejnS6%2B1hBu4H4zlvTIuHTDkjMFT3&cmp=ENL-EU-NEWS1\">creating their own data systems\u003c/a>.\u003c/p>\n\u003cp>California-based charter network \u003ca href=\"http://www.aspirepublicschools.org/\">Aspire Public Schools\u003c/a> is one of them. The school created a data system called \u003ca href=\"https://schoolzilla.org/\">Schoolzilla\u003c/a>, a web-based data platform that is now available to any school who wants to use it for free. Teachers or administrators can sign up at Schoolzilla to get started. Aspire offers implementation of the system for a fee. So far, there isn’t a set price for the service; it depends on the degree of help each school needs to set it up.\u003c/p>\n\u003cp>The data tool, originally developed three years ago, allows teachers to synthesize data from multiple sources and create reports. Teachers can see whether the entire class is struggling on a particular math standard, for example, or whether specific students are falling behind. The idea is to help teachers decide what tack to take with individual students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together.\"\u003c/p>\n\u003c/aside>\n\u003cp>But academic performance numbers aren’t the only data captured. Since the platform accesses multiple databases at once, teachers can compare things like student absenteeism to their grades. Or they can compare students’ grades to their scores on standardized tests in the same subject. Or they can compare the frequency of calls home with the number of disciplinary actions needed at school.\u003c/p>\n\u003cp>“Teachers spent hours pulling data out of the attendance system, then the gradebook, then the tests, then matching it all together in massive Excel spreadsheets,” said Anna Utgoff, Aspires’ \u003c!--more-->director of learning technology. “It was a ridiculous thing for teachers ... to be spending their time on. We’re putting this all on a really flexible reporting platform, so we can make 100 versions,” of new reports depending on what teachers request, Utgoff said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Having all those reports at their fingertips gives [teachers] more time to plan and teach,” Utgoff added.\u003c/p>\n\u003cp>Aspire created Schoolzilla with funds from a combination of philanthropic donations, revenue earned by implementing the full data system in several districts across the country, and a $3.1 million \u003ca href=\"http://www2.ed.gov/programs/innovation/index.html\">Investing in Innovation\u003c/a> grant from the U.S. Department of Education.\u003c/p>\n\u003cp>Like Aspire, \u003ca href=\"http://www.rsed.org\">Rocketship Education\u003c/a>, a charter network with schools in Silicon Valley and across the country, has developed its own data system. And Aspire might spin off Schoolzilla into an independent start-up, much like \u003ca href=\"http://learnzillion.com\">LearnZillion\u003c/a>, a for-profit education video site that was incubated at E.L. Haynes Public Charter School in Washington.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23757/charter-school-network-offers-its-own-data-system-to-all-schools","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_937","mindshift_631","mindshift_481","mindshift_938","mindshift_632"],"featImg":"mindshift_23766","label":"mindshift"},"mindshift_18420":{"type":"posts","id":"mindshift_18420","meta":{"index":"posts_1591205157","site":"mindshift","id":"18420","score":null,"sort":[1327330848000]},"guestAuthors":[],"slug":"combining-computer-games-with-classroom-teaching","title":"Combining Computer Games with Classroom Teaching","publishDate":1327330848,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1327343077,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":932},"headData":{"title":"Combining Computer Games with Classroom Teaching | KQED","description":"Rocketship Education, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Combining Computer Games with Classroom Teaching","datePublished":"2012-01-23T15:00:48.000Z","dateModified":"2012-01-23T18:24:37.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18420 http://blogs.kqed.org/mindshift/?p=18420","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/23/combining-computer-games-with-classroom-teaching/","disqusTitle":"Combining Computer Games with Classroom Teaching","path":"/mindshift/18420/combining-computer-games-with-classroom-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-35-59-pm/\" rel=\"attachment wp-att-18443\">\u003cimg class=\"size-medium wp-image-18443\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.35.59-PM-300x185.png\" alt=\"\" width=\"300\" height=\"185\">\u003c/a>\u003c/div>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/combining-computer-games-with-classroom-teaching/screen-shot-2012-01-22-at-8-31-14-pm/\" rel=\"attachment wp-att-18442\">\u003cimg class=\"size-medium wp-image-18442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-22-at-8.31.14-PM-300x191.png\" alt=\"\" width=\"300\" height=\"191\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, the Bay Area network of charter schools, is poised to grow big and bold in the next few years. Hinging its success on its own brand of hybrid learning -- combining online and teacher-guided instruction in a tightly engineered school day -- the charter network will grow from five schools open now to 25 by 2017-2018.\u003c/p>\n\u003cp>But it hasn't been an easy trail to blaze. Skeptics from the San Francisco Unified trustees, which voted against approving a Rocketship charter in a low-income neighborhood, called the network's tactics “an unsound educational program” and characterized its computer lab time as a \"drill and kill\" approach, according to a recent article in \u003ca href=\"http://toped.svefoundation.org/2012/01/16/state-board-cde-staff-at-odds-on-charter/\">Thoughts on Public Education\u003c/a>. In the end, however, the State Board of Education granted a charter to Rocketship.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cspan style=\"color: #ff6600\">“Instructors have to find the balance between occupying students with something fun, and giving them an opportunity to learn something important.\"\u003c/span>\u003c/aside>\n\u003cp>The computer lab time they're referring to is Rocketship's now-famous Learning Lab, where students go twice a day, for 50-minute computer sessions in both reading and math. The online exercises are like short video games, featuring cartoon characters that reward students with points when they get the problems right.\u003c/p>\n\u003cp>Eight-year-old Xochitl Reece might not agree with the \"drill and kill\" characterization. Xochitl is a third-grader at Rocketship Los Suenos Academy in San Jose, and during a recent visit, was playing a math computer program.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In math class, [the problems] are harder. And when I go to computer lab … I get them right. You learn more stuff, and it’s really fun,” Xochitl said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>Read more about Rocketship\u003c/strong>\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca href=\"../2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong> \u003ca href=\"../2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship’s Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>\u003ca>A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>For math teacher Alana Mednick, the Rocketship program makes good sense. \"I don’t have to go through a lot of practice and kill and drill exercises,\" she says (there's that phrase again.) \"They’ll be doing that using fun games and exercises, and in here they’ll be applying their practice knowledge. I think I’m allowed to be a teacher, more so because of this model, because I can teach to their general needs rather than having to play catch-up. So I’m teaching what I’m supposed to rather than what should have already been taught.\"\u003c/p>\n\u003cp>Andy Jones, who analyzes trends in learning and technology at U.C. Davis, says computer programs can fill a huge hole in the learning process, allowing educators to focus on bigger things.\u003c/p>\n\u003cp>“Information that was once presented with a focus on recall and knowledge that can be delegated to technological implements, computer programs or web-based tools,” Jones said. “Instructors have to find what is the perfect balance between occupying their students with something that is fun, and giving them an opportunity to learn something important. That sweet spot is often difficult to hit for a programmer, or a textbook company or an instructor.”\u003c/p>\n\u003cp>Rocketship schools' intense focus on test scores seems to be paying off. Their average API score is 868, far above public schools in similar low-income neighborhoods. At its flagship school, Rocketship Mateo Sheedy Elementary, where 91% of students qualify for free or reduced lunch, the 925 API score is the same as the average of the Palo Alto School District, a much more affluent community nearby.\u003c/p>\n\u003cp>What's more, an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, one of Rocketship's math computer programs, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn’t — the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>According to Aylon Samouha, Rocketship's Chief Schools Officer, those students’ gains are\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/why-should-schools-invest-in-software/#more-16002\"> not only statistically significant,\u003c/a> but the fact that they were achieved in such a short time — 16 weeks — indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>Motivating Rocketeers to do well on tests is a priority at Rocketship schools, as evidenced by the signs that hang from classrooms on campus. Hand-written and printed signs read “90% of students will score 90% (or higher)”; “Shoot for 950” in reference to current the 925 API score at the Mateo Sheedy campus; and “Beat the Test.”\u003c/p>\n\u003cp>\u003cspan style=\"color: #ff6600\">\u003cstrong>SILICON VALLEY INNOVATION AND MONEY\u003c/strong>\u003c/span>\u003c/p>\n\u003cp>Rocketship schools' location in the heart of Silicon Valley is no coincidence. It's tapping into the area's spirit of tech innovation and deep pockets. The company has received a huge influx of cash -- $3 million -- from Silicon Valley executives of companies like Netflix, Facebook, and Skype.\u003c/p>\n\u003cp>The money will be spent to improve Rocketship’s computer software used to assess students, generate learning plans that identify student needs, and manage all the influx of data that comes from each of the learning programs.\u003c/p>\n\u003cp>As the school charter network grows, it'll be interesting to watch how it's received by other school districts, and how or whether the company itself will change to keep up with the growth.\u003c/p>\n\u003cp>\u003cem>- Reported with Ana Tintocolis\u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://www.californiareport.org/archive/R201201201630/a\">Hear the California Report \u003c/a>story about blended learning and Rocketship and listen to\u003ca href=\"http://www.kqed.org/a/forum/R201201230930\"> KQED's Forum\u003c/a> discussion\u003c/em>.\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18420/combining-computer-games-with-classroom-teaching","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_399","mindshift_481"],"featImg":"mindshift_18443","label":"mindshift"},"mindshift_16068":{"type":"posts","id":"mindshift_16068","meta":{"index":"posts_1591205157","site":"mindshift","id":"16068","score":null,"sort":[1318533975000]},"guestAuthors":[],"slug":"jeb-bush-and-rupert-murdoch-spotlight-ed-tech-at-sf-event","title":"Jeb Bush and Rupert Murdoch Spotlight Ed Tech at SF Event","publishDate":1318533975,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_16086\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/shankbone/5663059043/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/5663059043_70a1811de6_z-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rupert Murdoch is slated to attend ed tech event in San Francisco\u003c/figcaption>\u003c/figure>\n\u003ch5>Reported by Ana Tintocalis\u003c/h5>\n\u003cp>Former Florida Governor Jeb Bush says he knows how to fix education in America and he’s convening \u003ca href=\"http://www.excelined.org/Pages/Programs/Excellence_In_Action/National_Summit.aspx\">a national summit\u003c/a> in San Francisco today to promote his ideas. Bush formed \u003ca href=\"http://www.excelined.org\">The Foundation for Excellence in Education\u003c/a> after he was termed out of office four years ago.\u003c/p>\n\u003cp>For this week's event, he's recruited media tycoon Rupert Murdoch to be a headliner. For those who don't know what the controversial name has to do with education, it brings up some questions.\u003c/p>\n\u003cp>\"I was dumbfounded. Rupert Murdoch as the keynote speaker? Would you want your children in a classroom with him?\" said Ken Tray a San Francisco history teacher and union leader.\u003c/p>\n\u003cp>What Tray and others might not know is that last year, \u003ca>Murdoch purchased\u003c/a> \u003ca href=\"http://www.wirelessgeneration.com/\">Wireless Generation\u003c/a>, an ed tech company that produces learning software, and is behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>program in New York, which tailors each students' day based on data-driven performance records.\u003c/p>\n\u003cp>Patricia Levesque, from Foundation for Excellence in Education, says Bush has been on the forefront of provocative reforms, including expanding access to online schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, the key focus of this year’s summit is innovation in classroom technology – specifically blended learning. Levesque says the foundation chose San Francisco as the site for the \u003c!--more-->conference because of its proximity to the Silicon Valley, which is the heart of ed tech companies.\u003c/p>\n\u003cp>“Discussions on blended learning and technology are really about how to empower the teachers who are in the classroom,” Levesque said. “We hope lawmakers [who attend the conference] are going to think differently about how technology can extend the reach of a fantastic and effective teacher.”\u003c/p>\n\u003cp>Levesque says they plan to highlight \u003ca href=\"http://www.k12.com/sfflex/\">San Francisco Flex Academy\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/rocketship/\">Rocketship\u003c/a> Education, a network of hybrid-learning schools, as models that should be replicated across the country.\u003c/p>\n\u003cp>The conference is expected to attract school superintendents, Los Angeles mayor, and education philanthropists from around the country.\u003c/p>\n\u003cp>\u003cem>Hear the full story on \u003ca href=\"http://www.californiareport.org/archive/R201110130850/c\">The California Report.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>UPDATE\u003c/strong>\u003c/em>: According to the \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/10/13/BA831LH9JC.DTL&tsp=1\">\u003cem>San Francisco Chronicle\u003c/em>,\u003c/a> teachers unions and activists who are part of the \u003ca href=\"http://occupywallst.org/\">Occupy Wall Street\u003c/a> movement that's spreading across the country plan to protest the two-day event because of what they describe as \"the selling of public education.\" Murdoch is scheduled to speak tomorrow morning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporter Steve Begley,\u003ca href=\"http://www.k12newsnetwork.com/\" target=\"_blank\"> a blogger from the K-12 News Network, \u003c/a>was thrown out of a panel discussion about school board governance when he asked Joel Klein, former New York City Chancellor who works for Murdoch, a question about News Corp's revenue goals, according to \u003ca href=\"http://motherjones.com/mojo/2011/10/jeb-bush-ed-summit-reporter-ejected-murdoch\">a \u003cem>Mother Jones\u003c/em> article\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318548050,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":455},"headData":{"title":"Jeb Bush and Rupert Murdoch Spotlight Ed Tech at SF Event | KQED","description":"Reported by Ana Tintocalis Former Florida Governor Jeb Bush says he knows how to fix education in America and he’s convening a national summit in San Francisco today to promote his ideas. Bush formed The Foundation for Excellence in Education after he was termed out of office four years ago. For this week's event, he's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Jeb Bush and Rupert Murdoch Spotlight Ed Tech at SF Event","datePublished":"2011-10-13T19:26:15.000Z","dateModified":"2011-10-13T23:20:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16068 http://blogs.kqed.org/mindshift/?p=16068","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/13/jeb-bush-and-rupert-murdoch-spotlight-ed-tech-at-sf-event/","disqusTitle":"Jeb Bush and Rupert Murdoch Spotlight Ed Tech at SF Event","path":"/mindshift/16068/jeb-bush-and-rupert-murdoch-spotlight-ed-tech-at-sf-event","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16086\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/shankbone/5663059043/sizes/z/in/photostream/\">\u003cimg class=\"size-medium wp-image-16086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/5663059043_70a1811de6_z-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Rupert Murdoch is slated to attend ed tech event in San Francisco\u003c/figcaption>\u003c/figure>\n\u003ch5>Reported by Ana Tintocalis\u003c/h5>\n\u003cp>Former Florida Governor Jeb Bush says he knows how to fix education in America and he’s convening \u003ca href=\"http://www.excelined.org/Pages/Programs/Excellence_In_Action/National_Summit.aspx\">a national summit\u003c/a> in San Francisco today to promote his ideas. Bush formed \u003ca href=\"http://www.excelined.org\">The Foundation for Excellence in Education\u003c/a> after he was termed out of office four years ago.\u003c/p>\n\u003cp>For this week's event, he's recruited media tycoon Rupert Murdoch to be a headliner. For those who don't know what the controversial name has to do with education, it brings up some questions.\u003c/p>\n\u003cp>\"I was dumbfounded. Rupert Murdoch as the keynote speaker? Would you want your children in a classroom with him?\" said Ken Tray a San Francisco history teacher and union leader.\u003c/p>\n\u003cp>What Tray and others might not know is that last year, \u003ca>Murdoch purchased\u003c/a> \u003ca href=\"http://www.wirelessgeneration.com/\">Wireless Generation\u003c/a>, an ed tech company that produces learning software, and is behind the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/school-of-one-revolutionizes-traditional-classroom-model/\">School of One \u003c/a>program in New York, which tailors each students' day based on data-driven performance records.\u003c/p>\n\u003cp>Patricia Levesque, from Foundation for Excellence in Education, says Bush has been on the forefront of provocative reforms, including expanding access to online schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, the key focus of this year’s summit is innovation in classroom technology – specifically blended learning. Levesque says the foundation chose San Francisco as the site for the \u003c!--more-->conference because of its proximity to the Silicon Valley, which is the heart of ed tech companies.\u003c/p>\n\u003cp>“Discussions on blended learning and technology are really about how to empower the teachers who are in the classroom,” Levesque said. “We hope lawmakers [who attend the conference] are going to think differently about how technology can extend the reach of a fantastic and effective teacher.”\u003c/p>\n\u003cp>Levesque says they plan to highlight \u003ca href=\"http://www.k12.com/sfflex/\">San Francisco Flex Academy\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/tag/rocketship/\">Rocketship\u003c/a> Education, a network of hybrid-learning schools, as models that should be replicated across the country.\u003c/p>\n\u003cp>The conference is expected to attract school superintendents, Los Angeles mayor, and education philanthropists from around the country.\u003c/p>\n\u003cp>\u003cem>Hear the full story on \u003ca href=\"http://www.californiareport.org/archive/R201110130850/c\">The California Report.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>UPDATE\u003c/strong>\u003c/em>: According to the \u003ca href=\"http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2011/10/13/BA831LH9JC.DTL&tsp=1\">\u003cem>San Francisco Chronicle\u003c/em>,\u003c/a> teachers unions and activists who are part of the \u003ca href=\"http://occupywallst.org/\">Occupy Wall Street\u003c/a> movement that's spreading across the country plan to protest the two-day event because of what they describe as \"the selling of public education.\" Murdoch is scheduled to speak tomorrow morning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Reporter Steve Begley,\u003ca href=\"http://www.k12newsnetwork.com/\" target=\"_blank\"> a blogger from the K-12 News Network, \u003c/a>was thrown out of a panel discussion about school board governance when he asked Joel Klein, former New York City Chancellor who works for Murdoch, a question about News Corp's revenue goals, according to \u003ca href=\"http://motherjones.com/mojo/2011/10/jeb-bush-ed-summit-reporter-ejected-murdoch\">a \u003cem>Mother Jones\u003c/em> article\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16068/jeb-bush-and-rupert-murdoch-spotlight-ed-tech-at-sf-event","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_743","mindshift_481","mindshift_216","mindshift_217"],"featImg":"mindshift_16086","label":"mindshift"},"mindshift_16002":{"type":"posts","id":"mindshift_16002","meta":{"index":"posts_1591205157","site":"mindshift","id":"16002","score":null,"sort":[1318447863000]},"guestAuthors":[],"slug":"why-should-schools-invest-in-software","title":"Why Should Schools Invest in Software?","publishDate":1318447863,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318525065,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":985},"headData":{"title":"Why Should Schools Invest in Software? | KQED","description":"The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like adaptive software and other tech devices is sometimes portrayed as excessive or wasteful. In Sunday's New York Times, Matt Richtel and Trip Gabriel wrote about","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Should Schools Invest in Software?","datePublished":"2011-10-12T19:31:03.000Z","dateModified":"2011-10-13T16:57:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16002 http://blogs.kqed.org/mindshift/?p=16002","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/12/why-should-schools-invest-in-software/","disqusTitle":"Why Should Schools Invest in Software?","path":"/mindshift/16002/why-should-schools-invest-in-software","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16002/why-should-schools-invest-in-software","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_726","mindshift_742","mindshift_481"],"featImg":"mindshift_16024","label":"mindshift"},"mindshift_15776":{"type":"posts","id":"mindshift_15776","meta":{"index":"posts_1591205157","site":"mindshift","id":"15776","score":null,"sort":[1317831860000]},"guestAuthors":[],"slug":"drowning-in-student-data-two-companies-offer-solutions","title":"Drowning in Student Data? Two Companies Offer Solutions","publishDate":1317831860,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354061639,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":787},"headData":{"title":"Drowning in Student Data? Two Companies Offer Solutions | KQED","description":"By Betsy Corcoran, EdSurge Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing. With sophisticated high-tech tools comes a deluge of data,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Drowning in Student Data? Two Companies Offer Solutions","datePublished":"2011-10-05T16:24:20.000Z","dateModified":"2012-11-28T00:13:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15776 http://blogs.kqed.org/mindshift/?p=15776","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/05/drowning-in-student-data-two-companies-offer-solutions/","disqusTitle":"Drowning in Student Data? Two Companies Offer Solutions","path":"/mindshift/15776/drowning-in-student-data-two-companies-offer-solutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15776/drowning-in-student-data-two-companies-offer-solutions","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_25","mindshift_726","mindshift_724","mindshift_723","mindshift_725","mindshift_481"],"featImg":"mindshift_15792","label":"mindshift"},"mindshift_11501":{"type":"posts","id":"mindshift_11501","meta":{"index":"posts_1591205157","site":"mindshift","id":"11501","score":null,"sort":[1305154459000]},"guestAuthors":[],"slug":"silicon-valley-execs-funnels-3-million-into-rocketship","title":"Silicon Valley Execs Funnel $3 million into Rocketship","publishDate":1305154459,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11509\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11509\" title=\"Learning-Lab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Learning-Lab1-300x272.jpg\" alt=\"\" width=\"300\" height=\"272\">\u003cfigcaption class=\"wp-caption-text\">Students using computers at Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>Silicon Valley executives -- CEOs and COOs of companies like Netflix, Facebook, and Skype -- have funneled $3 million to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Rocketship Education \u003c/a>this year that will be used to refine its sophisticated software system.\u003c/p>\n\u003cp>The money will be spent to improve four components of Rocketship's computer software: assessment of students, the way it generates learning plans that identify what students need to learn, a scheduler that uses the learning plan to choose from a bank of lessons that's best suited for each student, and a management system that keeps track of all that information.\u003c/p>\n\u003cp>With a more streamlined process, the aim is to lighten the load for teachers who have to analyze all the data for each student, and to have the software recommend better default learning plans that teachers can easily adjust for students, according to co-founder John Danner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education.\"\u003c/aside>\n\u003cp>It's a software engineer's dream -- or nightmare -- however you look at it. Creating a system that takes into consideration 1,000 standards that students need to master from K-5, and lessons mapped to each of those objectives offered by dozens of different vendors.\u003c!--more-->\u003c/p>\n\u003cp>\"There's a lot of nuts and bolts work to just make it simple for a student to sit down, log in, and start working on the right lesson at the right time,\" Danner said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Though it stands to be improved, so far the system seems to be working. According to Danner, 90 percent of students who are below grade level move up to basic proficiency or beyond within one year of entering a Rocketship school, Danner said. So far, there are three schools in San Jose with plans to add two more next year. Danner expects to grow the network across the country.\u003c/p>\n\u003cp>With its heavy emphasis on high tech engineering to resolve a lot of the logistical issues, support for Rocketship from Silicon Valley shouldn't come as a surprise -- and that's exactly Danner's goal.\u003c/p>\n\u003cp>\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education,\" he said. \"Education has been this monolithic thing that's been left on its own, there hasn’t been a lot of innovation or significant disruptions. And without that, it doesn’t seem like we're going to get a public education system that’s the best in the world in the next 10 or 15 years, which is what we need to be competitive.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rocketship straddles the line between Silicon Valley-style tech company and a traditional school organization, he said. \"We're very humble about the fact that schools are hard to do, much harder than software companies,\" he said.\u003c/p>\n\u003cp>The appeal to donors comes from the fact that Rocketship approaches education with a tech company's perspective.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And now Rocketship needs to deliver on that and show that we can develop a better system and reinvent the way a school works and scale it in a way that’s higher quality,\" he said.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311800173,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":629},"headData":{"title":"Silicon Valley Execs Funnel $3 million into Rocketship | KQED","description":"Silicon Valley executives -- CEOs and COOs of companies like Netflix, Facebook, and Skype -- have funneled $3 million to Rocketship Education this year that will be used to refine its sophisticated software system. The money will be spent to improve four components of Rocketship's computer software: assessment of students, the way it generates learning","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Silicon Valley Execs Funnel $3 million into Rocketship","datePublished":"2011-05-11T22:54:19.000Z","dateModified":"2011-07-27T20:56:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11501 http://blogs.kqed.org/mindshift/?p=11501","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/11/silicon-valley-execs-funnels-3-million-into-rocketship/","disqusTitle":"Silicon Valley Execs Funnel $3 million into Rocketship","path":"/mindshift/11501/silicon-valley-execs-funnels-3-million-into-rocketship","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11509\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-11509\" title=\"Learning-Lab\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Learning-Lab1-300x272.jpg\" alt=\"\" width=\"300\" height=\"272\">\u003cfigcaption class=\"wp-caption-text\">Students using computers at Rocketship's Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>Silicon Valley executives -- CEOs and COOs of companies like Netflix, Facebook, and Skype -- have funneled $3 million to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Rocketship Education \u003c/a>this year that will be used to refine its sophisticated software system.\u003c/p>\n\u003cp>The money will be spent to improve four components of Rocketship's computer software: assessment of students, the way it generates learning plans that identify what students need to learn, a scheduler that uses the learning plan to choose from a bank of lessons that's best suited for each student, and a management system that keeps track of all that information.\u003c/p>\n\u003cp>With a more streamlined process, the aim is to lighten the load for teachers who have to analyze all the data for each student, and to have the software recommend better default learning plans that teachers can easily adjust for students, according to co-founder John Danner.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education.\"\u003c/aside>\n\u003cp>It's a software engineer's dream -- or nightmare -- however you look at it. Creating a system that takes into consideration 1,000 standards that students need to master from K-5, and lessons mapped to each of those objectives offered by dozens of different vendors.\u003c!--more-->\u003c/p>\n\u003cp>\"There's a lot of nuts and bolts work to just make it simple for a student to sit down, log in, and start working on the right lesson at the right time,\" Danner said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though it stands to be improved, so far the system seems to be working. According to Danner, 90 percent of students who are below grade level move up to basic proficiency or beyond within one year of entering a Rocketship school, Danner said. So far, there are three schools in San Jose with plans to add two more next year. Danner expects to grow the network across the country.\u003c/p>\n\u003cp>With its heavy emphasis on high tech engineering to resolve a lot of the logistical issues, support for Rocketship from Silicon Valley shouldn't come as a surprise -- and that's exactly Danner's goal.\u003c/p>\n\u003cp>\"There’s a sense in Silicon Valley that there’s got to be more in the way that Silicon Valley solves problems that can be applied to education,\" he said. \"Education has been this monolithic thing that's been left on its own, there hasn’t been a lot of innovation or significant disruptions. And without that, it doesn’t seem like we're going to get a public education system that’s the best in the world in the next 10 or 15 years, which is what we need to be competitive.\"\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch3>Read more from the \u003ca href=\"http://ww2.kqed.org/mindshift/feature/my-education/\">MY EDUCATION series\u003c/a>:\u003c/h3>\n\u003cul>\n\u003cli>\u003cstrong>PART I:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-can-an-advanced-student-move-ahead-in-public-school/\">How Can An Advanced Student Move Ahead in Public School?\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART II: \u003c/strong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">Hybrid Learning Comes to Life at Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART III:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/rocketships-culture-respectful-empathetic-and-college-bound/\">Rocketship's Culture - Respectful, Empathetic and College-Bound\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART IV:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-to-keep-good-teachers-in-the-game/\">How to Keep Good Teachers in the Game\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART V:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/focus-on-assessments-fuels-rocketships-goals/\">Focus on Assessments Fuels Rocketship's Goals\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VI:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/a-look-inside-rocketship/\">A Look Inside Rocketship\u003c/a>\u003c/li>\n\u003cli>\u003cstrong>PART VII:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/five-lessons-learned-from-a-new-charter-school/\">Five Lessons Learned from a New Charter School\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rocketship straddles the line between Silicon Valley-style tech company and a traditional school organization, he said. \"We're very humble about the fact that schools are hard to do, much harder than software companies,\" he said.\u003c/p>\n\u003cp>The appeal to donors comes from the fact that Rocketship approaches education with a tech company's perspective.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And now Rocketship needs to deliver on that and show that we can develop a better system and reinvent the way a school works and scale it in a way that’s higher quality,\" he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11501/silicon-valley-execs-funnels-3-million-into-rocketship","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_31","mindshift_480","mindshift_494","mindshift_481","mindshift_493","mindshift_357"],"featImg":"mindshift_11509","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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