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"content": "\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. The stereotype of “the computer scientist who doesn’t eat and doesn’t sleep and drinks Jolt cola” represents a “denial of the body” that probably seems alien to those young people for whom “the body is first and foremost in identity” and the epitome of success is defined by “owning” people in athletic competition.\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>CHALLENGING THE NARRATIVE ON GAMES AND LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">As Bruckman puts it, “I think that the discourse on games and learning is filled with assumptions that I don’t buy.” For her, “Betsy is using games in a way that makes sense . . . to take the passion that African-American boys have for sports video games to build confidence in creating a learning environment.” According to Bruckman, DiSalvo’s work on play testing emphasizes a “different side of computer science” rather than a campaign to change African-American youth culture in transferring their interest from “entertainment to intellectual discipline.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n",
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"description": "Applying African-American boys' passion for sports video games toward building confidence in a learning environment. This fascinating article by Liz Losh on Digital Media & Learning looks at how video games as learning motivator can be a completely different experience for different cultures. A recent report on educational achievement among young black males describes a",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ch4>\u003cem>Applying African-American boys' passion for sports video games toward building confidence in a learning environment.\u003c/em>\u003c/h4>\n\u003cp>\u003ca rel=\"attachment wp-att-9609\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-video-games-help-close-the-digital-divide/disalvo-600/\">\u003c/a>\u003c/p>\n\u003cp>\u003ca>\u003cimg class=\"size-full wp-image-9609\" title=\"DiSalvo.600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/DiSalvo.600.jpg\" alt=\"\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-400x240.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/DiSalvo.600-320x192.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"color: #333399;\">\u003cem>This fascinating article by \u003ca href=\"http://dmlcentral.net/blog/liz-losh/young-black-males-learning-and-video-games\">Liz Losh on Digital Media & Learning\u003c/a> looks at how video games as learning motivator can be a completely different experience for different cultures.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A recent report on educational achievement among young black males describes a “national catastrophe” in primary, secondary, and higher education that is reinforced by policy failures and funding shortfalls. “\u003ca href=\"http://www.cgcs.org/cgcs/Call_For_Change.pdf\">A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools\u003c/a>” uses data largely from the U.S. Department of Education to paint a grim picture of an achievement gap between black and white students, reinforcing the message of recent books like Pedro Noguera’s \u003ca href=\"http://www.amazon.com/Trouble-Black-Boys-Reflections-Education/dp/0470452080/\">\u003cem>The Trouble with Black Boys: Race, Equity, and the Future of Public Education\u003c/em>\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003c/aside>\n\u003cp style=\"padding-left: 30px;\">While the Obama White House has become known for promoting video games as a way to teach \u003ca href=\"http://www.whitehouse.gov/the-press-office/president-obama-launches-educate-innovate-campaign-excellence-science-technology-en\">science, technology, engineering, math\u003c/a>, and as a method to promote \u003ca href=\"http://www.whitehouse.gov/blog/2010/09/28/apps-healthy-kids-envelope-please\">healthier eating\u003c/a> and exercise among kids with sedentary lifestyles and pop culture habits, often the Presidential message targeted to African-American urban youth emphasizes traditional print culture literacies in reading and writing. Researcher \u003ca href=\"http://www.betsydisalvo.com/\">Betsy James DiSalvo\u003c/a> from the Georgia Institute of Technology is taking a different approach to the achievement gap. Her work is focused on understanding the role that video games play in urban African-American youth culture.\u003c!--break-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo engages African-American teenage boys with video game design and seeks to provide them intensive college and career counseling that “A Call for Change” argues they might not be getting in school despite a desperate need for intervention. She also takes advantage of the fact that video games can bridge the digital divide in African-American homes, because “game consoles often are the most powerful computational devices and the only Internet-enabled devices in our participants’ homes.”\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>UNUSUAL APPROACH\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Unlike other after-school programs with technology labs, DiSalvo’s “\u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/GlitchTest.html\">Glitch Game Testers\u003c/a>” treats students as paid employees rather than charity cases. Participants have part-time jobs during the school year and full-time jobs during the summer that provide economic as well as educational incentives to pursue careers in computer science and other STEM-related fields. The program makes a long-term commitment to mentoring and economic support and tries to tailor services around stated needs. According to DiSalvo, other programs “parachute-in” with a rescue mentality that shows little respect for existing attitudes in African-American communities.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">“Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve. You have to think about the culture that people come from first.”\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo has come up with a pragmatic series of solutions designed around symbiotic relationships between corporate products and consumer populations to foster STEM learning around sports video games that are usually not seen as particularly educational. She recruits Atlanta-area youth attending schools that are 99% African-American and where most students are well below the poverty line as play \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/clients.html\">testers for commercial video game companies\u003c/a> to search for bugs in new video games. Local mentors from Georgia Tech and historically black Morehouse College are also part of the Glitch Game Testers team and serve as both \u003ca href=\"http://www.prism.gatech.edu/%7Etjohnson3/staff.html\">coaches and role models\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In her work, DiSalvo finds that video game play practices such as “hacking, cheating, and modding,” which provide powerful informal learning practices among self-described “geeks” destined for careers in technology, are often treated with disdain by African-American teenagers. For many black urban youth, DiSalvo says, their notions of masculinity are defined by codes of idealized sportsmanship and pure physical embodiment, rather than the so-called “hacker ethic” that emphasizes subverting systems and authority.\u003c/p>\n\u003cp>\u003cstrong>GENDER, IDENTITY AND TECHNOLOGY\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">DiSalvo’s advisor, \u003ca href=\"http://www.cc.gatech.edu/%7Easb/\">Professor Amy Bruckman\u003c/a>, has been known for her research on gender and computer gaming that stretches back for more than a decade. (Bruckman also wrote seminal essays questioning cyber-utopianism that were written in the nineties, such as “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/tr-finding-ones-own.pdf\">Finding One’s Own in Cyberspace\u003c/a>” and “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/getty/disneyland.html\">Cyberspace is Not Disneyland\u003c/a>\").\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In an interview for DML Central, Bruckman praises DiSalvo’s work because it is “specifically targeting African-American teenage boys” in a larger research environment in which the discussion about gender and technology has often been focused on “women and this, and women and that” without enough serious research on masculinity and how “cultural groups have unique challenges.”\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">By thinking about “games as a motivator” rather than as a means of what \u003cem>The Chronicle of Higher Education\u003c/em> has recently called “\u003ca href=\"http://chronicle.com/article/A-Stealth-Assessment-Turns/125276/\">stealth assessment\u003c/a>,\" Bruckman argues that researchers can find out a lot more about learning and its relationship to cultural norms and that “looking at masculinity” might provide a fundamental “key to understanding.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Bruckman also asserts that other researchers interested in how young people make “the transition from interest in games to an interest in computer science” should be thinking more about “theories of the body” and why an ideology that seems to devalue sports and sportsmanship might be repugnant to some groups. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">More generally, Bruckman warns that many who are devoted to making educational games are part of a larger enterprise that is “ill-motivated and doomed,” because it is based on the simplistic assumption that “if it is fun, then they’ll love it” without asking the most basic of questions: “What is fun?” Bruckman titled one of her essays from the nineties “\u003ca href=\"http://www.cc.gatech.edu/%7Easb/papers/bruckman-gdc99.pdf\">Can Educational Be Fun?\u003c/a>” and it has been a theme in her work since then. “Going to a whole classroom of people and assuming that you will find something that everyone likes” is naïve,\" Bruckman insists. “You have to think about the culture that people come from first.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Sesame Workshop and the Joan Ganz Cooney Center released its study on \u003ca href=\"http://joanganzcooneycenter.org/Press-Releases-52.html\">children's media usage\u003c/a>. Among its findings, television is still popular, but children are engaging in a variety of other media platforms. Almost 25 percent of young children under age 5 use the Internet at least once a week, and just under half of those under the age of 6 play video games.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The social learning platform \u003ca href=\"http://www.xplana.com\">Xplana\u003c/a> released its report on digital textbooks in higher education, calling the industry at \u003ca href=\"http://blog.xplana.com/reports/digital-textbooks-reach-the-tipping-point-in-the-u-s-higher-education-a-revised-5-year-projection/\">a tipping point\u003c/a> and contending that by 2015, one out of every four textbooks will be e-books.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google rolled out some changes to its \u003ca href=\"http://googleblog.blogspot.com/2011/03/great-documents-come-from-great.html\">Google Docs\u003c/a> enhancing its collaboration features. Google Docs has allowed comments for almost a year, something that makes the apps great for classroom - for teachers and for students giving feedback. This week, Google expanded those comments into \"discussions,\" making them editable, making them appear in threaded conversations, and letting collaborators use the @ symbol to refer to each other by name. Google Wave lives on!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A \u003ca href=\"http://chronicle.com/blogs/wiredcampus/colleges-discriminate-against-the-blind-with-google-apps-advocates-say/30394\">complaint was filed\u003c/a> against Northwestern and New York University, charging that the schools' use of \u003ca href=\"http://www.google.com/a/help/intl/en/edu/\">Google Apps for Education\u003c/a> violated the Americans with Disabilities Act. According to the National Federation of the Blind, Google's educational suite is not fully accessible. Google has responded saying it has \"a strong commitment to improving our products,\" but the company did not offer any details.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Microsoft released an update to its video game development platform for kids, \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\">Kodu\u003c/a>. Kodu is an icon-based development environment, requiring no programming skills but teaching some of the basics of computational thinking and used to build games for PC and Xbox. Microsoft also announced \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">the Kodu Cup competition\u003c/a> for students age 9 to 17.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A new education-focused startup incubator launched this week. \u003ca href=\"http://www.imaginek12.com/imagine-launch-press-release.html\">ImagineK12\u003c/a> will provide a 3-month accelerator program, with funding and mentorship, for early stage ed-tech startups. Founded by startup veterans Geoff Ralston, Tim Brady andAlan Louie and modeled after the very successful \u003ca href=\"http://ycombinator.com\">Y Combinator\u003c/a> program, ImagineK12 aims “to effect positive change in the K-12 education space.”\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/williac/626962261/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9447\" title=\"weekly_roundup\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/weekly_roundup1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cul>\n\u003cli>The Sesame Workshop and the Joan Ganz Cooney Center released its study on \u003ca href=\"http://joanganzcooneycenter.org/Press-Releases-52.html\">children's media usage\u003c/a>. Among its findings, television is still popular, but children are engaging in a variety of other media platforms. Almost 25 percent of young children under age 5 use the Internet at least once a week, and just under half of those under the age of 6 play video games.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>The social learning platform \u003ca href=\"http://www.xplana.com\">Xplana\u003c/a> released its report on digital textbooks in higher education, calling the industry at \u003ca href=\"http://blog.xplana.com/reports/digital-textbooks-reach-the-tipping-point-in-the-u-s-higher-education-a-revised-5-year-projection/\">a tipping point\u003c/a> and contending that by 2015, one out of every four textbooks will be e-books.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google rolled out some changes to its \u003ca href=\"http://googleblog.blogspot.com/2011/03/great-documents-come-from-great.html\">Google Docs\u003c/a> enhancing its collaboration features. Google Docs has allowed comments for almost a year, something that makes the apps great for classroom - for teachers and for students giving feedback. This week, Google expanded those comments into \"discussions,\" making them editable, making them appear in threaded conversations, and letting collaborators use the @ symbol to refer to each other by name. Google Wave lives on!\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A \u003ca href=\"http://chronicle.com/blogs/wiredcampus/colleges-discriminate-against-the-blind-with-google-apps-advocates-say/30394\">complaint was filed\u003c/a> against Northwestern and New York University, charging that the schools' use of \u003ca href=\"http://www.google.com/a/help/intl/en/edu/\">Google Apps for Education\u003c/a> violated the Americans with Disabilities Act. According to the National Federation of the Blind, Google's educational suite is not fully accessible. Google has responded saying it has \"a strong commitment to improving our products,\" but the company did not offer any details.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Microsoft released an update to its video game development platform for kids, \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\">Kodu\u003c/a>. Kodu is an icon-based development environment, requiring no programming skills but teaching some of the basics of computational thinking and used to build games for PC and Xbox. Microsoft also announced \u003ca href=\"https://microsoft.promo.eprize.com/kodukup/\">the Kodu Cup competition\u003c/a> for students age 9 to 17.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>A new education-focused startup incubator launched this week. \u003ca href=\"http://www.imaginek12.com/imagine-launch-press-release.html\">ImagineK12\u003c/a> will provide a 3-month accelerator program, with funding and mentorship, for early stage ed-tech startups. Founded by startup veterans Geoff Ralston, Tim Brady andAlan Louie and modeled after the very successful \u003ca href=\"http://ycombinator.com\">Y Combinator\u003c/a> program, ImagineK12 aims “to effect positive change in the K-12 education space.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. A PSP to relieve anxiety at the doctor's office is different from taking pictures with an iPhone on a walk, which is not the same as channel-surfing, which is unlike illustrating a story with \"KidPix.\"\u003c/p>\n\u003cp>Screens aren't inimical to reading, outdoor and imaginative play. Most often, messages to parents about \"screen time\" are \u003ca href=\"http://www.huffingtonpost.com/dr-david-perlmutter-md/television-and-the-develo_b_786934.html\" target=\"_hplink\">bundled\u003c/a> with cautions about it displacing more valued activities. This was disproved in the Kaiser study; even so, careful choice of screen and content can be a facilitator -- interactive eBooks may help children catch the reading habit; innovative apps like \"Google Goggles\" or the augmented reality game \"Hidden Park\" can add adventure to outdoor play. Smart parents use these as supplements, and not replacements for books, neighborhood exploration or free play.\u003c/p>\n\u003cp>Different screens, different levels of control. Even for today's \"digital native\" parents, keeping up with the constant introduction of new devices and flood of content can be daunting. This is another reason not all screens are equal; each offers unique ways both to find the best content and to avoid what you don't want. Parents can choose among levels of gate-keeping and curatorial oversight, from television's limited channel menu offering pre-selected content scheduled or on-demand, to the iTunes and App stores with nearly unlimited bandwidth but an editorial team deciding what to sell, to the \"wild west\" frontier of YouTube and the Internet.\u003c/p>\n\u003cp>Like parents, content creators are also struggling to make best use of the various screens. The best producers resent the \"screen is a screen is a screen\" meme because it frees those who are less scrupulous to throw \"\u003ca href=\"http://en.wikipedia.org/wiki/Shovelware\" target=\"_hplink\">shovelware\u003c/a>\" into a scary, fast-changing market. Happily, it seems that the industry is transitioning from \"360 commissioning\" (wanting one's stories and characters to be on all platforms regardless of fit, for fear of leaving eyeballs or money on the table) to \"\u003ca href=\"http://en.wikipedia.org/wiki/Transmedia_storytelling\" target=\"_hplink\">transmedia\u003c/a>,\" which emphasizes each screen's unique contribution to a coherent whole.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Worldwide, there is a movement afoot to employ media as a growth and learning tool -- from serious games and deeply educational apps, to kids TV that enlightens \u003cem>and\u003c/em> entertains, to production tools that turn young people into creators. Growing attention to media literacy training encourages young people to read screens as deeply as they read text. The truth seems self-evident; all screens are not created equal.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/amagill/26273015/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9375\" title=\"AMagill\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/AMagill-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003ch3>Context is as important as content. Time, place and purpose matter.\u003c/h3>\n\u003cp>\u003cem>Pushing forward our discussion about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">value of games and apps\u003c/a>, David Kleeman wrote in response to the article: \"Every screen has benefits and cautions, quality content and junk.\" In this essay on the Huffington Post, Kleeman, who's the president \u003c/em>o\u003cem>f the American Center for Children and Media \u003ca href=\"http://www.huffingtonpost.com/david-kleeman/a-screen-is-a-screen-is-a_b_792742.html\">elaborates further.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By David Kleeman\u003c/strong>\u003c/p>\n\u003cp>\"A Screen is a Screen is a Meme\"\u003c/p>\n\u003cp>Children's television has been a playground for memes for as long as it's existed (much longer than \"meme\" has been a word!). Most are light and from pop culture -- from Davy Crockett coonskin caps to rumors of gay Teletubbies. Others grow from more dire murmurs about media's effects on children -- sit too close and you'll ruin your vision, short segments decrease attention span, digital kids can't write standard English.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Recently, I've noticed an emerging meme -- \"a screen is a screen is a screen.\" This or similar phrases suggest that only total time matters in children's relationship with media, not what's being viewed or used by whom, nor how and why. As used, it's a facile way to tar all media and absolve parents or activists from doing the hard work of addressing specific content or context.\u003c/p>\n\u003cp>For example, last month the American Academy of Pediatrics released its updated policy on children and media. Not surprisingly, the AAP's new guidelines reiterate its \"no screen time for under twos\" position; dismayingly, they also treat enormous technology evolution almost coincidentally and entirely negatively (the \"new technology\" section addresses only sexting, porn and pro-anorexia websites). In a \u003cem>New York Times\u003c/em> \u003ca href=\"http://www.nytimes.com/2010/10/17/fashion/17TODDLERS.html\" target=\"_hplink\">article\u003c/a> on young children and mobile media, a member of the AAP's Council on Communications suggests the current landscape was just too difficult to parse in its revisions, saying \"at the moment, we seem to feel it's the same as TV.\"\u003c!--more-->\u003c/p>\n\u003cp>Around the same time, \u003ca href=\"http://www.commonsensemedia.org/whats-better-kids-computers-tv-or-games\" target=\"_hplink\">an article\u003c/a> on the trusted content review site Common Sense Media advised parents that \"as long as you limit the total screen time and choose age-appropriate shows, games, and websites, a screen is a screen is a screen.\" Quality content depends on far more than being age specific, but more important, it's absurd to suggest that one platform could be \"better\" than others, agnostic of content.\u003c/p>\n\u003cp>Back when children's media options were primarily storytelling delivery systems (TV, CDs, VHS/DVD, movies), equating screens might have been acceptable. Today, by contrast, kids encounter \"lean back\" media like TV and \"lean forward\" platforms like the web; touch, tap and tilt mobile media and the new \u003cem>sine qua non\u003c/em> of active, whole-body engagement, the Kinect (the \u003cem>New York Times'\u003c/em> David Pogue \u003ca href=\"http://www.nytimes.com/2010/11/04/technology/personaltech/04pogue.html\" target=\"_hplink\">says\u003c/a>, \"You can't play Kinect sitting down, and that's a plus\").\u003c/p>\n\u003cp>This is why it's frustrating when a blogger for Kidglue, a site that claims to help parents \"engage their kids through popular culture,\" not only says \u003ca href=\"http://www.kidglue.com/2009/09/24/silly-rabbit-video-games-are-now-shockingly-for-toddlers/\" target=\"_hplink\">all screens are equal\u003c/a> (and none necessary), but also that electronic devices only \"frustrate\" small children. She would need only to see \u003ca href=\"http://www.youtube.com/watch?v=TO80404kKvQ\" target=\"_hplink\">this remarkable video\u003c/a> of toddlers with iPhones/iPads (compiled by \u003cem>Children's Technology Review\u003c/em> editor Warren Buckleitner) to understand that, in tiny hands, the direct response of a multi-touch screen is day and night from the hand-eye coordination required to wield a mouse.\u003c/p>\n\u003cp>Debates about whether \"a screen is a screen is a screen\" range and rage, from \u003ca href=\"http://www.mediapost.com/publications/index.cfm?fa=Articles.showArticle&art_aid=116301\" target=\"_hplink\">marketing\u003c/a> to \u003ca href=\"http://abcnews.go.com/Technology/toddlers-tech-screens-created-equal/story?id=11910667\" target=\"_hplink\">early learning\u003c/a>. Moving beyond the hyperbole, though, here are a few thoughts that might help parents make smart use of the many media options available.\u003c/p>\n\u003cp>There's no transitive property of screens. You can watch video on an iPad, but you can't run apps on a TV, so while young people's TV viewing increasingly is time-shifted or done on devices other than the 42-inch flatscreen, many other gratifications young people seek from media can exist only on specific screens. Given the findings of the Kaiser Family Foundation's \"Generation M2\" \u003ca href=\"http://kff.org/entmedia/upload/8010.pdf\" target=\"_hplink\">study\u003c/a> -- that young people multi-screen, multi-task and add new devices without displacing old ones -- they themselves appears to view different screens as having unique and parallel, not identical, functions.\u003c/p>\n\u003cp>Context is as important as content. Time, place and purpose matter. Screens can be fixed or mobile; some excel at storytelling and others at gaming; different media are solitary or social; devices may be self-contained and may around the world. 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"content": "\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-9267\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo1-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003c/p>\n\u003cp>When it comes to video games and apps, what's a parent to do? On one hand, we're bombarded with messages about the perils of letting kids play with computer games and gadgets. On the other, we're seduced by games and apps marketed to us as \"educational.\"\u003c/p>\n\u003cp>It's a tricky line to navigate. The spectrum of kids' apps ranges from \"baking\" cupcakes to crushing war demons. Most of them have some educational aspect -- at the very least kids learn what ingredients are used in cupcake baking, and the physics of launching \u003ca href=\"http://www.rovio.com/index.php?page=angry-birds\">Angry Birds\u003c/a> at just the right angle to kill the piggies. That's learning, isn't it?\u003c/p>\n\u003caside class=\"pullquote alignleft\">To clump them all into one category is to miss out on a huge treasure trove of learning opportunities.\u003c/aside>\n\u003cp>Therein lie the vague boundaries. Not all games are educational, and not all are shallow forms of entertainment. Many are marketed as educational tools, but in fact, most have some elements of both. The trick is to figure out what we want kids to learn and to experience. To clump them all into one category is to miss out on a huge treasure trove of learning opportunities. Real learning apps have a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">set of criteria \u003c/a>that qualifies them as educational, so rather than writing them all off as a waste of time, parents can figure out what their kids are exposed to.\u003c/p>\n\u003cp>\"We don’t ever want to separate engagement from the purposes of learning,\" said \u003ca href=\"http://www.cs.northwestern.edu/~edelson/\">Daniel Edelson, \u003c/a>Executive Director\u003cem> \u003c/em>and Vice President of Education and Children's Programs at the National Geographic Society at a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/where-does-informal-learning-fit-in/\">cyberlearning conference last week\u003c/a>. \"When you’re engaged with activities that have learning goals, you can connect the dots between engagement and learning. If you use engagement in its broadest possible sense when people are paying attention because of bright lights and activity, then you don’t find that connection.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter the parent. A young child is not necessarily going to figure out if she's learning or having fun. And in the best cases, that line is blurred without the child even knowing it. She's collecting information about bugs and plantlife with apps like \u003ca href=\"http://www.projectnoah.org/\">Project NOAH\u003c/a>. She's creating original stories -- complete with exposition and denouement and background music -- with digital storytelling apps like \u003ca href=\"http://www.launchpadtoys.com/toontastic/\">Toontastic\u003c/a>.\u003c/p>\n\u003cp>So should parents feel guilty allowing their kids to play games on mobile gadgets?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/aside>\n\u003cp>Simply put: \"No,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/the-future-of-mobile-learning-apps/\">says Dr. Michael Levine \u003c/a>of the Joan Ganz Cooney Center, which recently released a study called \u003ca href=\"http://www.joanganzcooneycenter.org/Reports-27.html\">Learning: Is There an App For That\u003c/a>. \"Kids see their parents using mobile phones all the time. It's only natural for them to want to use them too. And from the data in our study it looks like many parents are letting their children use them responsibly – with restrictions and in moderation. We recommend a balanced media diet that consists of content that is fun, educational, and doesn’t take up too much time in a given day.\"\u003c/p>\n\u003cp>That said, Levine cautioned parents to stay vigilant about screen time. \"We would be quite concerned if young children, especially preschoolers, began to dramatically increase their mobile screen time,\" he said.\u003c/p>\n\u003cp>A screen is not just a screen, though. The one-way interaction between TV and the couch potato is far different than an absorbing Scrabble play-off with a friend on a mobile phone.\u003c/p>\n\u003cp>\"Nobody’s saying, 'Give your kid a Gameboy, so he can be quiet and go sit in the corner,\" said Andy Russell, co-creator of Toontastic at a \u003ca href=\"http://www.dmlcentral.net/conference2011/schedule/day/2011-03-04\">digital media and learning conference\u003c/a>. \"We’re giving them tools to actually help them create content. The new devices allow us to do new things that we haven’t ever been able to do. But the world of 'edutainment' has dug us into a hole where most people think games only create a solitary experience.\"\u003c/p>\n\u003cp>In fact, many apps invite multiple players, social interaction with peers, and a call to go outdoors, either with specific instructions or with the child's own imagination. When my daughter and her friend were deciding how to spend their Saturday afternoon last week, their indoor play turned into an outdoor movie that they scripted, and that I filmed and edited for them with my iPhone.\u003c/p>\n\u003cp>\"Most parents don’t understand the need for their participation,\" said Dr. Gwenn O'Keeffe, a pediatrician who says she specializes in children's media use. \"It’s a small population who gets it.\"\u003c/p>\n\u003cp>Russell says game designers should also take responsibility in guiding parents on how to interact with the games and their kids. \"The failure is not the technology, but how we communicate to parents,\" he said.\u003c/p>\n\u003cp>\u003cstrong>BEYOND SCREENS\u003c/strong>\u003c/p>\n\u003cp>Regardless of how educational or engaging a screen can be, O'Keeffe says emotional connections are lost without face-to-face contact. \"If they're looking at a screen, they can’t see the emotional response,\" said O'Keeffe, who believes screens should be kept out of the hands of kids under five years old. \"It’s about empathy and they’re having trouble learning that. Do you really need to turn on the DVD in the car? Do kids really need the Gameboy in the grocery store? We all have to use the screen as babysitter sometimes. But to always use a screen that often is a problem.\"\u003c/p>\n\u003cp>But gaming advocates argue that \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">social connections are built\u003c/a> into most games. That sharing tactics and strategies help cement the learning experience -- and connect players to each other in ways that haven't been done before.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As researchers \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">dig deeper into the ramifications of games and apps\u003c/a> on young minds, parents will have to navigate the gray areas between absentminded parenting and the smart use of technology.\u003c/p>\n\u003ch5>\u003cem>Read more about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">how technology wires the learning brain\u003c/a>\u003c/em> \u003cem>and\u003c/em> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/\">\u003cem>suprising truths about video games. \u003c/em>\u003c/a>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003c/a>\u003ca rel=\"attachment wp-att-8940\" href=\"http://ww2.kqed.org/mindshift/2011/03/gaming-and-learning-canterbury-tales-meets-world-of-warcraft/photo-13/\">\u003cimg class=\"alignleft size-thumbnail wp-image-8940\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/photo-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>It's always gratifying to hear from students commenting on MindShift articles. The Huffington Post's \u003ca href=\"http://www.huffingtonpost.com/tina-barseghian/education-technology-video-games_b_829460.html\">publishing of \"Ten Surprising Truths About Video Games,\"\u003c/a> received a slew of responses.\u003c/p>\n\u003cp>My two favorites:\u003c/p>\n\u003cp>One who pointed to a video putting James Gee's theories of gaming and learning to action by creating a movie made from World of Warcraft to portray the \u003ca href=\"http://en.wikipedia.org/wiki/The_Pardoner%27s_Tale\">Pardoner's Tale\u003c/a> in Canterbury Tales. Brilliant!\u003c/p>\n\u003cp>http://www.youtube.com/watch?v=4KjLWTWJ--o&feature=related\u003c/p>\n\u003cp>The commenter writes:\u003c/p>\n\u003cblockquote>\u003cp>I love the idea that we should be changing curriculum to match gaming, not adding games to our existing curriculum. Very interesting and inspiring idea. Even without a paradigm shift in the way we think about education and assessment, games can be used to motivate and inspire creativity.\u003c/p>\u003c/blockquote>\n\u003cp>And another who offers a first-hand perspective:\u003c/p>\n\u003cblockquote>\n\u003cdiv>Excellent! It's about time I heard from somebody who was not convinced that any form of technology melts people's brains. This is absolutely correct, and, \u003cstrong>being 14, I would know\u003c/strong>.\u003c/div>\n\u003c/blockquote>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cobject classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"512\" height=\"328\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"flashvars\" value=\"video=1767377460&player=viral&end=0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"wmode\" value=\"transparent\">\u003cparam name=\"src\" value=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\">\u003cparam name=\"bgcolor\" value=\"#000000\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed type=\"application/x-shockwave-flash\" width=\"512\" height=\"328\" src=\"http://www-tc.pbs.org/video/media/swf/PBSPlayer.swf\" bgcolor=\"#000000\" wmode=\"transparent\" allowfullscreen=\"true\" flashvars=\"video=1767377460&player=viral&end=0\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"background: transparent none repeat scroll 0% 0%; font-size: 11px; font-family: Arial,Helvetica,sans-serif; color: #808080; margin-top: 5px; text-align: center; width: 512px;\">Watch the \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/video/1767377460\" target=\"_blank\">full episode\u003c/a>. See more \u003ca style=\"text-decoration: none ! important; font-weight: normal ! important; height: 13px; color: #4eb2fe ! important;\" href=\"http://video.pbs.org/program/1704857027\" target=\"_blank\">Digital Media - New Learners Of The 21st Century.\u003c/a>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8707\" href=\"http://ww2.kqed.org/mindshift/2011/02/ten-surprising-truths-about-video-games-and-learning/video-games-2/\">\u003cimg class=\"size-medium wp-image-8707\" title=\"video games\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/video-games-300x196.jpg\" alt=\"\" width=\"300\" height=\"196\">\u003c/a>\u003c/p>\n\u003cp>“Your brain’s important, but not all that important,” said \u003ca href=\"http://www.jamespaulgee.com/\">Dr. James Paul Gee\u003c/a>, a professor at Arizona State University and a leading authority on literacy and the potential of educational games, during a talk at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and Brain conference\u003c/a> last week.\u003c/p>\n\u003cp>By that he means the following: What we’d assumed about the importance of brain functions – following rules and logic and calculating – are no longer relevant. There’s been a revolution in the learning sciences and the new theories say that human beings learn from experiences – that our brains can store every experience we’ve had, and \u003cem>that's\u003c/em> what informs our learning process.\u003c/p>\n\u003cp>Following that logic, he says, the best kind of learning comes as a result of well-designed experiences.\u003c/p>\n\u003cp>Gee, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> last week, used this theory to launch into research-validated reasons why video games are good for learning. Here are 10 truths, according to Gee. Video games:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>FEED THE LEARNING PROCESS.\u003c/strong> The best learning experiences have the following values: motivation, clear goals, interpreted outcomes, and immediate and copious feedback. Video games have all these components. Kids play video games for fun with the goal of progressing to the next level and eventually conquering the opponent, whether that's another player or the computer. What's more, the social aspect -- sharing tactics, experiences, and explanations – helps cement what they’ve learned.\u003c/li>\n\u003cli>\u003cstrong>OBVIATE TESTING. \u003c/strong>The current assessment system forces teachers to teach to the test. Video games hold out a different way of thinking about assessments: namely, that we don’t need it. Compare a student who’s taken 12 weeks of algebra classes to one who’s played the video game Halo on the most challenging setting. The algebra student must take a test to assess what he knows on the day of the test. The Halo player has mastered the skills needed to get to the final level – and that’s his ultimate goal. No need for a test in that context. “Learning and assessment are exactly the same thing,” Gee said. “If you design learning so you can’t get out of one level until you complete the last one, there’s no need for a test. There would be no Bell Curve. It’s unethical to test a student based on one day’s knowledge. We have to change the attitude about testing on a government level.\"\u003c/li>\n\u003cli>\u003cstrong>BUILD ON EXPERIENCE. \u003c/strong>With every new game, the knowledge and expertise picked up in previous games can be applied to a new experience, a fundamental part of learning.\u003c/li>\n\u003cli>\u003cstrong>REDEFINE TEACHERS AS LEARNING DESIGNERS.\u003c/strong> Game designers create well-designed experiences and social interactions. Teachers are designers of learning, and can create experiences tailored to suit their outcome. If we “re-professionalize” teachers as designers, they can create their own scripts for what they want students to learn. This type of learning is based on good teaching, not curriculum per se.\u003c/li>\n\u003cli>\u003cstrong>TEACH LANGUAGE THROUGH EXPERIENCE. \u003c/strong>The biggest problem with using scholastic language is that it’s not used outside of school. “The language you learn at school is not the one you use at home,” Gee said. The best way of learning language is not from a book or a dictionary, but from applying it to an experience. For example, kids can decode even the most cryptic game manual after they play the game because they’re experiencing every image, action, and dialogue that’s described.\u003c/li>\n\u003cli>\u003cstrong>ENTICE KIDS TO LOVE CHALLENGES.\u003c/strong> The video game industry is making a killing selling toys and games that are difficult to master. “They’re selling stuff to kids that are complex and hard. And because it’s outside of school, it’s virtually addictive.”\u003c/li>\n\u003cli>\u003cstrong>MOTIVATE LEARNING.\u003c/strong> If a student is not motivated to learn, there will be no learning. It’s hard to motivate students to learn something like algebra without context, without motivation and the gratification that comes with mastering a video game.\u003c/li>\n\u003cli>\u003cstrong>TEACH PROBLEM-SOLVING.\u003c/strong> When it comes to problem-solving, research shows that if you teach and test facts and formulas, students learn facts and formulas. This doesn’t correlate to solving problems. But if you teach through problem-solving, students learn problem-solving skills, plus they learn the facts – for free.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>ENCOURAGE RISK-TAKING. \u003c/strong>If the cost of failure is high, as it is in schools, then students are discouraged to explore and take risks. If the cost of failure is made lower, such as in video games in which the player “dies” and starts over again, students are motivated to explore all their options. They rethink goals over and over again, and try out new tactics if something’s not working. That type of learning -- risk taking -- can’t happen if the cost of failure is too high.\u003c/li>\n\u003cli>\u003cstrong>PROVIDE VALID LEARNING MODEL FOR SCHOOLS. \"\u003c/strong>We should use the learning principles built into good video games in and out of schools, even if we are not using games. The learning principles can be built into many different curricula,\" Gee wrote in \u003cem>Learning Theory, Video Games, and Popular Culture\u003c/em>, published in \u003ca href=\"http://search.barnesandnoble.com/The-International-Handbook-of-Children-Media-and-Culture/Sonia-Livingstone/e/9781412928328\">The International Handbook of Children, Media and Culture\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>Hear more of what Gee has to say in this video from the PBS Documentary\u003ca href=\"http://video.pbs.org/video/1767377460/\"> Digital Media - New Learners Of The 21st Century\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Technology Wires the Learning Brain",
"title": "How Technology Wires the Learning Brain",
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"content": "\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>For more about Your Brain on Google, watch this PBS report on Small’s study.\u003cbr>\n\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?frol02s3058qb72\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\n",
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"description": "Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours. But does that spell doom for the next generation? Not",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cimg class=\"size-medium wp-image-8651\" title=\"brain\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-22-at-4.04.36-PM-300x317.png\" alt=\"\" width=\"300\" height=\"317\">\u003c/p>\n\u003cp>Kids between the ages of 8 and 18 spend 11.5 hours a day using technology -- whether that’s computers, television, mobile phones, or video games – and usually more than one at a time. That’s a big chunk of their 15 or 16 waking hours.\u003c/p>\n\u003cp>But does that spell doom for the next generation? Not necessarily, according to \u003ca href=\"http://drgarysmall.com/\">Dr. Gary Small,\u003c/a> a neuroscientist and professor at UCLA, who spoke at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning & the Brain Conference\u003c/a> last week.\u003c/p>\n\u003cp>“Young people are born into technology, and they’re used to using it 24/7,” Small said. “Their brains are wired to use it elegantly.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/aside>\n\u003cp>The downside of such immersion in technological devices, he said, is that they’re not having conversations, looking people in the eye, or noticing verbal cues. “These are important 'technologies,' so to speak, that have evolved over centuries and are tremendously powerful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But that’s not the headline here. Small’s main point was this: “The technology train has left. You have to deal with it, understand it, and get some perspective.”\u003c/p>\n\u003cp>Video games, for example, aren’t just about repetitive tasks – many of them have built-in social components that allow kids to communicate. Texting isn’t about using a gadget -- it’s about connecting with someone else.\u003c/p>\n\u003cp>“Texting is an expression of what it means to be human,” Small said. “We love being connected to other people. It’s a very compelling emotional urge, and it’s hard to give up moment to moment.”\u003c/p>\n\u003cp>That’s why one well-liked teacher Small knows gives her students a five-minute texting break in the middle of class. Educators also use \u003ca href=\"http://www.abcactionnews.com/dpp/news/region_pasco/wesley_chapel/teacher-welcomes-texting-in-class\">texting in class \u003c/a>as a means to gauge understanding of the subject and take instant polls, for example.\u003c/p>\n\u003cp>It might seem odd, but Small suggests also carving out time for face-to-face emotional exercises and in-person conversations to counterbalance all the inevitable gadget-communication.\u003c/p>\n\u003cp>“We \u003cem>can\u003c/em> train empathic behavior,” he said.\u003c/p>\n\u003ch5>\u003cstrong>TECH AND CREATIVITY\u003c/strong>\u003c/h5>\n\u003cp>Is technology making us less creative? Parents and educators have been worried about this issue, wondering whether hours of playing video games will zap their inclination to write or paint or sing.\u003c/p>\n\u003cp>Small said the Internet trains our minds to have a “staccato” train of thought, jumping from idea to idea, like we do from Website to Website. Is that the most creative way to think? Do we have time to sit back and be thoughtful?\u003c/p>\n\u003caside class=\"pullquote alignleft\">There is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge.\u003c/aside>\n\u003cp>On one hand, we’re trained not to think deeply about subjects when we text quick snippets, Tweet short thoughts, or click on a simple thumbs up or thumbs down on a link. We experience information overload and have no time for reflection or problem solving.\u003c/p>\n\u003cp>On the other hand, technology trains the brain to be nimble and to process new ideas quickly. We become more open to new ideas, and communicate more freely and frequently.\u003c/p>\n\u003cp>“The brain is complex,” he said. “The answers are not straightforward.”\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003ch5>\u003cstrong>IS THE INTERNET MAKING US SMARTER?\u003c/strong>\u003c/h5>\n\u003cp>In a study called \u003ca href=\"http://journals.lww.com/ajgponline/Abstract/2009/02000/Your_Brain_on_Google__Patterns_of_Cerebral.4.aspx\">“Your Brain on Google,”\u003c/a> Small and his peers tested the brain activity of two groups -- “Internet-naïve” (mostly 65 and older who had very little experience online) and “Internet smart”-- while reading a book versus conducting a Google search.\u003c/p>\n\u003cp>In the “Internet savvy” group, there was twice as much brain activity in all parts of the brain while they were conducting a Google search than while they were reading a book. And in the “Internet-naïve” group, after a week of Googling subjects online, there was a significant burst in frontal lobe activity, which controls short-term memory and decision-making.\u003c/p>\n\u003cp>Small’s conclusion? “Google is making us smart,” he said. “Searching online is brain exercise.”\u003c!--more-->\u003c/p>\n\u003cp>Technology can train our brains in positive ways, he added. Surgeons who play video games, for example, make fewer surgical errors. Those who play video games have improved reaction time, better peripheral vision.\u003c/p>\n\u003cp>“It’s a matter of finding balance,” he said. “Upgrade the technology skills of older ‘digital immigrants,’ and help young kids improve social skills.”\u003c/p>\n\u003ch5>Other interesting nuggets from Small’s talk:\u003c/h5>\n\u003cul>\n\u003cli>Is technology addictive? Another complex question. Small said the American Psychiatric Group doesn’t think so. But there is an undeniable Pavlovian response to certain stimulus – and the Internet happens to be the medium for gratifying the urge. For example, if you’re addicted to shopping, is e-Bay to blame? When triggered, dopamine creates powerful urges to keep it flowing. “The consequence of a certain behavior reinforces a behavior,” Small said.\u003c/li>\n\u003cli>Brains are malleable, much like computers. If we spend a lot of time engaged in a repeated mental task, the neural circuits will strengthen. Conversely, if we neglect those tasks, the neural circuits will weaken.\u003c/li>\n\u003cli>The “thinking brain” – seeing the big picture – is not fully developed in children. Empathy and the ability to perceive and understand emotional point of view and communicate that understanding has not kicked in.\u003c/li>\n\u003cli>The term “use it or lose it” applies to brain functions: 60% of synaptic connections are pruned away when not used.\u003c/li>\n\u003cli>What will happen to brain development as result of the evolution of the handheld tool? Genetic variants that adapt best to environment are most likely to survive.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>For more about Your Brain on Google, watch this PBS report on Small’s study.\u003cbr>\n\u003cscript src=\"http://www.pbs.org/wgbh/pages/frontline/js/pap/embed.js?frol02s3058qb72\" type=\"text/javascript\">\u003c/script>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-8478\" href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/pleasance-3/\">\u003cimg class=\"size-thumbnail wp-image-8478\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Pleasance-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>I spent a fascinating day at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> in San Francisco yesterday, and learned a lot about cognitive functions, memory retention, the learning process, and much more.\u003c/p>\n\u003cp>One of the highlights for me was hearing James Gee, faculty affiliate of the \u003ca title=\"Games, Learning, & Society Conference\" href=\"http://en.wikipedia.org/wiki/Games,_Learning,_%26_Society_Conference\">Games, Learning, and Society\u003c/a> group at the \u003ca href=\"http://en.wikipedia.org/wiki/University_of_Wisconsin%E2%80%93Madison\">University of Wisconsin–Madison\u003c/a>, speak about how educators will evolve into becoming designers of learning experiences, just like video game designers. I'll report back on the event next week. Until then, I'll leave you with this video interview on \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"326\" height=\"399\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"bgcolor\" value=\"#FFFFFF\">\u003cparam name=\"flashVars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"name\" value=\"flashObj\">\u003cparam name=\"flashvars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"flashObj\" type=\"application/x-shockwave-flash\" width=\"326\" height=\"399\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" name=\"flashObj\" allowscriptaccess=\"always\" swliveconnect=\"true\" allowfullscreen=\"true\" seamlesstabbing=\"false\" base=\"http://admin.brightcove.com\" flashvars=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\" bgcolor=\"#FFFFFF\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-8478\" href=\"http://ww2.kqed.org/mindshift/2011/02/video-games-as-learning-tools/pleasance-3/\">\u003cimg class=\"size-thumbnail wp-image-8478\" title=\"Pleasance\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Pleasance-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003c/p>\n\u003cp>I spent a fascinating day at the \u003ca href=\"http://www.learningandthebrain.com/\">Learning and the Brain Conference\u003c/a> in San Francisco yesterday, and learned a lot about cognitive functions, memory retention, the learning process, and much more.\u003c/p>\n\u003cp>One of the highlights for me was hearing James Gee, faculty affiliate of the \u003ca title=\"Games, Learning, & Society Conference\" href=\"http://en.wikipedia.org/wiki/Games,_Learning,_%26_Society_Conference\">Games, Learning, and Society\u003c/a> group at the \u003ca href=\"http://en.wikipedia.org/wiki/University_of_Wisconsin%E2%80%93Madison\">University of Wisconsin–Madison\u003c/a>, speak about how educators will evolve into becoming designers of learning experiences, just like video game designers. I'll report back on the event next week. Until then, I'll leave you with this video interview on \u003ca href=\"http://www.edutopia.org\">Edutopia\u003c/a>.\u003c/p>\n\u003cp>\u003cobject id=\"flashObj\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"326\" height=\"399\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"bgcolor\" value=\"#FFFFFF\">\u003cparam name=\"flashVars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"base\" value=\"http://admin.brightcove.com\">\u003cparam name=\"seamlesstabbing\" value=\"false\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"swLiveConnect\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\">\u003cparam name=\"name\" value=\"flashObj\">\u003cparam name=\"flashvars\" value=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"flashObj\" type=\"application/x-shockwave-flash\" width=\"326\" height=\"399\" src=\"http://c.brightcove.com/services/viewer/federated_f9?isVid=1&isUI=1\" name=\"flashObj\" allowscriptaccess=\"always\" swliveconnect=\"true\" allowfullscreen=\"true\" seamlesstabbing=\"false\" base=\"http://admin.brightcove.com\" flashvars=\"videoId=97683271001&linkBaseURL=http%3A%2F%2Fwww.edutopia.org%2Fjames-gee-games-learning-video&playerID=85476225001&playerKey=AQ~~,AAAAEB37iok~,WCM8Fxf9urWXvPHVqwbTgBZpf-N7C4SW&domain=embed&dynamicStreaming=true\" bgcolor=\"#FFFFFF\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/microsoftsweden/4289842175/\">\u003cimg class=\"size-medium wp-image-6887\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/4289842175_5bf4fc6cf9-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>What should we teach kids about computers in 2011? Most already know how to use them.\u003c/p>\n\u003cp>\"The most interesting thing we can teach kids about computers is how to program them,\" says Matthew MacLaurin, UX Director of \u003ca href=\"http://fuse.microsoft.com\" target=\"_blank\">Microsoft FUSE Labs\u003c/a> and one of the originators of \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu\u003c/a>, a free, downloadable software that gets kids and teachers across the globe designing their own computer games. (Well, almost free: the XBox version costs four dollars.)\u003c/p>\n\u003cp>But Kodu is not just about 0's and 1's and dense blocks of HTML. It's made of icons and simple, navigable menus, all with the aim of making learning fun and creative. \"We put a lot of work into the icons so that kids who can't read can always remember the images,\" says MacLaurin.\u003c/p>\n\u003cp>The good news for teachers is that Kodu can be matched to academic standards. Educators who use it are continually developing resources and classroom applications for it. \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, for instance, is a one-stop Kodu shop developed by teachers in Victoria, Australia.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. We need long-term, double-blind studies. \u003cstrong>How do we get beyond the hero teachers who in many cases are using their own money to buy game controllers?\u003c/strong> That's something we're going to keep chipping away at. We're pretty optimistic, actually. We're getting more downloads and requests each week. Teachers in K-12 are desperate for activities that are relevant to kids, and game design is a deep enterprise.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/microsoftsweden/4289842175/\">\u003cimg class=\"size-medium wp-image-6887\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/01/4289842175_5bf4fc6cf9-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>What should we teach kids about computers in 2011? Most already know how to use them.\u003c/p>\n\u003cp>\"The most interesting thing we can teach kids about computers is how to program them,\" says Matthew MacLaurin, UX Director of \u003ca href=\"http://fuse.microsoft.com\" target=\"_blank\">Microsoft FUSE Labs\u003c/a> and one of the originators of \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu\u003c/a>, a free, downloadable software that gets kids and teachers across the globe designing their own computer games. (Well, almost free: the XBox version costs four dollars.)\u003c/p>\n\u003cp>But Kodu is not just about 0's and 1's and dense blocks of HTML. It's made of icons and simple, navigable menus, all with the aim of making learning fun and creative. \"We put a lot of work into the icons so that kids who can't read can always remember the images,\" says MacLaurin.\u003c/p>\n\u003cp>The good news for teachers is that Kodu can be matched to academic standards. Educators who use it are continually developing resources and classroom applications for it. \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, for instance, is a one-stop Kodu shop developed by teachers in Victoria, Australia.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Plus, MacLaurin says, game creation tends to be something that kids are eager to do in or out of school. I caught up with him to ask a few questions about the software and why it works.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: Why is game design important for learning?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> One of my favorite results that we've discovered so far is based on a study that just came out by a local educator in a PhD program at the University of Washington. \u003cstrong>The study found a correlation between kids' ability to program and to write, to create narrative. \u003c/strong>He has a theory that when you're designing a video game you have to understand the points of view of many different characters. You have to think about what the user can and can't see. That has a clear connection with writing effective fiction. Programmers tend to be more literate than the average citizen. That's a really interesting, promising thread that could lead to long-term studies on improving students' reading and writing skills. Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\u003c/p>\n\u003cp>\u003c!--more-->\u003cem>\u003cstrong>Q: Who uses Kodu and how do they use it?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A: \u003c/strong>Teachers are using Kodu in a lot of different ways -- art classes, science classes, math classes. It's a really rich, interdisciplinary framework that can address all kinds of topics. \u003cstrong>We're in schools all around the world.\u003c/strong> I think it's been downloaded in 100 countries. Teachers can use it without contacting us at all. The downside to that, of course, is that we don't know exactly how many are using it, but we're in active contact with about fifty of them. Also, we've sold about 65,000 copies so far on the XBox, and less than ten percent of those are being used in classrooms. A lot of kids are willing to do this in their free time, completely on their own.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Ultimately, our fundamental thesis is to help kids become better thinkers. But it helps if they can learn to read and write better, too.\"\u003c/aside>\n\u003cp>\u003cem>\u003cstrong>Q: What resources are out there for teachers interested in Kodu?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> There's a \u003ca href=\"http://fuse.microsoft.com/project/kodu.aspx\" target=\"_blank\">Kodu classroom kit\u003c/a> as well as \u003ca href=\"http://www.planetkodu.com/\" target=\"_blank\">Planet Kodu\u003c/a>, where teachers exchange experiences and ideas for lessons and things like that. We've been approached by a couple different people about developing a Kodu book. There are also Kodu communities that have sprung up, like \u003ca href=\"http://www.kodux.com/\" target=\"_blank\">KoduX.com\u003c/a>.\u003c/p>\n\u003cp>Teachers have really been a primary motivation for us. \u003cstrong>Kids are so fearless when it comes to video games. Often, we find that teachers are the more nervous ones.\u003c/strong> One thing we spent a good four months building is a smart tutorial system. It'll tell you to do something and then watch to see that you've done it, as well as encourage exploratory play. If you're doing a typical tutorial, one step at a time, you're not exploring. The system supports teachers using it with their students, too, because it allows each child to work at his or her own pace so the teacher doesn't have to keep the whole class in lockstep.\u003c/p>\n\u003cp>\u003cstrong>Q: How do people find out about Kodu?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> Mostly word of mouth. We're really led by a lot of teachers out there who want to get past catching up on math and into more progressive skills, 21st century skills -- \u003cstrong>how to innovate, how to work as a team, how to work on the entrepreneurial process.\u003c/strong> We often attend conferences related to computer science in education and do talks here and there. Usually there are a lot of teachers who are trying to figure out appropriate ways of using computers in the classroom and are not really sure how.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q: What are your hopes for Kodu's future?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>A:\u003c/strong> It's pretty easy to get into a school as an after school program; it's much harder to get schools to make a long-lasting commitment to a program. But we need that because we want to measure how Kodu affects cognitive development. It's tricky to measure. 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"content": "\u003ch5>\n\u003c/h5>\u003cp>\u003ca rel=\"attachment wp-att-2712\" href=\"http://ww2.kqed.org/mindshift/2010/10/video-game-on-yes-and-no/pondinterface/\">\u003cimg class=\"size-medium wp-image-2712\" title=\"pondinterface\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/pondinterface-300x244.jpg\" alt=\"\" width=\"300\" height=\"244\">\u003c/a>\u003c/p>\n\u003cp>Leslie Rule is studying at the Harvard Graduate School of Education in the Technology, Innovation, and Education (TIE) program. She specializes in hands-on, in-depth, project-based workshops using geo-apps, mobile devices, and storytelling techniques to explore place and community.\n\u003c/p>\u003cp>\u003cspan style=\"text-decoration: underline;\">By Leslie Rule\u003c/span>\u003c/p>\n\u003cp>I am not a gamer. Never liked board games. Pre-date the video game revolution. I have played many games of tennis, have on occasion gamed the system, even been bested by the game of life...but video games, not so much.\u003c/p>\n\u003cp>But one part of the video game I love: the world created, otherwise known by the rather antiseptic term “virtual environment.” My son will often call me over to watch the opening “cinematic” of a video game, where the virtual environment (the amazing fantasy world) is introduced. Think Oz or Dune, Narnia, Middle-Earth, or Rivendell...or my son's favorite, Spira of FFX.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What affordances (roughly defined “action possibilities” or learning tools) does a virtual world offer that the real world doesn't? For the concerned environmentalist in all of us, researchers at the Harvard Graduate School of Education are investigating just that question. Chris Dede, Tina Grotzer and team have built a virtual ecosystem/world of \u003ca href=\"http://www.ecomuve.org\">EcoMUVE\u003c/a>: Advancing Ecosystems Science Education via Situated Collaborative Learning in a Multi-User Virtual Environments.\u003c!--more-->\u003c/p>\n\u003cp>Here are some of the affordances of this MUVE (pronounced “move”) project. (You can also watch the video \u003ca href=\"http://www.ecomuve.org/video.html\">here\u003c/a>.)\u003c/p>\n\u003cul>\n\u003cli>Time can be slowed down or sped up\u003c/li>\n\u003cli>Scale and zoom can be customized to the task or object\u003c/li>\n\u003cli>Movement through space is freed from human constraints\u003c/li>\n\u003cli>Online tools for data collection are built in\u003c/li>\n\u003cli>Predictions based on interchangable variables can be tested and retested\u003c/li>\n\u003cli>Naturally, collaboration among multi-users is assumed.\u003c/li>\n\u003c/ul>\n\u003cp>The study of ecosystems in a learning context (e.g., a virtual world) where passage of time, size and scale, space and orientation can be controlled encourages deeper engagement with the material; it not only immerses the learner, but natively accomodates differing learning styles allowing a individualized mixing and matching. In education, the deeper the immersion, the deeper the learning.\u003c/p>\n\u003cp>But virtual worlds are virtual. In some learning contexts they excel, but in others they can't compare. Eventually, learning happens best in the real world. Unfortunately the debate over gaming and virtual worlds in teaching and learning has taken an all-or-nothing approach instead of the more sensible hybrid approach, incorporating both real and virtual.\u003c/p>\n\u003cp>Virtual worlds offer the unique affornances mentioned above, but to know an ecosystem only virtually (whether through a MUVE, a book, or a terrarium) is to know it almost not at all. Ecosystems must also be studied in their milieu: the real world.\u003c/p>\n\u003cp>The influencial Brazilian educator \u003ca href=\"http://en.wikipedia.org/wiki/Paulo_Freire\">Paulo Freire\u003c/a>'s distinction between “community-as-text” or “text-book-as-text” is fitting (community here refers to people or a place or to both). In education, we don't use the community as our resource, and that is a sorely missed opportunity. In this case, an available ecosystem (we all have one) and the people who make it their job to take care for it are the perfect educational resource.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The real world, full of real places and real people, and the virtual world where imagination and experimentation is unbounded is the stuff of interesting, compelling and engaging learning...the components most missing in traditional educational settings.\u003c/p>\n\n",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
"airtime": "SAT 4pm-5pm",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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"rss": "http://feeds.revealradio.org/revealpodcast"
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
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