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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_34469":{"type":"posts","id":"mindshift_34469","meta":{"index":"posts_1591205157","site":"mindshift","id":"34469","score":null,"sort":[1394652703000]},"guestAuthors":[],"slug":"should-handheld-devices-for-kids-under-12-be-banned","title":"Should Handheld Devices for Kids Under 12 Be Banned? ","publishDate":1394652703,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1416620609,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":317},"headData":{"title":"Should Handheld Devices for Kids Under 12 Be Banned? | KQED","description":"A Huffington Post article, 10 Reasons Why Handheld Devices Should Be Banned, from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares. The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Should Handheld Devices for Kids Under 12 Be Banned? ","datePublished":"2014-03-12T19:31:43.000Z","dateModified":"2014-11-22T01:43:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34469 http://blogs.kqed.org/mindshift/?p=34469","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/12/should-handheld-devices-for-kids-under-12-be-banned/","disqusTitle":"Should Handheld Devices for Kids Under 12 Be Banned? ","path":"/mindshift/34469/should-handheld-devices-for-kids-under-12-be-banned","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">Huffington Post\u003c/a> article, \u003ca href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\">10 Reasons Why Handheld Devices Should Be Banned,\u003c/a> from a couple of days ago has clearly hit a nerve. The link has spread far and wide, with hundreds of thousands of social media shares.\u003c/p>\n\u003cp>The author links to studies from the American Academy of Pediatrics, the Canadian Society of Pediatrics, Kaiser Foundation, Active Healthy Kids Canada, and Common Sense Media as the primary sources that back up her call to ban the use of all handheld devices for children under the age of 12 years. She cites sleep deprivation, obesity, delayed brain development, mental illness, aggression, addiction, and digital dementia as just a few of the detrimental consequences of allowing kids under 12 to use handheld devices.\u003c/p>\n\u003cp>(Since the post was published, \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/10-reasons-why-we-need-re_b_4940987.html?utm_hp_ref=technology&ir=Technology\">many have written responses\u003c/a> that refute both the factual assertions and the conclusions the author makes.)\u003c/p>\n\u003cp>The article comes at a pivotal moment when schools, teachers, and parents are figuring out how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/tablets-for-fifth-graders-teachers-try-different-tactics/\">students can use mobile devices\u003c/a> -- specifically \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">smartphones\u003c/a> or \u003ca href=\"http://wp.me/p2io8W-8K5\">tablets\u003c/a> -- for the purposes of learning: to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">create\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\">collaborate\u003c/a>, research, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/tablets-for-learning-emphasis-on-capturing-students-voices/\">share information and opinion\u003c/a>, and possibly as an \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">equalizing force in the digital divide\u003c/a>.\u003c/p>\n\u003cp>How does this call for a ban on handheld devices square with what parents and teachers believe about the value of devices towards the purposes of learning, whether in or out of school? Should mobile devices be kept from students below the sixth grade altogether? Is a child's age a valid determining factor in answering these questions?\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://i.huffpost.com/gen/1663311/thumbs/o-KIDS-ON-CELL-PHONE-facebook.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.huffingtonpost.com/cris-rowan/10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">10 Reasons Why Handheld Devices Should Be Banned for Children Under the Age of 12\u003c/a>Posted: Print Article The American Academy of Pediatrics and the Canadian Society of Pediatrics state infants aged 0-2 years should not have any exposure to technology, 3-5 years be restricted to one hour per day, and 6-18 years restricted to 2 hours per day (AAP 2001/13, CPS 2010).\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fwww.huffingtonpost.com%2Fcris-rowan%2F10-reasons-why-handheld-devices-should-be-banned_b_4899218.html\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.huffingtonpost.com\" target=\"_blank\">Huffingtonpost\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34469/should-handheld-devices-for-kids-under-12-be-banned","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_866","mindshift_1040","mindshift_187","mindshift_20528"],"label":"mindshift"},"mindshift_32302":{"type":"posts","id":"mindshift_32302","meta":{"index":"posts_1591205157","site":"mindshift","id":"32302","score":null,"sort":[1382732358000]},"guestAuthors":[],"slug":"rolling-out-an-ipad-pilot-program-with-eyes-wide-open","title":"Rolling Out an iPad Pilot Program, With Eyes Wide Open","publishDate":1382732358,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32304\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg\" alt=\"Students\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism?live=1\">By Eric Westervelt, NPR\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A growing number of school districts across America are trying to\u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablets/\"> weave tablet computers\u003c/a>, like the iPad, into the classroom fabric, especially as a tool to help implement the new Common Core state standards for math and reading.\u003c/p>\n\u003cp>One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.\u003c/p>\n\u003cp>But, as with tablet efforts across the country, this one faces skeptics and obstacles. Some wonder if its projected benefits are being grossly oversold.\u003c/p>\n\u003cp>\u003cstrong>Personalizing Education\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before becoming Coachella Valley's superintendent of the schools, Dr. Darryl Adams was a keyboardist and singer with the '80s pop rock band Xavion. It was a one-hit wonder band, complete with '80s hairdos and a slot on a Hall & Oates tour. \"We were the first all-black rock band on MTV, by the way,\" he says. \"We had an album, went out and on tour.\"\u003c/p>\n\u003cp>Today, Adams still has a touch of the showman as he talks about his school district's latest project.\u003c/p>\n\u003cp>\"Everyone will have an iPad!\" he says with a broad smile. \"It's gonna be exciting!\"\u003c/p>\n\u003cp>Music was Adams' passion when he was young; it was what inspired him in school. And he sees the iPad plan as central to exciting kids in school today. He argues that since the federal \"No Child Left Behind\" initiative 10-plus years ago, school districts have often failed to inspire kids. Instead, he says, they've been teaching them how to take tests.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Using the iPad As a Tool for Creation to Strengthen Learning]\u003c/a>\u003c/p>\n\u003cp>\"And that's not what education is about. So for the first time in our history as a nation, I think in the world, we're going to be able to individualize and personalize education,\" Adams says.\u003c/p>\n\u003cp>The district has leased the tablets from Apple at a cost of nearly $9 million. Voters here passed a bond, backed by property taxes, to pay for most of it. Funds from Title I — a federal program designed to help low-income schools — and from California's Common Core initiative are also being used for training and implementation.\u003c/p>\n\u003cp>Some 80 percent of kids in his district live in poverty, Adams says. He sees the tablet plan as a civil rights issue, noting that the bond measure passed with nearly 70 percent support. \"Some of our families live in trailer home parks. Some are migrant farmers,\" he says. \"But they're putting money on the line for each other, and that's a true indication the community cares about each other.\"\u003c/p>\n\u003cp>\u003cstrong>'No One Is The Expert Anymore'\u003c/strong>\u003c/p>\n\u003cp>The district has set up headquarters in a trailer to coordinate the massive distribution of nearly 20,000 iPads and accompanying training, security, curriculum changes, parental consent forms, and more. Inspirational quotes dot the walls — not from famous educators, but from Apple's late founder Steve Jobs.\u003c/p>\n\u003cp>Matt Hamilton, the district's educational technology coordinator, says educators and students are learning from each other. \"No one is the expert anymore,\" he says. \"The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/p>\n\u003cp>Students in seventh grade and up can take their tablets home on evenings, weekends and every school break except summer. Sixth grade and below will have to leave the devices in a locked classroom cart.\u003c/p>\n\u003cdiv id=\"res240781489\">\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">“ The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/aside>\n\u003c/div>\n\u003c/div>\n\u003cp>The district set up a training program to highlight the best teaching practices and to brainstorm classroom curricula. Music teacher Michael Richardson, one of 120 pilot teachers, says he has involved students in figuring out the devices. One student, for example, found a promising music app and \"he taught the class and taught me. It was kind of great,\" Richardson says.\u003c/p>\n\u003cp>Middle school English teacher Patricia Inghram was also in the pilot program, which tested the tablets in every grade and every subject matter throughout the district. She says she's been using them extensively and successfully in her classes for more than a year. Even though she's an old teacher who started out teaching on chalkboards, she says \"I feel comfortable enough to use it at this point, and I think they're fantastic tools.\"\u003c/p>\n\u003cp>High school geometry teacher Patrick Beal says the challenge is to make the tablet more than a glorified notebook. \"The goal is to transform what I do in the classroom into something completely different: to take them outside of class, spark curiosity and inspire the learning process,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Security Concerns\u003c/strong>\u003c/p>\n\u003cp>It's not clear how many schools or districts across the country are using tablets in the classroom. The U.S. Department of Education doesn't track the number, and an Apple spokesman\u003cstrong> \u003c/strong>declined to comment or provide numbers on how many schools have worked with iPad classroom initiatives.\u003c/p>\n\u003cp>Some districts have publicly stumbled with their initiatives. Los Angeles Unified students easily got around restrictions on their district-issued iPads last month: They simply deleted their personal profile info and then could surf the web without restriction. L.A. quickly put on the brakes on its billion-dollar iPad rollout to boost security and make other changes. Several other districts across the country have also delayed their tablet plans because of security concerns.\u003c/p>\n\u003cp>Coachella Valley is trying to learn from L.A.'s problems. They're working with Apple to strengthen profile security and will block harmful and inappropriate online content, as required under the rules for districts that receive federal tech dollars. For now, social media sites and YouTube will not be blocked.\u003c/p>\n\u003cp>Inghram says some security measures should be a classroom management issue. She has kids take a \"tech oath\" on digital citizenship and proper use of the iPad: no cyberbullying, harmful or inappropriate pictures or content, or social media during class time.\u003c/p>\n\u003cp>Some of the projects she's done in class include using the tablets to produce podcasts and link via Skype with experts at the Edgar Allen Poe museum. Her favorite: virtually visiting the historic Globe Theater in the UK during a lesson on Shakespeare.\u003c/p>\n\u003cp>\"These are kids that are never, a lot of them, leave this area,\" Inghram says. \"But being able to talk to someone who is sitting in the Globe theatre and show them around the building and answer their questions about Shakespeare while you're reading his sonnets is an experience that, you know, it opens their eyes.\"\u003c/p>\n\u003cp>\u003cstrong>Lack Of Connection\u003c/strong>\u003c/p>\n\u003cp>But some teachers, parents and kids worry that there's a kind of iPad boosterism here that borders on naïve. While school district officials are promoting the tablets as central to improving academic achievement, research on that so far is mixed at best.\u003c/p>\n\u003cp>At Coachella Valley High School, one of two high schools in the district, junior Cheyenne Hernandez wraps up her geometry class. She says she's open to new media in the classroom but wonders if the iPad money might be better spent on other things.\u003c/p>\n\u003cp>\"I feel like it's just going to be a waste. People will either steal them or break them and treat them like a textbook. The textbooks are all worn out, so that's what iPads are going to be,\" she says. \"And in a student's opinion, most of the kids are going to go on Facebook, Instagram, Twitter.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And it's not clear how the district will integrate the curriculum with its ambitious tablet plan. Coachella Valley wants to make the iPads a central part of efforts to meet new Common Core state standards for math and English, and there are new Common Core apps coming out regularly. But the head librarian of Desert Mirage High School, Rebecca Flannigan, wonders which ones the district will use, how well it will work and how it will all be integrated into coherent plan.\u003c/p>\n\u003cp>\"That's where I see the difficulty, the disconnect between giving students an iPad to use and making it relevant to the classroom,\" she said. \"I mean, it's a toy for them. There's no procedure. I hate to say that because I think it's forward thinking — I think it's great — but it's just, there are a lot of bugs to be worked out.\"\u003c/p>\n\u003cp>Perhaps the biggest bug is connectivity: Large parts of the Coachella Valley are not covered by high-speed internet. And even where it is available, many families here simply can't afford the service.\u003c/p>\n\u003cp>Tenth grader Eli Servin is in a special education class at Coachella Valley High School. His teacher says he \"really blossomed\" using the iPad at school to help coordinate a recycling project. But at home, he has no Internet connection unless he's connecting to a hotspot on his sister's cell phone or using the wi-fi connection at a local McDonald's.\u003c/p>\n\u003cp>The district is using funding money from the bond measure to boost internet capacity and accessibility for its far-flung schools. But Adams, Coachella's superintendent, acknowledges that expanding connectivity to homes, especially in the district's many rural and impoverished pockets, will be much harder. \"I've told my staff: If we have to park a bus in the neighborhood with a WI-FI tower on it or whatever, we will do that to make sure that our students are connected,\" he says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's one of many issues that schools across the country will be intensely observing as the former pop rocker tries to pull off his biggest show yet.\u003c/p>\n\n","blocks":[],"excerpt":"One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.","status":"publish","parent":0,"modified":1382738229,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":37,"wordCount":1691},"headData":{"title":"Rolling Out an iPad Pilot Program, With Eyes Wide Open | KQED","description":"One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Rolling Out an iPad Pilot Program, With Eyes Wide Open","datePublished":"2013-10-25T20:19:18.000Z","dateModified":"2013-10-25T21:57:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32302 http://blogs.kqed.org/mindshift/?p=32302","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/25/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/","disqusTitle":"Rolling Out an iPad Pilot Program, With Eyes Wide Open","path":"/mindshift/32302/rolling-out-an-ipad-pilot-program-with-eyes-wide-open","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32304\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32304\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg\" alt=\"Students\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/Students-2fd5df4c67ddf311667f6a5a8d8df584e6272398-s40-c85-e1382731583141-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003ca href=\"http://www.npr.org/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism?live=1\">By Eric Westervelt, NPR\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">A growing number of school districts across America are trying to\u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablets/\"> weave tablet computers\u003c/a>, like the iPad, into the classroom fabric, especially as a tool to help implement the new Common Core state standards for math and reading.\u003c/p>\n\u003cp>One of California's poorest school districts, the Coachella Valley Unified southeast of Los Angeles, is currently rolling out iPads to every student, pre-K through high school. It's an ambitious effort that administrators and parents hope will transform how kids learn, boost achievement and narrow the digital divide with wealthier districts.\u003c/p>\n\u003cp>But, as with tablet efforts across the country, this one faces skeptics and obstacles. Some wonder if its projected benefits are being grossly oversold.\u003c/p>\n\u003cp>\u003cstrong>Personalizing Education\u003c/strong>\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>Before becoming Coachella Valley's superintendent of the schools, Dr. Darryl Adams was a keyboardist and singer with the '80s pop rock band Xavion. It was a one-hit wonder band, complete with '80s hairdos and a slot on a Hall & Oates tour. \"We were the first all-black rock band on MTV, by the way,\" he says. \"We had an album, went out and on tour.\"\u003c/p>\n\u003cp>Today, Adams still has a touch of the showman as he talks about his school district's latest project.\u003c/p>\n\u003cp>\"Everyone will have an iPad!\" he says with a broad smile. \"It's gonna be exciting!\"\u003c/p>\n\u003cp>Music was Adams' passion when he was young; it was what inspired him in school. And he sees the iPad plan as central to exciting kids in school today. He argues that since the federal \"No Child Left Behind\" initiative 10-plus years ago, school districts have often failed to inspire kids. Instead, he says, they've been teaching them how to take tests.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Using the iPad As a Tool for Creation to Strengthen Learning]\u003c/a>\u003c/p>\n\u003cp>\"And that's not what education is about. So for the first time in our history as a nation, I think in the world, we're going to be able to individualize and personalize education,\" Adams says.\u003c/p>\n\u003cp>The district has leased the tablets from Apple at a cost of nearly $9 million. Voters here passed a bond, backed by property taxes, to pay for most of it. Funds from Title I — a federal program designed to help low-income schools — and from California's Common Core initiative are also being used for training and implementation.\u003c/p>\n\u003cp>Some 80 percent of kids in his district live in poverty, Adams says. He sees the tablet plan as a civil rights issue, noting that the bond measure passed with nearly 70 percent support. \"Some of our families live in trailer home parks. Some are migrant farmers,\" he says. \"But they're putting money on the line for each other, and that's a true indication the community cares about each other.\"\u003c/p>\n\u003cp>\u003cstrong>'No One Is The Expert Anymore'\u003c/strong>\u003c/p>\n\u003cp>The district has set up headquarters in a trailer to coordinate the massive distribution of nearly 20,000 iPads and accompanying training, security, curriculum changes, parental consent forms, and more. Inspirational quotes dot the walls — not from famous educators, but from Apple's late founder Steve Jobs.\u003c/p>\n\u003cp>Matt Hamilton, the district's educational technology coordinator, says educators and students are learning from each other. \"No one is the expert anymore,\" he says. \"The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/p>\n\u003cp>Students in seventh grade and up can take their tablets home on evenings, weekends and every school break except summer. Sixth grade and below will have to leave the devices in a locked classroom cart.\u003c/p>\n\u003cdiv id=\"res240781489\">\n\u003cdiv>\n\u003caside class=\"pullquote alignleft\">“ The whole paradigm has really shifted. Teachers are no longer the possessors of knowledge. They're more the facilitators of learning.\"\u003c/aside>\n\u003c/div>\n\u003c/div>\n\u003cp>The district set up a training program to highlight the best teaching practices and to brainstorm classroom curricula. Music teacher Michael Richardson, one of 120 pilot teachers, says he has involved students in figuring out the devices. One student, for example, found a promising music app and \"he taught the class and taught me. It was kind of great,\" Richardson says.\u003c/p>\n\u003cp>Middle school English teacher Patricia Inghram was also in the pilot program, which tested the tablets in every grade and every subject matter throughout the district. She says she's been using them extensively and successfully in her classes for more than a year. Even though she's an old teacher who started out teaching on chalkboards, she says \"I feel comfortable enough to use it at this point, and I think they're fantastic tools.\"\u003c/p>\n\u003cp>High school geometry teacher Patrick Beal says the challenge is to make the tablet more than a glorified notebook. \"The goal is to transform what I do in the classroom into something completely different: to take them outside of class, spark curiosity and inspire the learning process,\" he says.\u003c/p>\n\u003cp>\u003cstrong>Security Concerns\u003c/strong>\u003c/p>\n\u003cp>It's not clear how many schools or districts across the country are using tablets in the classroom. The U.S. Department of Education doesn't track the number, and an Apple spokesman\u003cstrong> \u003c/strong>declined to comment or provide numbers on how many schools have worked with iPad classroom initiatives.\u003c/p>\n\u003cp>Some districts have publicly stumbled with their initiatives. Los Angeles Unified students easily got around restrictions on their district-issued iPads last month: They simply deleted their personal profile info and then could surf the web without restriction. L.A. quickly put on the brakes on its billion-dollar iPad rollout to boost security and make other changes. Several other districts across the country have also delayed their tablet plans because of security concerns.\u003c/p>\n\u003cp>Coachella Valley is trying to learn from L.A.'s problems. They're working with Apple to strengthen profile security and will block harmful and inappropriate online content, as required under the rules for districts that receive federal tech dollars. For now, social media sites and YouTube will not be blocked.\u003c/p>\n\u003cp>Inghram says some security measures should be a classroom management issue. She has kids take a \"tech oath\" on digital citizenship and proper use of the iPad: no cyberbullying, harmful or inappropriate pictures or content, or social media during class time.\u003c/p>\n\u003cp>Some of the projects she's done in class include using the tablets to produce podcasts and link via Skype with experts at the Edgar Allen Poe museum. Her favorite: virtually visiting the historic Globe Theater in the UK during a lesson on Shakespeare.\u003c/p>\n\u003cp>\"These are kids that are never, a lot of them, leave this area,\" Inghram says. \"But being able to talk to someone who is sitting in the Globe theatre and show them around the building and answer their questions about Shakespeare while you're reading his sonnets is an experience that, you know, it opens their eyes.\"\u003c/p>\n\u003cp>\u003cstrong>Lack Of Connection\u003c/strong>\u003c/p>\n\u003cp>But some teachers, parents and kids worry that there's a kind of iPad boosterism here that borders on naïve. While school district officials are promoting the tablets as central to improving academic achievement, research on that so far is mixed at best.\u003c/p>\n\u003cp>At Coachella Valley High School, one of two high schools in the district, junior Cheyenne Hernandez wraps up her geometry class. She says she's open to new media in the classroom but wonders if the iPad money might be better spent on other things.\u003c/p>\n\u003cp>\"I feel like it's just going to be a waste. People will either steal them or break them and treat them like a textbook. The textbooks are all worn out, so that's what iPads are going to be,\" she says. \"And in a student's opinion, most of the kids are going to go on Facebook, Instagram, Twitter.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>And it's not clear how the district will integrate the curriculum with its ambitious tablet plan. Coachella Valley wants to make the iPads a central part of efforts to meet new Common Core state standards for math and English, and there are new Common Core apps coming out regularly. But the head librarian of Desert Mirage High School, Rebecca Flannigan, wonders which ones the district will use, how well it will work and how it will all be integrated into coherent plan.\u003c/p>\n\u003cp>\"That's where I see the difficulty, the disconnect between giving students an iPad to use and making it relevant to the classroom,\" she said. \"I mean, it's a toy for them. There's no procedure. I hate to say that because I think it's forward thinking — I think it's great — but it's just, there are a lot of bugs to be worked out.\"\u003c/p>\n\u003cp>Perhaps the biggest bug is connectivity: Large parts of the Coachella Valley are not covered by high-speed internet. And even where it is available, many families here simply can't afford the service.\u003c/p>\n\u003cp>Tenth grader Eli Servin is in a special education class at Coachella Valley High School. His teacher says he \"really blossomed\" using the iPad at school to help coordinate a recycling project. But at home, he has no Internet connection unless he's connecting to a hotspot on his sister's cell phone or using the wi-fi connection at a local McDonald's.\u003c/p>\n\u003cp>The district is using funding money from the bond measure to boost internet capacity and accessibility for its far-flung schools. But Adams, Coachella's superintendent, acknowledges that expanding connectivity to homes, especially in the district's many rural and impoverished pockets, will be much harder. \"I've told my staff: If we have to park a bus in the neighborhood with a WI-FI tower on it or whatever, we will do that to make sure that our students are connected,\" he says.\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>It's one of many issues that schools across the country will be intensely observing as the former pop rocker tries to pull off his biggest show yet.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32302/rolling-out-an-ipad-pilot-program-with-eyes-wide-open","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_81","mindshift_20528"],"featImg":"mindshift_32304","label":"mindshift"},"mindshift_31705":{"type":"posts","id":"mindshift_31705","meta":{"index":"posts_1591205157","site":"mindshift","id":"31705","score":null,"sort":[1380315623000]},"guestAuthors":[],"slug":"why-l-a-students-hacked-into-ipads-district-is-locking-us-out","title":"Why L.A. Students Hacked Into iPads: District Is 'Locking Us Out'","publishDate":1380315623,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cstrong>By Sam H. Sanders\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. The rollout is in the first of three phases, and ultimately, the goal is to distribute more than 600,000 devices.\u003c/p>\n\u003cp>But less than a week after getting their iPads, almost 200 of the districts' \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">high school students fo\u003c/a>\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">und a way to bypass\u003c/a> software blocks on the devices that limit what websites the students can use.\u003c/p>\n\u003cp>Roosevelt High School in East LA has the most offenders. Earlier this week, Mayra Najera, a high school senior, told NPR that she hasn't hacked her school-issued iPad just yet, but that some classmates have offered to do it for her.\u003c/p>\n\u003cfigure id=\"attachment_31714\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31714\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/177029231-300x225.jpg\" alt=\"177029231\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"They told me Friday, 'I would do it for you because you're my friend,' \" she says. \"They told me that!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you weren't a friend, the hack would cost $2.\u003c/p>\n\u003cp>\"They were charging people to do it. It was like a little black market,\" Najera says.\u003c/p>\n\u003cp>The students are getting around software that lets school district officials know where the iPads are, and what the students are doing with them at all times. This software also lets the district block certain sites, such as social media favorites like Facebook.\u003c/p>\n\u003cp>The district's chief information officer, Ronald Chandler, says he wasn't really surprised that students bypassed blocks so quickly. He says that hacks happen at all levels, whether it's secured parts of the federal government, or student iPads.\u003c/p>\n\u003cp>\"So we talked to students, and we asked them, 'Why did you do this?' And in many cases, they said, 'You guys are just locking us out of too much stuff.' \"\u003c/p>\n\u003cp>He says, after talking with students, that the Los Angeles Unified School District's iPad policy probably should be changed, allowing for some social media and music streaming sites.\u003c/p>\n\u003cp>\"They were bound to fail,\" says Renee Hobbs, who runs the Media Education Lab at the University of Rhode Island. She's been a skeptic of the iPad program from the start. \"Children are growing up today [with] the iPad used as a device for entertainment. So when the iPad comes into the classroom, then there's a shift in everybody's thinking.\"\u003c/p>\n\u003cp>And sometimes that shift is hard for everybody. Hobbs says this isn't the first time educators have tried to co-opt things that lots of people use for fun.\u003c/p>\n\u003cp>\"Back in the 1930s, there was a big initiative to use radio in education,\" says Hobbs. \"It was the original distance education.\" But, Hobbs says, that all fizzled out.\u003c/p>\n\u003cp>\"Within a decade, we discovered that the commercial use of radio, for soap operas and music shows and game shows, actually eclipsed the educational use of radio. And the entertainment function is just so [dominant]. You can't compete,\" Hobbs says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You guys are just locking us out of too much stuff.\"\u003c/aside>\n\u003cp>Los Angeles Unified School District, for its part, says it's addressing what it calls \"a glitch\" in the iPad software. The district told NPR that for now, the hackers won't be punished. But home use of the iPads has been halted, indefinitely.\u003c/p>\n\u003cp>The rollout of the iPads might have to be delayed as officials reassess access policies. Right now, the program is still in Phase 1, with fewer than 15,000 iPads distributed. In November, the district is set to start moving into Phases 2 and 3 of the iPad program.\u003c/p>\n\u003cp>In light of the hacking scandal, Mayra Najera, the Roosevelt High School senior, isn't sure she needs an iPad at all.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's hard to tell,\" she says. Najera says she doesn't even do digital homework on her school-issued iPad. She takes care of that on her personal iPhone 5.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR.\u003c/div>\n\n","blocks":[],"excerpt":"Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. But less than a week after getting their iPads, hundreds of students had found a way to bypass software blocks meant to limit what websites the students can use.","status":"publish","parent":0,"modified":1380655522,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":642},"headData":{"title":"Why L.A. Students Hacked Into iPads: District Is 'Locking Us Out' | KQED","description":"Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. But less than a week after getting their iPads, hundreds of students had found a way to bypass software blocks meant to limit what websites the students can use.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why L.A. Students Hacked Into iPads: District Is 'Locking Us Out'","datePublished":"2013-09-27T21:00:23.000Z","dateModified":"2013-10-01T19:25:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31705 http://blogs.kqed.org/mindshift/?p=31705","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/27/why-l-a-students-hacked-into-ipads-district-is-locking-us-out/","disqusTitle":"Why L.A. Students Hacked Into iPads: District Is 'Locking Us Out'","nprByline":"Sam H. Sanders","nprStoryId":"226654921","nprApiLink":"http://api.npr.org/query?id=226654921&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2013/09/27/226654921/students-find-ways-to-hack-school-issued-ipads-within-a-week?ft=3&f=226654921","nprRetrievedStory":"1","nprPubDate":"Fri, 27 Sep 2013 10:53:00 -0400","nprStoryDate":"Fri, 27 Sep 2013 04:00:00 -0400","nprLastModifiedDate":"Fri, 27 Sep 2013 10:53:50 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/09/20130927_me_07.mp3?orgId=1&topicId=1019&ft=3&f=226654921","nprAudioM3u":"http://api.npr.org/m3u/1226716471-b5ba5a.m3u?orgId=1&topicId=1019&ft=3&f=226654921","path":"/mindshift/31705/why-l-a-students-hacked-into-ipads-district-is-locking-us-out","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/09/20130927_me_07.mp3?orgId=1&topicId=1019&ft=3&f=226654921","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>By Sam H. Sanders\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Los Angeles Unified School District started issuing iPads to its students this school year, as part of a $30 million deal with Apple. The rollout is in the first of three phases, and ultimately, the goal is to distribute more than 600,000 devices.\u003c/p>\n\u003cp>But less than a week after getting their iPads, almost 200 of the districts' \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">high school students fo\u003c/a>\u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925,0,6974454.story\">und a way to bypass\u003c/a> software blocks on the devices that limit what websites the students can use.\u003c/p>\n\u003cp>Roosevelt High School in East LA has the most offenders. Earlier this week, Mayra Najera, a high school senior, told NPR that she hasn't hacked her school-issued iPad just yet, but that some classmates have offered to do it for her.\u003c/p>\n\u003cfigure id=\"attachment_31714\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31714\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/177029231-300x225.jpg\" alt=\"177029231\" width=\"300\" height=\"225\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\"They told me Friday, 'I would do it for you because you're my friend,' \" she says. \"They told me that!\"\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>If you weren't a friend, the hack would cost $2.\u003c/p>\n\u003cp>\"They were charging people to do it. It was like a little black market,\" Najera says.\u003c/p>\n\u003cp>The students are getting around software that lets school district officials know where the iPads are, and what the students are doing with them at all times. This software also lets the district block certain sites, such as social media favorites like Facebook.\u003c/p>\n\u003cp>The district's chief information officer, Ronald Chandler, says he wasn't really surprised that students bypassed blocks so quickly. He says that hacks happen at all levels, whether it's secured parts of the federal government, or student iPads.\u003c/p>\n\u003cp>\"So we talked to students, and we asked them, 'Why did you do this?' And in many cases, they said, 'You guys are just locking us out of too much stuff.' \"\u003c/p>\n\u003cp>He says, after talking with students, that the Los Angeles Unified School District's iPad policy probably should be changed, allowing for some social media and music streaming sites.\u003c/p>\n\u003cp>\"They were bound to fail,\" says Renee Hobbs, who runs the Media Education Lab at the University of Rhode Island. She's been a skeptic of the iPad program from the start. \"Children are growing up today [with] the iPad used as a device for entertainment. So when the iPad comes into the classroom, then there's a shift in everybody's thinking.\"\u003c/p>\n\u003cp>And sometimes that shift is hard for everybody. Hobbs says this isn't the first time educators have tried to co-opt things that lots of people use for fun.\u003c/p>\n\u003cp>\"Back in the 1930s, there was a big initiative to use radio in education,\" says Hobbs. \"It was the original distance education.\" But, Hobbs says, that all fizzled out.\u003c/p>\n\u003cp>\"Within a decade, we discovered that the commercial use of radio, for soap operas and music shows and game shows, actually eclipsed the educational use of radio. And the entertainment function is just so [dominant]. You can't compete,\" Hobbs says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You guys are just locking us out of too much stuff.\"\u003c/aside>\n\u003cp>Los Angeles Unified School District, for its part, says it's addressing what it calls \"a glitch\" in the iPad software. The district told NPR that for now, the hackers won't be punished. But home use of the iPads has been halted, indefinitely.\u003c/p>\n\u003cp>The rollout of the iPads might have to be delayed as officials reassess access policies. Right now, the program is still in Phase 1, with fewer than 15,000 iPads distributed. In November, the district is set to start moving into Phases 2 and 3 of the iPad program.\u003c/p>\n\u003cp>In light of the hacking scandal, Mayra Najera, the Roosevelt High School senior, isn't sure she needs an iPad at all.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"It's hard to tell,\" she says. Najera says she doesn't even do digital homework on her school-issued iPad. She takes care of that on her personal iPhone 5.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31705/why-l-a-students-hacked-into-ipads-district-is-locking-us-out","authors":["byline_mindshift_31705"],"categories":["mindshift_195"],"tags":["mindshift_81","mindshift_20528"],"featImg":"mindshift_31714","label":"mindshift"},"mindshift_31678":{"type":"posts","id":"mindshift_31678","meta":{"index":"posts_1591205157","site":"mindshift","id":"31678","score":null,"sort":[1380294016000]},"guestAuthors":[],"slug":"for-schools-implementing-ipads-the-importance-of-being-patient","title":"For Schools Implementing iPads, the Importance of Being Patient","publishDate":1380294016,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31689\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660089211/sizes/z/in/photolist-b9wGuk-b9wtzP-b9wYue-b9wgzH-b9wAQD-b9wnFZ-b9w9A2-b9wevk-b9wPk2-b9wn8i-b9wpVz-b9wZD8-b9wTH2-b9wEsv-b9wFPk-b9wyB6-b9w7Hp-b9wuba-b9wiQD-b9wZck-b9wVuH-b9wMSa-b9whbr-b9wpfH-b9wN8k-b9wVT8-b9wRSx-b9wpJ4-b9wDTX-b9wcZz-b9wPu6-b9wLP8-b9wFCX-b9wQ18-b9wcMV-b9wG9T-b9wapM-b9wosM-b9wXWn-b9wxaT-b9wXLz-b9w8wT-b9wjnP-b9wqra-b9wsuz-b9wSNz-b9wfxp-b9wHfp-b9wpxB-b9wH44-b9wxYn/\">\u003cimg class=\"size-full wp-image-31689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg\" alt=\"6660089211_655da8df80_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cdiv>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/div>\n\u003cp class=\"dropcap-serif\">Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.\u003c/p>\n\u003cp>The tricky part about this process is that it takes time and can be bumpy. As schools engage in the work of \"building the bridge while crossing it,\" it is important for school leaders to stay the course, and not be deterred by the inevitable, and even welcome, hurdles that schools will encounter through the stages of implementation. A good rule of thumb: It takes three years to \"land.\"\u003c/p>\n\u003cp>There is a \u003ca href=\"http://bit.ly/145n6bx\">wonderful, poignant photo\u003c/a> that has circulated on social media where a classroom of students is seen standing eagerly with their iPads pointed at the white board with the caption, \"And then the teacher said you may take notes.\"\u003c/p>\n\u003cp>One of the key messages of this photo is that students may interpret or take steps in directions that we as educators might not see or anticipate as students have opportunities to learn with tablets. The takeaway for schools is that it is most helpful to be nimble and flexible in thinking about policy and practice.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/145n6bx\">\u003cimg class=\"alignright size-medium wp-image-31682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/and_then_the_teacher_said_you_may_take_notes_1931140930-300x300.jpg\" alt=\"and_then_the_teacher_said_you_may_take_notes_1931140930\" width=\"300\" height=\"300\">\u003c/a>A key step in this journey toward successful implementation is to create a space for teachers to process together how the learning is going and to identify challenges. And, it is equally important for school leaders to acknowledge and say out loud that the road is bumpy and it is supposed to be bumpy, and uncomfortable at times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another important step is to reach out to students to gather their input into what is working and what is challenging with tablet learning. The beautiful thing about kids is that they will be brutally honest and offer up suggestions and strategies to help with the learning process.\u003c/p>\n\u003cp>As a result of our work at Marin Country Day School, and utilizing the above process, we arrived at 10 guidelines for successful use of tablets, based on feedback from teachers and students. The language in these guidelines is intentionally positive, focusing on actionable behaviors that will lead to success, instead of using language that focuses on \"don't.\"\u003c/p>\n\u003cp>1. \u003cstrong>Charge your iPad before coming to school each day\u003c/strong>. This is a key part of instilling responsible behavior and placing responsibility on the student. It is a part of daily preparation and is achievable.\u003c/p>\n\u003cp>2. \u003cstrong>Keep your iPad in the case at all times\u003c/strong>. Again, this is about responsibility. We have found that breakage and cracks arise when students take the iPad out of the case.\u003c/p>\n\u003cp>3. \u003cstrong>Store the iPad safely inside your backpack\u003c/strong>. This is not easy to accomplish, but taking the time to help students find a proper spot inside the backpack goes a long way toward minimizing crack and breakage.\u003c/p>\n\u003cp>4. \u003cstrong>Manage your \u003c/strong>\u003cem>\u003cstrong>academic\u003c/strong>\u003c/em>\u003cstrong> iTunes account\u003c/strong>. The use of the word \u003cem>academic\u003c/em> is key. One important part of communication about rollout to students is that the tablet is a learning tool to help students with academics. Giving the students the responsibility and opportunity to upload the apps needed for individual classes places important responsibility on the shoulders of the students. Using a school issued Apple ID, students are asked to upload apps for certain classes as part of homework to be ready the next day for class.\u003c/p>\n\u003cp>5. \u003cstrong>Check your school email regularly and back up to iCloud\u003c/strong>. As we have increasingly learned, students do not use email, and use school email even less, unless asked to do so, as part of the learning. Additionally, giving the responsibility to students to back up using iCloud ensures that students are taking on more ownership of the school issued device\u003c/p>\n\u003cp>6. \u003cstrong>Keep your iPad and your passwords to yourself\u003c/strong>. This is so critical as part of the learning process. Knowing where the device is at all times during the day is not easy to accomplish and students need to take on this responsibility, in addition to securing privacy by keeping passwords strong and not easily identifiable.\u003c/p>\n\u003cp>7. \u003cstrong>Use eBackpack\u003c/strong>. This is the online storage locker that we have provided for our students. Students take pride in being paperless and the more that students use online storage spaces for papers, presentations, and projects, the more the school can instill this habit in students and teachers.\u003c/p>\n\u003cp>8. \u003cstrong>Use Veracross\u003c/strong>. This is the student information system that we use where teachers post homework assignments and also where each grade level posts a test calendar, to balance the workload for students. A daily practice for students is to check Veracross for homework and assessment postings.\u003c/p>\n\u003cp>9. \u003cstrong>Stay on task\u003c/strong>. Three simple words. Not easy for students or adults. Stating the expectation and holding the bar high for students is important, while also acknowledging how challenging this is for all of us to accomplish. Having open conversations with students about how to \"stay on task\" in different classes is a key part of creating a healthy culture inside of each classroom.\u003c/p>\n\u003cp>10. \u003cstrong>Play outside – tech free recess!\u003c/strong> This is the last but perhaps the most important in terms of maintaining a healthy, balanced school day, especially in schools employing tablets. When we rolled this out to teachers they were thrilled; when we rolled this out to students, there was no pushback. Kids know they need a break and schools need to pay attention to this.\u003c/p>\n\u003cp>As schools continue the tablet journey, the process of learning and conversation needs to be kept alive. A colleague of mine loves to use the phrase, \"Be patient with the process.\" Success will not happen overnight. It will take time and a general time frame is three years to create the daily culture of positive, affirmative use of tablets.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.","status":"publish","parent":0,"modified":1380310256,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":981},"headData":{"title":"For Schools Implementing iPads, the Importance of Being Patient | KQED","description":"Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Schools Implementing iPads, the Importance of Being Patient","datePublished":"2013-09-27T15:00:16.000Z","dateModified":"2013-09-27T19:30:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31678 http://blogs.kqed.org/mindshift/?p=31678","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/27/for-schools-implementing-ipads-the-importance-of-being-patient/","disqusTitle":"For Schools Implementing iPads, the Importance of Being Patient","path":"/mindshift/31678/for-schools-implementing-ipads-the-importance-of-being-patient","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31689\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660089211/sizes/z/in/photolist-b9wGuk-b9wtzP-b9wYue-b9wgzH-b9wAQD-b9wnFZ-b9w9A2-b9wevk-b9wPk2-b9wn8i-b9wpVz-b9wZD8-b9wTH2-b9wEsv-b9wFPk-b9wyB6-b9w7Hp-b9wuba-b9wiQD-b9wZck-b9wVuH-b9wMSa-b9whbr-b9wpfH-b9wN8k-b9wVT8-b9wRSx-b9wpJ4-b9wDTX-b9wcZz-b9wPu6-b9wLP8-b9wFCX-b9wQ18-b9wcMV-b9wG9T-b9wapM-b9wosM-b9wXWn-b9wxaT-b9wXLz-b9w8wT-b9wjnP-b9wqra-b9wsuz-b9wSNz-b9wfxp-b9wHfp-b9wpxB-b9wH44-b9wxYn/\">\u003cimg class=\"size-full wp-image-31689\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg\" alt=\"6660089211_655da8df80_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/6660089211_655da8df80_z-e1380256547503-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cdiv>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/div>\n\u003cp class=\"dropcap-serif\">Creating a process to arrive at sensible, relevant, and positive agreements for tablet use in schools is a key part of the journey toward implementing a successful tablet program.\u003c/p>\n\u003cp>The tricky part about this process is that it takes time and can be bumpy. As schools engage in the work of \"building the bridge while crossing it,\" it is important for school leaders to stay the course, and not be deterred by the inevitable, and even welcome, hurdles that schools will encounter through the stages of implementation. A good rule of thumb: It takes three years to \"land.\"\u003c/p>\n\u003cp>There is a \u003ca href=\"http://bit.ly/145n6bx\">wonderful, poignant photo\u003c/a> that has circulated on social media where a classroom of students is seen standing eagerly with their iPads pointed at the white board with the caption, \"And then the teacher said you may take notes.\"\u003c/p>\n\u003cp>One of the key messages of this photo is that students may interpret or take steps in directions that we as educators might not see or anticipate as students have opportunities to learn with tablets. The takeaway for schools is that it is most helpful to be nimble and flexible in thinking about policy and practice.\u003c/p>\n\u003cp>\u003ca href=\"http://bit.ly/145n6bx\">\u003cimg class=\"alignright size-medium wp-image-31682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/and_then_the_teacher_said_you_may_take_notes_1931140930-300x300.jpg\" alt=\"and_then_the_teacher_said_you_may_take_notes_1931140930\" width=\"300\" height=\"300\">\u003c/a>A key step in this journey toward successful implementation is to create a space for teachers to process together how the learning is going and to identify challenges. And, it is equally important for school leaders to acknowledge and say out loud that the road is bumpy and it is supposed to be bumpy, and uncomfortable at times.\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>Another important step is to reach out to students to gather their input into what is working and what is challenging with tablet learning. The beautiful thing about kids is that they will be brutally honest and offer up suggestions and strategies to help with the learning process.\u003c/p>\n\u003cp>As a result of our work at Marin Country Day School, and utilizing the above process, we arrived at 10 guidelines for successful use of tablets, based on feedback from teachers and students. The language in these guidelines is intentionally positive, focusing on actionable behaviors that will lead to success, instead of using language that focuses on \"don't.\"\u003c/p>\n\u003cp>1. \u003cstrong>Charge your iPad before coming to school each day\u003c/strong>. This is a key part of instilling responsible behavior and placing responsibility on the student. It is a part of daily preparation and is achievable.\u003c/p>\n\u003cp>2. \u003cstrong>Keep your iPad in the case at all times\u003c/strong>. Again, this is about responsibility. We have found that breakage and cracks arise when students take the iPad out of the case.\u003c/p>\n\u003cp>3. \u003cstrong>Store the iPad safely inside your backpack\u003c/strong>. This is not easy to accomplish, but taking the time to help students find a proper spot inside the backpack goes a long way toward minimizing crack and breakage.\u003c/p>\n\u003cp>4. \u003cstrong>Manage your \u003c/strong>\u003cem>\u003cstrong>academic\u003c/strong>\u003c/em>\u003cstrong> iTunes account\u003c/strong>. The use of the word \u003cem>academic\u003c/em> is key. One important part of communication about rollout to students is that the tablet is a learning tool to help students with academics. Giving the students the responsibility and opportunity to upload the apps needed for individual classes places important responsibility on the shoulders of the students. Using a school issued Apple ID, students are asked to upload apps for certain classes as part of homework to be ready the next day for class.\u003c/p>\n\u003cp>5. \u003cstrong>Check your school email regularly and back up to iCloud\u003c/strong>. As we have increasingly learned, students do not use email, and use school email even less, unless asked to do so, as part of the learning. Additionally, giving the responsibility to students to back up using iCloud ensures that students are taking on more ownership of the school issued device\u003c/p>\n\u003cp>6. \u003cstrong>Keep your iPad and your passwords to yourself\u003c/strong>. This is so critical as part of the learning process. Knowing where the device is at all times during the day is not easy to accomplish and students need to take on this responsibility, in addition to securing privacy by keeping passwords strong and not easily identifiable.\u003c/p>\n\u003cp>7. \u003cstrong>Use eBackpack\u003c/strong>. This is the online storage locker that we have provided for our students. Students take pride in being paperless and the more that students use online storage spaces for papers, presentations, and projects, the more the school can instill this habit in students and teachers.\u003c/p>\n\u003cp>8. \u003cstrong>Use Veracross\u003c/strong>. This is the student information system that we use where teachers post homework assignments and also where each grade level posts a test calendar, to balance the workload for students. A daily practice for students is to check Veracross for homework and assessment postings.\u003c/p>\n\u003cp>9. \u003cstrong>Stay on task\u003c/strong>. Three simple words. Not easy for students or adults. Stating the expectation and holding the bar high for students is important, while also acknowledging how challenging this is for all of us to accomplish. Having open conversations with students about how to \"stay on task\" in different classes is a key part of creating a healthy culture inside of each classroom.\u003c/p>\n\u003cp>10. \u003cstrong>Play outside – tech free recess!\u003c/strong> This is the last but perhaps the most important in terms of maintaining a healthy, balanced school day, especially in schools employing tablets. When we rolled this out to teachers they were thrilled; when we rolled this out to students, there was no pushback. Kids know they need a break and schools need to pay attention to this.\u003c/p>\n\u003cp>As schools continue the tablet journey, the process of learning and conversation needs to be kept alive. A colleague of mine loves to use the phrase, \"Be patient with the process.\" Success will not happen overnight. It will take time and a general time frame is three years to create the daily culture of positive, affirmative use of tablets.\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/31678/for-schools-implementing-ipads-the-importance-of-being-patient","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_81","mindshift_20528"],"featImg":"mindshift_31689","label":"mindshift"},"mindshift_31598":{"type":"posts","id":"mindshift_31598","meta":{"index":"posts_1591205157","site":"mindshift","id":"31598","score":null,"sort":[1380144207000]},"guestAuthors":[],"slug":"tablets-for-learning-emphasis-on-capturing-students-voices","title":"Tablets for Learning: Emphasis on Capturing Students' Voices","publishDate":1380144207,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As more schools across the country begin to use tablets in classrooms, it's worth taking the time to note how other countries are incorporating tablets for learning. In this \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">Slate article\u003c/a>, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.\u003c/p>\n\u003cp>\"The school has an unconventional take on the iPad’s purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students’ creations. The teachers cared most about how the devices could capture moments that told stories about their students’ experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it.\" [Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality of Consuming Media\u003c/a>]\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.slate.com/content/dam/slate/articles/life/family/2013/04/130405_FAM_KIDIPAD.jpg/_jcr_content/renditions/cq5dam.web.1280.1280.jpeg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">The Smart Way to Use iPads in the Classroom\u003c/a>Touch-screen tablets for young students have become all the rage. Some districts are even buying iPads for every kindergartner, a move sparking both celebration and consternation. Do we really want to give $500 devices to kids who can't even tie their shoes? What are these schools doing with these devices,...\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.slate.com\" target=\"_blank\">Slate\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"As more schools across the country begin to use tablets in classrooms, it’s worth taking the time to note how other countries are incorporating tablets for learning. In this Slate article, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.","status":"publish","parent":0,"modified":1380146253,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":235},"headData":{"title":"Tablets for Learning: Emphasis on Capturing Students' Voices | KQED","description":"As more schools across the country begin to use tablets in classrooms, it’s worth taking the time to note how other countries are incorporating tablets for learning. In this Slate article, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tablets for Learning: Emphasis on Capturing Students' Voices","datePublished":"2013-09-25T21:23:27.000Z","dateModified":"2013-09-25T21:57:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31598 http://blogs.kqed.org/mindshift/?p=31598","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/25/tablets-for-learning-emphasis-on-capturing-students-voices/","disqusTitle":"Tablets for Learning: Emphasis on Capturing Students' Voices","path":"/mindshift/31598/tablets-for-learning-emphasis-on-capturing-students-voices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As more schools across the country begin to use tablets in classrooms, it's worth taking the time to note how other countries are incorporating tablets for learning. In this \u003ca href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">Slate article\u003c/a>, Lisa Guernsey points out that the emphasis is less on games and interactive content and more on the iPad as a tool for capturing experiences.\u003c/p>\n\u003cp>\"The school has an unconventional take on the iPad’s purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students’ creations. The teachers cared most about how the devices could capture moments that told stories about their students’ experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it.\" [Also read \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">The Future of Tablets in Education: Potential Vs. Reality of Consuming Media\u003c/a>]\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.slate.com/content/dam/slate/articles/life/family/2013/04/130405_FAM_KIDIPAD.jpg/_jcr_content/renditions/cq5dam.web.1280.1280.jpeg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.slate.com/articles/technology/future_tense/2013/04/ipads_in_the_classroom_the_right_way_to_use_them_demonstrated_by_a_swiss.html\">The Smart Way to Use iPads in the Classroom\u003c/a>Touch-screen tablets for young students have become all the rage. Some districts are even buying iPads for every kindergartner, a move sparking both celebration and consternation. Do we really want to give $500 devices to kids who can't even tie their shoes? What are these schools doing with these devices,...\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"//static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.slate.com\" target=\"_blank\">Slate\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31598/tablets-for-learning-emphasis-on-capturing-students-voices","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_81","mindshift_20528"],"featImg":"mindshift_31605","label":"mindshift"},"mindshift_30974":{"type":"posts","id":"mindshift_30974","meta":{"index":"posts_1591205157","site":"mindshift","id":"30974","score":null,"sort":[1378303243000]},"guestAuthors":[],"slug":"beyond-the-ipad-schools-choices-in-tablets-grow","title":"Beyond the iPad: Schools' Choices In Tablets Grow","publishDate":1378303243,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignright size-large wp-image-31125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/158752997-640x357.jpg\" alt=\"158752997\" width=\"640\" height=\"357\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Though it's definitely not the norm yet, many more schools and districts are investing in the devices for a variety of reasons.\u003c/p>\n\u003cp>A recent study conducted by \u003ca href=\"http://thejournal.com/articles/2013/05/08/report-students-use-smart-phones-and-tablets-for-school-want-more.aspx\">Harris Interactive for publisher Pearson\u003c/a> showed that, while 44 percent of kids are using some kind of tablet for learning, 92 percent of kids surveyed believe that using a tablet in school will change how they learn in the future. And 90 percent of students said using a tablet makes learning more fun.\u003c/p>\n\u003cp>Though the iPad gets most of the limelight, other tablet makers like Intel, Samsung, Google, and Amplify are getting into the game, providing a variety of education programming, apps, and curriculum. From plug-in paint tools to magnifying glasses, tablet makers are competing for a share of the education market by creating new ways to use tablets in class.\u003c/p>\n\u003cp>Though this is not an exhaustive list of every type of tablet used in schools, here are the top-rated devices for education and a look what's distinct about each one.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.vincigenius.com/en/\">VINCI \u003c/a>Android Tablet for young children, ages 1.5-9 years. ($110-$184.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31112\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/VM-5610_View_1-140x140.jpg\" alt=\"VM-5610_View_1\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">This affordable tablet is aimed at the youngest students, and has won an \u003ca href=\"http://www.vincigenius.com/community/vinci-named-as-ces-innovations-2013-design-and-engineering-award-honoree/\">International CES Innovations Design and Engineering Award\u003c/a> for its unique VINCI curriculum. VINCI has broken down learning apps into two groups -- Home and School -- and categorized both by age and subject. The for-school portion’s curriculum categories are Early Math, Language Arts, Early Science, Thematic Units, and Learning Centers, but using the WiFi on the tablet allows access to download more apps from Google Play. Tablets come with tempered glass screens and sturdy plastic cases, and are available in three options: the\u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-3001\"> Tab II 7”\u003c/a>, the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-5100\">Tab III M 5”\u003c/a>, which supports child voice recognition and can be networked together for children to play in groups, and the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VM-5610\">Tab MV 5\u003c/a>”, which is a WiFi tablet and smartphone combination. \u003ca href=\"http://www.vincieducation.com/technology/tablets/\">The 7\" version is the School Edition.\u003c/a> The downside is that most apps aren’t appropriate for older children, and some \u003ca href=\"http://www.wired.com/geekdad/2011/12/worst-toy-of-2011/\">wonder if it’s just a toy\u003c/a> disguised as a “learning device.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.amplify.com/index.php/tablet\">Amplify \u003c/a>Tablet for K-12 Education. ($299-$349 for tablets, with 2-year curriculum subscription fees ranging from $99-$179)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Amplify_Tablet-2x_414_313-140x140.jpg\" alt=\"Amplify_Tablet-2x_414_313\" width=\"140\" height=\"140\">News Corp’s entrance into the tablets-for-education market promises technology that connects students and teachers while being Common Core aligned. The 10” tablet, featuring the Android 4.2 Jelly Bean operating system, comes preloaded with Amplify’s exclusive education platform as well as lots of Google products, including Goolge Play, Google Hangout, Google Messenger and Google Talkback. Amplify also offers professional development both at the district level and to teachers to learn how to integrate the tablets - and curriculum - into classrooms. One of Amplify’s strengths seems to be how tailored it is to educators: “This actually offers features to teachers aimed at delivering instant feedback and differentiated instruction,” writes Terrence O’Brien at \u003ca href=\"http://www.engadget.com/2013/03/06/amplify-tablet-is-an-android-machine-custom-built-for-education/\">Endgadget.\u003c/a> “Everything from taking attendance and blocking distracting apps, to polling students comprehension and pushing supplemental materials to those that need it can be managed from the educator's unit. There's also the ability to build custom lesson plans called Playlists, that can incorporate material from locally stored textbooks, pre-loaded Khan Academy videos and the internet.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.xotablet.com/#introduction\">XO \u003c/a>Tablet by One Laptop Per Child ($149.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31114\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/product-shot01-140x140.jpg\" alt=\"product-shot01\" width=\"140\" height=\"140\">Designed by Yves Behar’s \u003ca href=\"http://www.fuseproject.com/\">Fuseproject\u003c/a>, this affordable 7” tablet meant to be used around the globe is offered by the nonprofit \u003ca href=\"http://one.laptop.org/\">One Laptop per Child\u003c/a>. The WiFi enabled tablet features a touch-screen made of multi-touch, flexible plastic, “so many hands can play and learn together.” The tablet can be used as a horizontal book, a portrait-style book, can turn into a full keyboard and features both a front and back-facing camera. Featuring special Android-based XO software and available in English and Spanish and soon may other languages, the\u003ca href=\"http://xo-learning.org/\"> XO Learning System\u003c/a> is built around 12 “dreams,” or professions children may be interested in.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.samsung.com/us/mobile/galaxy-tab\">Samsung Galaxy Tab\u003c/a> + Samsung School ($199.99 - $499.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/T3100_400x400_large1_vf-140x140.jpg\" alt=\"T3100_400x400_large1_vf\" width=\"140\" height=\"140\">Samsung’s tablet comes in four sizes - from 7” to 10.1” - and Samsung’s brand new \u003ca href=\"http://www.engadget.com/2013/06/24/samsung-galaxy-tab-3-7-0-8-0-and-10-1-release-date-pricing/\">Galaxy 3 7.0\u003c/a> is an entry-level tablet that promises a lower price point ($199.99), and has just announced plans of \u003ca href=\"http://tabtimes.com/news/education/2013/08/26/samsung-plans-kids-version-galaxy-tab-3\">creating a tablet just for kids\u003c/a>. Samsung is playing in the major-brand tablet market, with large processors and featuring front and back-facing cameras enabled for photo and video. While there have been reports that Samsung will be creating a Learning Hub similar to iTunes U in the near future, for now Samsung offers \u003ca href=\"http://www.samsung.com/us/article/samsung-school-makes-the-grade\">Samsung School\u003c/a>, which seeks to be a learning management system for educators. Features include an interactive whiteboard that can simultaneously appear on student tablet screens, conduct Q&As and polls, and organize ebooks and apps, too.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.intel.com/content/www/us/en/education-solutions/tablets.html\">Intel Education 10” Tablet\u003c/a> (price not yet available)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168-140x140.jpg\" alt=\"ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168\" width=\"140\" height=\"140\">Intel just released its plans to add a tablet for education to its line of products, featuring a powerful processor and tools promised to be especially useful in education -- including an e-Reader, painting tools and accessories, and a suite of tools made for science exploration, like an attachable magnifying glass and thermal probe. The tablet, which runs on Android operating system code-named Ice Cream Sandwich, boasts an \u003ca href=\"http://www.intel.com/content/www/us/en/tablets/tablets-atom.html\">extra-long battery life\u003c/a> and comes preloaded with Intel’s Education Software package, which includes special math and science apps like the Education Lab Camera, SPARKvue and Kno Textbooks.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.apple.com/ipad/\">iPad Tablet\u003c/a> and iPad Mini ($329.99 - $729.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.46.11-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.46.11 PM\" width=\"140\" height=\"140\">With reportedly over 10 million tablets already in schools, iPad continues to lead the way in using handheld technology to further education. Both the 9.7” tablet and the 7.9” Mini feature front and back-facing cameras, access to thousands of books and textbooks through iBooks, the App Store and iTunes U. While Apple remains proprietary in integrating all its products to work together, it has also has smartly eschewed fancy add-ons and accessories, seeming to focus on providing the best learning games, apps and content to satisfy schools’ very real needs to integrate technology into classrooms.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.dell.com/us/p/latitude-10-tablet/pd?sc_err=noocs\">Dell Latitude\u003c/a> 10” Tablet (call for pricing)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31119\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco-140x140.jpg\" alt=\"en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">Dell’s tablet computer, which runs on Windows 8 and contains Intel Inside processors, promises much of the same technology as other large-brand tablets - WiFi, cameras, touch-screen technology as well as Microsoft Office Home and Student. While it appears that Dell offers no education-specific software or features, much of the technology available, like Google Play for Education, will be easy to access.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.google.com/nexus/tablets/\">Google Nexus Tablet\u003c/a> 7” and 10” ($229.00 - 499.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31121\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.50.31-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.50.31 PM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">While some consider the Google Chromebook laptop as lean and efficient as a tablet, Google is getting into the table market with its Nexus series. And, with the announcement of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/move-over-ipad-here-comes-google-play-for-education/\">Google Play for Education\u003c/a> coming sometime this fall, Google’s Nexus tablet will surely be a major competitor for the Apple/iTunes education market. While Nexus offers nearly the same tablet experience as other large brand tablets like iPad and Samsung, the Nexus is preloaded with all the Google products - Google Messenger, Hangout, Play and Talkback, and more - and makes integrating what students are already doing on Google seamless and easy.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cem>Clarification: The current version of this post includes the correct information about Intel's Android operating system and specifies that the 7-inch VINCI tablet is used by schools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Here are the top-rated devices for education and a look what's distinct about each one.","status":"publish","parent":0,"modified":1380161935,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":1309},"headData":{"title":"Beyond the iPad: Schools' Choices In Tablets Grow | KQED","description":"Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Here are the top-rated devices for education and a look what's distinct about each one.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond the iPad: Schools' Choices In Tablets Grow","datePublished":"2013-09-04T14:00:43.000Z","dateModified":"2013-09-26T02:18:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30974 http://blogs.kqed.org/mindshift/?p=30974","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/04/beyond-the-ipad-schools-choices-in-tablets-grow/","disqusTitle":"Beyond the iPad: Schools' Choices In Tablets Grow","path":"/mindshift/30974/beyond-the-ipad-schools-choices-in-tablets-grow","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignright size-large wp-image-31125\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/158752997-640x357.jpg\" alt=\"158752997\" width=\"640\" height=\"357\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Just a couple of short years ago, the presence of tablets in schools was an exceptional phenomenon. This year, as students across the country go back to school, the presence of tablets is far more common in classrooms. Though it's definitely not the norm yet, many more schools and districts are investing in the devices for a variety of reasons.\u003c/p>\n\u003cp>A recent study conducted by \u003ca href=\"http://thejournal.com/articles/2013/05/08/report-students-use-smart-phones-and-tablets-for-school-want-more.aspx\">Harris Interactive for publisher Pearson\u003c/a> showed that, while 44 percent of kids are using some kind of tablet for learning, 92 percent of kids surveyed believe that using a tablet in school will change how they learn in the future. And 90 percent of students said using a tablet makes learning more fun.\u003c/p>\n\u003cp>Though the iPad gets most of the limelight, other tablet makers like Intel, Samsung, Google, and Amplify are getting into the game, providing a variety of education programming, apps, and curriculum. From plug-in paint tools to magnifying glasses, tablet makers are competing for a share of the education market by creating new ways to use tablets in class.\u003c/p>\n\u003cp>Though this is not an exhaustive list of every type of tablet used in schools, here are the top-rated devices for education and a look what's distinct about each one.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.vincigenius.com/en/\">VINCI \u003c/a>Android Tablet for young children, ages 1.5-9 years. ($110-$184.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31112\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31112\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/VM-5610_View_1-140x140.jpg\" alt=\"VM-5610_View_1\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">This affordable tablet is aimed at the youngest students, and has won an \u003ca href=\"http://www.vincigenius.com/community/vinci-named-as-ces-innovations-2013-design-and-engineering-award-honoree/\">International CES Innovations Design and Engineering Award\u003c/a> for its unique VINCI curriculum. VINCI has broken down learning apps into two groups -- Home and School -- and categorized both by age and subject. The for-school portion’s curriculum categories are Early Math, Language Arts, Early Science, Thematic Units, and Learning Centers, but using the WiFi on the tablet allows access to download more apps from Google Play. Tablets come with tempered glass screens and sturdy plastic cases, and are available in three options: the\u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-3001\"> Tab II 7”\u003c/a>, the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VS-5100\">Tab III M 5”\u003c/a>, which supports child voice recognition and can be networked together for children to play in groups, and the \u003ca href=\"http://store.vincigenius.com/products/LearningSystems/p_VM-5610\">Tab MV 5\u003c/a>”, which is a WiFi tablet and smartphone combination. \u003ca href=\"http://www.vincieducation.com/technology/tablets/\">The 7\" version is the School Edition.\u003c/a> The downside is that most apps aren’t appropriate for older children, and some \u003ca href=\"http://www.wired.com/geekdad/2011/12/worst-toy-of-2011/\">wonder if it’s just a toy\u003c/a> disguised as a “learning device.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.amplify.com/index.php/tablet\">Amplify \u003c/a>Tablet for K-12 Education. ($299-$349 for tablets, with 2-year curriculum subscription fees ranging from $99-$179)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31113\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Amplify_Tablet-2x_414_313-140x140.jpg\" alt=\"Amplify_Tablet-2x_414_313\" width=\"140\" height=\"140\">News Corp’s entrance into the tablets-for-education market promises technology that connects students and teachers while being Common Core aligned. The 10” tablet, featuring the Android 4.2 Jelly Bean operating system, comes preloaded with Amplify’s exclusive education platform as well as lots of Google products, including Goolge Play, Google Hangout, Google Messenger and Google Talkback. Amplify also offers professional development both at the district level and to teachers to learn how to integrate the tablets - and curriculum - into classrooms. One of Amplify’s strengths seems to be how tailored it is to educators: “This actually offers features to teachers aimed at delivering instant feedback and differentiated instruction,” writes Terrence O’Brien at \u003ca href=\"http://www.engadget.com/2013/03/06/amplify-tablet-is-an-android-machine-custom-built-for-education/\">Endgadget.\u003c/a> “Everything from taking attendance and blocking distracting apps, to polling students comprehension and pushing supplemental materials to those that need it can be managed from the educator's unit. There's also the ability to build custom lesson plans called Playlists, that can incorporate material from locally stored textbooks, pre-loaded Khan Academy videos and the internet.”\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.xotablet.com/#introduction\">XO \u003c/a>Tablet by One Laptop Per Child ($149.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31114\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/product-shot01-140x140.jpg\" alt=\"product-shot01\" width=\"140\" height=\"140\">Designed by Yves Behar’s \u003ca href=\"http://www.fuseproject.com/\">Fuseproject\u003c/a>, this affordable 7” tablet meant to be used around the globe is offered by the nonprofit \u003ca href=\"http://one.laptop.org/\">One Laptop per Child\u003c/a>. The WiFi enabled tablet features a touch-screen made of multi-touch, flexible plastic, “so many hands can play and learn together.” The tablet can be used as a horizontal book, a portrait-style book, can turn into a full keyboard and features both a front and back-facing camera. Featuring special Android-based XO software and available in English and Spanish and soon may other languages, the\u003ca href=\"http://xo-learning.org/\"> XO Learning System\u003c/a> is built around 12 “dreams,” or professions children may be interested in.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.samsung.com/us/mobile/galaxy-tab\">Samsung Galaxy Tab\u003c/a> + Samsung School ($199.99 - $499.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/T3100_400x400_large1_vf-140x140.jpg\" alt=\"T3100_400x400_large1_vf\" width=\"140\" height=\"140\">Samsung’s tablet comes in four sizes - from 7” to 10.1” - and Samsung’s brand new \u003ca href=\"http://www.engadget.com/2013/06/24/samsung-galaxy-tab-3-7-0-8-0-and-10-1-release-date-pricing/\">Galaxy 3 7.0\u003c/a> is an entry-level tablet that promises a lower price point ($199.99), and has just announced plans of \u003ca href=\"http://tabtimes.com/news/education/2013/08/26/samsung-plans-kids-version-galaxy-tab-3\">creating a tablet just for kids\u003c/a>. Samsung is playing in the major-brand tablet market, with large processors and featuring front and back-facing cameras enabled for photo and video. While there have been reports that Samsung will be creating a Learning Hub similar to iTunes U in the near future, for now Samsung offers \u003ca href=\"http://www.samsung.com/us/article/samsung-school-makes-the-grade\">Samsung School\u003c/a>, which seeks to be a learning management system for educators. Features include an interactive whiteboard that can simultaneously appear on student tablet screens, conduct Q&As and polls, and organize ebooks and apps, too.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.intel.com/content/www/us/en/education-solutions/tablets.html\">Intel Education 10” Tablet\u003c/a> (price not yet available)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31117\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168-140x140.jpg\" alt=\"ies-sh-hf-angle-1x1.jpg.rendition.cq5dam.webintel.168.168\" width=\"140\" height=\"140\">Intel just released its plans to add a tablet for education to its line of products, featuring a powerful processor and tools promised to be especially useful in education -- including an e-Reader, painting tools and accessories, and a suite of tools made for science exploration, like an attachable magnifying glass and thermal probe. The tablet, which runs on Android operating system code-named Ice Cream Sandwich, boasts an \u003ca href=\"http://www.intel.com/content/www/us/en/tablets/tablets-atom.html\">extra-long battery life\u003c/a> and comes preloaded with Intel’s Education Software package, which includes special math and science apps like the Education Lab Camera, SPARKvue and Kno Textbooks.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.apple.com/ipad/\">iPad Tablet\u003c/a> and iPad Mini ($329.99 - $729.99)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">\u003cimg class=\"alignright size-thumbnail wp-image-31118\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.46.11-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.46.11 PM\" width=\"140\" height=\"140\">With reportedly over 10 million tablets already in schools, iPad continues to lead the way in using handheld technology to further education. Both the 9.7” tablet and the 7.9” Mini feature front and back-facing cameras, access to thousands of books and textbooks through iBooks, the App Store and iTunes U. While Apple remains proprietary in integrating all its products to work together, it has also has smartly eschewed fancy add-ons and accessories, seeming to focus on providing the best learning games, apps and content to satisfy schools’ very real needs to integrate technology into classrooms.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.dell.com/us/p/latitude-10-tablet/pd?sc_err=noocs\">Dell Latitude\u003c/a> 10” Tablet (call for pricing)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31119\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31119\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco-140x140.jpg\" alt=\"en-INTL_L_Dell_Latitude_10_CWF-01015_RM7_mnco\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">Dell’s tablet computer, which runs on Windows 8 and contains Intel Inside processors, promises much of the same technology as other large-brand tablets - WiFi, cameras, touch-screen technology as well as Microsoft Office Home and Student. While it appears that Dell offers no education-specific software or features, much of the technology available, like Google Play for Education, will be easy to access.\u003c/p>\n\u003cul>\n\u003cli>\n\u003ch4>\u003ca href=\"http://www.google.com/nexus/tablets/\">Google Nexus Tablet\u003c/a> 7” and 10” ($229.00 - 499.00)\u003c/h4>\n\u003c/li>\n\u003c/ul>\n\u003cfigure id=\"attachment_31121\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-31121\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-03-at-4.50.31-PM-140x140.png\" alt=\"Screen Shot 2013-09-03 at 4.50.31 PM\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp style=\"padding-left: 30px\" dir=\"ltr\">While some consider the Google Chromebook laptop as lean and efficient as a tablet, Google is getting into the table market with its Nexus series. And, with the announcement of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/move-over-ipad-here-comes-google-play-for-education/\">Google Play for Education\u003c/a> coming sometime this fall, Google’s Nexus tablet will surely be a major competitor for the Apple/iTunes education market. While Nexus offers nearly the same tablet experience as other large brand tablets like iPad and Samsung, the Nexus is preloaded with all the Google products - Google Messenger, Hangout, Play and Talkback, and more - and makes integrating what students are already doing on Google seamless and easy.\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>\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 style=\"padding-left: 30px\" dir=\"ltr\">\u003cem>Clarification: The current version of this post includes the correct information about Intel's Android operating system and specifies that the 7-inch VINCI tablet is used by schools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30974/beyond-the-ipad-schools-choices-in-tablets-grow","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20528"],"featImg":"mindshift_31125","label":"mindshift"},"mindshift_31063":{"type":"posts","id":"mindshift_31063","meta":{"index":"posts_1591205157","site":"mindshift","id":"31063","score":null,"sort":[1377896421000]},"guestAuthors":[],"slug":"nielsen-survey-how-students-use-tablets","title":"Nielsen Survey: How Students Prefer To Use Tablets In Schools","publishDate":1377896421,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Not just for games and movies, tablets are becoming more common \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">in educational settings\u003c/a>. A recent \u003ca href=\"http://www.nielsen.com/us/en/newswire/2013/a-computer-in-every-classroom-and-a-tablet-in-every-backpack.html\">Neilsen\u003c/a> survey found that 71 percent of students who use tablets are interested in accessing textbooks.\u003c/p>\n\u003cp>See what they're using the tablets for:\u003c/p>\n\u003cdiv id=\"attachment_31064\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 635px\">\u003cimg class=\"size-full wp-image-31064\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/1377619409709.jpg\" alt=\"1377619409709\" width=\"635\" height=\"798\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709-400x503.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709-320x402.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\n\u003cp class=\"wp-media-credit\">Nielsen\u003c/p>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1377902935,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":43},"headData":{"title":"Nielsen Survey: How Students Prefer To Use Tablets In Schools | KQED","description":"Not just for games and movies, tablets are becoming more common in educational settings. A recent Neilsen survey found that 71 percent of students who use tablets are interested in accessing textbooks. See what they're using the tablets for: Nielsen","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Nielsen Survey: How Students Prefer To Use Tablets In Schools","datePublished":"2013-08-30T21:00:21.000Z","dateModified":"2013-08-30T22:48:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31063 http://blogs.kqed.org/mindshift/?p=31063","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/30/nielsen-survey-how-students-use-tablets/","disqusTitle":"Nielsen Survey: How Students Prefer To Use Tablets In Schools","path":"/mindshift/31063/nielsen-survey-how-students-use-tablets","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Not just for games and movies, tablets are becoming more common \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">in educational settings\u003c/a>. A recent \u003ca href=\"http://www.nielsen.com/us/en/newswire/2013/a-computer-in-every-classroom-and-a-tablet-in-every-backpack.html\">Neilsen\u003c/a> survey found that 71 percent of students who use tablets are interested in accessing textbooks.\u003c/p>\n\u003cp>See what they're using the tablets for:\u003c/p>\n\u003cdiv id=\"attachment_31064\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 635px\">\u003cimg class=\"size-full wp-image-31064\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/1377619409709.jpg\" alt=\"1377619409709\" width=\"635\" height=\"798\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709.jpg 635w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709-400x503.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/1377619409709-320x402.jpg 320w\" sizes=\"(max-width: 635px) 100vw, 635px\">\n\u003cp class=\"wp-media-credit\">Nielsen\u003c/p>\n\u003c/div>\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31063/nielsen-survey-how-students-use-tablets","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_20550","mindshift_20528"],"featImg":"mindshift_31064","label":"mindshift"},"mindshift_30952":{"type":"posts","id":"mindshift_30952","meta":{"index":"posts_1591205157","site":"mindshift","id":"30952","score":null,"sort":[1377625447000]},"guestAuthors":[],"slug":"how-tablets-can-enable-meaningful-connections-for-students-and-teachers","title":"How Tablets Can Enable Meaningful Connections for Students and Teachers","publishDate":1377625447,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","status":"publish","parent":0,"modified":1401750524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1248},"headData":{"title":"How Tablets Can Enable Meaningful Connections for Students and Teachers | KQED","description":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tablets Can Enable Meaningful Connections for Students and Teachers","datePublished":"2013-08-27T17:44:07.000Z","dateModified":"2014-06-02T23:08:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30952 http://blogs.kqed.org/mindshift/?p=30952","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/27/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/","disqusTitle":"How Tablets Can Enable Meaningful Connections for Students and Teachers","path":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\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>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","authors":["4354"],"categories":["mindshift_20634","mindshift_193"],"tags":["mindshift_1040","mindshift_20548","mindshift_20528"],"label":"mindshift"},"mindshift_30073":{"type":"posts","id":"mindshift_30073","meta":{"index":"posts_1591205157","site":"mindshift","id":"30073","score":null,"sort":[1374513771000]},"guestAuthors":[],"slug":"potential-and-reality-the-ipad-as-a-tool-for-creation","title":"The iPad as a Tool for Creation to Strengthen Learning","publishDate":1374513771,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.","status":"publish","parent":0,"modified":1392248939,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1220},"headData":{"title":"The iPad as a Tool for Creation to Strengthen Learning | KQED","description":"We don’t want iPads to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study. Here are ideas on how to use iPads to create and document in order to cement what students are learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The iPad as a Tool for Creation to Strengthen Learning","datePublished":"2013-07-22T17:22:51.000Z","dateModified":"2014-02-12T23:48:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30073 http://blogs.kqed.org/mindshift/?p=30073","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/22/potential-and-reality-the-ipad-as-a-tool-for-creation/","disqusTitle":"The iPad as a Tool for Creation to Strengthen Learning","path":"/mindshift/30073/potential-and-reality-the-ipad-as-a-tool-for-creation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30086\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660135637/sizes/z/in/photolist-b9wWhM-b9wzyB-b9wbFz-b9wqbg-b9wtMM-b9wofn-b9wLP8-b9wFCX-b9wH44-b9wVuH-b9wvmF-b9wW42-b9w7Hp-b9wkkk-b9wzLg-b9woDp-b9wJXD-b9wJ4a-b9wSBR-b9wnTe-b9wU3V-b9wUSg-b9wJtX-b9wMCR-b9wzWp-b9wisk-b9wXft-b9wCyB-b9wdHv-b9wbdx-b9wdc8-b9wyeT-b9wTxa-b9wgdk-b9wt7a-b9wCoc-b9w9ZD-b9woPx-b9wTRZ-b9wo4v-b9whH2-b9wSsr-b9wG1c-b9wuzx-b9wGTz-b9wkac-b9wjcr-b9whwr-b9wiFk-b9wyNx-b9wnjn/\">\u003cimg class=\"size-full wp-image-30086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg\" alt=\"6660135637_80d42d1bb1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/6660135637_80d42d1bb1_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Imagine walking up to a stream. On the far side lies our ideal learning environment -- student-centric, inquiry-based, resource-rich -- our Someday. A series of stepping stones indicates a way across. These are our Mondays; achievable objectives interspersed across a torrent of new technologies, practices, and theories. This Someday/Monday dichotomy captures one of the core challenges in teacher professional development around educational technology. As we look across to the opposite bank, we can see that the deep integration of new learning technologies into classrooms requires substantially rethinking pedagogy, curriculum, assessment, and teacher practice (Someday). However, as teachers, we need stepping stones (Mondays), and one of the easiest ways to gain experience with emerging tools is through individual projects or units. Teachers recognize the need to imagine a new future, to move towards the creation of innovative learning environments that provide our students with the best possible experience (Someday). In the meantime, we seek out a path of connected Mondays.\u003c/p>\n\u003cp>In this four-part series, we are using the Someday/Monday concept to explore four dimensions of using tablets, such as iPads, in educational settings. We will do this by examining how teachers can take students on a journey from the consumption of media to curation, creation, and connection. In the first part of this series, we used the Someday/Monday template to explore \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>. During the second, we examined \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a> and the evolving role of the teacher as a curator of learning objects. This week, we will address Creation, examining what is possible when we empower students and teachers as innovators with iPads and other mobile devices.\u003c/p>\n\u003ch4>PART III: CREATION\u003c/h4>\n\u003cp>For centuries, a central role in education has been the creation of new content as a representation of understanding. Whether students used quill and ink, crayons and poster board, or keyboards and mice, this concept of creating dates back to the beginning of learning.\u003c/p>\n\u003cp>Seymour Papert, the developer of the LOGO computing language, begins his landmark book \u003ca href=\"http://www.amazon.com/Mindstorms-Children-Computers-Powerful-Ideas/dp/0465046746\">Mindstorms\u003c/a> with a story about gears he played with as a child. The tangible experience of working with gears accelerated his understanding of physics in a way that would have been much harder with only books and lectures. He refers to gears as “objects-to-think-with,” and his theory of constructionism holds, in its heart, the idea that humans find it easier to construct understanding if they use objects-to-think-with. Papert thought of computers, with their flexible, multifaceted capacities, as one of the premier objects to think with. Things made more sense to young people when they could manipulate and engage for themselves, either in directly digital ways or by controlling objects in the physical world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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>One simple way of understanding our pedagogical theory of iPads is that we don’t want them to just become replacements for notebooks and textbooks, we want them to be objects to think with. We want students using them to mess around with the world around them and their courses of study.\u003c/p>\n\u003ch4>\u003cem>Someday \u003c/em>\u003c/h4>\n\u003cp>In the best iPad classrooms, students are constantly making things.\u003c/p>\n\u003cp>A big part of what they are doing is documenting their learning. At the \u003ca href=\"http://ipadsummitusa.org/\">EdTechTeacher iPad Summit in Atlanta\u003c/a>, Jennie Magiera showed a video of a math student working through a problem on a screencasting app, talking aloud, showing and recording his work. I observed a biochemistry lab class at Deerfield Academy where students had iPads, and they used them throughout class to take pictures and video recordings of the lab experiments, which later became key parts of their reports and presentations. In helping students \u003ca href=\"http://vimeo.com/38247581\">learn to make inferences from poetry\u003c/a>, Kristin Ziemke has her first graders draw their mental images from poems that she reads. When I visited the Hillbrook School in northern California, I tried to visit a history class, but I was a few minutes too late. Just after the period started, students in period costumes dispersed across the campus, recording short reenactments.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>These rich examples of documentation evoke ideas from \u003ca href=\"http://www.pz.gse.harvard.edu/making_learning_visible.php\">Project Zero’s Making Learning Visible \u003c/a>and \u003ca href=\"http://www.pz.gse.harvard.edu/visible_thinking.php\">Visible Thinking\u003c/a> programs. When students and teachers take the time to document their learning and create tangible performances, when they create objects-to-think-with, they deepen their understanding of material, and perhaps more importantly, create tools to spark metacognitive thinking about thinking. Tablets have shortcomings in creating certain kinds of learning objects (the iPad in particular is a very weak platform for learning coding and programming), but with the combination of camera, microphone, touchpad interface, and large viewing surface, tablets are terrific tools for creating a running record of student learning and activity.\u003c/p>\n\u003ch4>\u003cem>Monday\u003c/em>\u003c/h4>\n\u003cp>Open the camera app. Take a picture.\u003c/p>\n\u003cp>Take a picture of your board at the beginning of class. Take a picture at the end of class. Take pictures of your students working. Take pictures of their notebooks. Take a picture of prices in the supermarket. Take a picture of something that makes you ask a question (visit Dan Meyer’s \u003ca href=\"http://www.101qs.com\">101qs.com\u003c/a> for inspiration). Take a picture of a local monument. Take a picture of the really tricky part in a science lab experiment.\u003c/p>\n\u003cp>Tell your students to open the camera app. Have them take pictures. Have them take pictures of the board, their notes in progress, something that makes them ask a question. Have them take pictures of each step in their science experiment or each step in their design project. Take screenshots of their pathways through research and important documents. Take a picture of a flower. Use a photo annotation app, like \u003ca href=\"https://itunes.apple.com/us/app/skitch/id490505997?mt=8%E2%80%8E\">Skitch\u003c/a>, to label the parts.\u003c/p>\n\u003cp>Print out the good ones. Cover the walls in pictures. Start from the bottom. Let the images accrue like sediment. Walk back through them regularly, like a geologist or archeologist parsing the layers of your documentation. Watch their accomplishments, stumbles, and insights accumulate over a year.\u003c/p>\n\u003cp>Have students get a screencasting app and start showing-and-telling their work. Have them talk aloud as they write a paragraph or solve a math problem. Have them describe an image from the historical record. Make them talk for a full minute, then two minutes, then three as they stretch their ability to notice particular details. Have them draw a scene, then describe the scene in French or Mandarin. As \u003ca href=\"http://www.mrswideen.com/\">Kristen Wideen\u003c/a> demonstrates with her grade 1/2 students, screencasting bridges the gap between the physical and the virtual in order to extend the learning context, encourage meta cognition, and provide students with a voice to explain their thinking.\u003c/p>\n\u003cp>When they make a mistake on a problem, don’t give them the answer right away. Let them watch themselves interpret aloud their work. See if they can figure things out themselves.\u003c/p>\n\u003cp>Projects, presentations, performances of understanding will come with time and exploration. Start by creating an image, and go forward from there.\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s\u003c/em>\u003cem> \u003c/em>\u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a>\u003cem> and co-Founder of \u003c/em>\u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>\u003cem>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30073/potential-and-reality-the-ipad-as-a-tool-for-creation","authors":["4354"],"categories":["mindshift_195","mindshift_20634","mindshift_193"],"tags":["mindshift_1040","mindshift_81","mindshift_187","mindshift_20528"],"featImg":"mindshift_30086","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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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