The Connections Between Computer Use and Learning Outcomes in Students
What's At Risk When Schools Focus Too Much on Student Data?
What Education Technology Could Look Like Over the Next Five Years
Learning to Read Goes High-Tech
Why Should Schools Invest in Software?
Has the Holy Grail of Adaptive Tech Been Discovered?
Sponsored
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"awatters":{"type":"authors","id":"4352","meta":{"index":"authors_1591205172","id":"4352","found":true},"name":"Audrey 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FM","link":"/"}},"mindshift_46078":{"type":"posts","id":"mindshift_46078","meta":{"index":"posts_1591205157","site":"mindshift","id":"46078","score":null,"sort":[1470922290000]},"guestAuthors":[],"slug":"the-connections-between-computer-use-and-learning-outcomes-in-students","title":"The Connections Between Computer Use and Learning Outcomes in Students","publishDate":1470922290,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","status":"publish","parent":0,"modified":1470939262,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1344},"headData":{"title":"The Connections Between Computer Use and Learning Outcomes in Students | KQED","description":"Several recent studies looking at computers and online learning found mixed-to-negative results. And they offer clues about how schools and tech companies can do better.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"46078 http://ww2.kqed.org/mindshift/?p=46078","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/11/the-connections-between-computer-use-and-learning-outcomes-in-students/","disqusTitle":"The Connections Between Computer Use and Learning Outcomes in Students","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz, \u003ca href=\"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms\">NPR\u003c/a>","nprImageAgency":"NPR","nprStoryId":"488728266","nprApiLink":"http://api.npr.org/query?id=488728266&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/08/11/488728266/caution-flags-for-tech-in-classrooms?ft=nprml&f=488728266","nprRetrievedStory":"1","nprPubDate":"Thu, 11 Aug 2016 06:06:00 -0400","nprStoryDate":"Thu, 11 Aug 2016 06:06:11 -0400","nprLastModifiedDate":"Thu, 11 Aug 2016 06:06:11 -0400","path":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>A group of recent studies on technology in education, across a wide range of real-world settings, have come up far short of a ringing endorsement.\u003c/p>\n\u003cp>The studies include research on K-12 schools and higher ed, both blended learning and online, and show results ranging from mixed to negative. A deeper look into these reports gives a sense that, even as computers become ubiquitous in classrooms, there's a lot we still don't know — or at least that we're not doing to make them effective tools for learning.\u003c/p>\n\u003cp>First, a quick overview of the studies and their results:\u003c/p>\n\u003cp>Last fall, the Organization for Economic Co-operation and Development published its first-ever, and one of the \u003ca href=\"http://www.keepeek.com/Digital-Asset-Management/oecd/education/students-computers-and-learning_9789264239555-en#.V5e1ypPnbGc#page5\">largest-ever, international analyses\u003c/a> of student access to computers and how that relates to student learning. (The OECD administers \u003ca href=\"https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment\">the PISA test\u003c/a>, the world-famous international academic ranking.)\u003c/p>\n\u003cp>For this report, the researchers asked millions of high school students in dozens of countries about their access to computers both in the classroom and at home, and compared their answers to scores on the 2012 PISA. Here's the money quote:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Students who use computers very frequently at school do a lot worse in most learning outcomes, even after controlling for social background and student demographics.\"\u003c/p>\n\u003cp>That's right. Lots of computer time meant worse school performance — by a lot.\u003c/p>\n\u003cp>A little bit of computer use was modestly positive, the authors found. But countries that invested the most in technology for education in recent years showed \"no appreciable results\" in student achievement.\u003c/p>\n\u003cp>And, striking at the root of one of the biggest claims made about tech in education, \"perhaps the most disappointing finding in the report is that technology is of little help in bridging the skills divide between advantaged and disadvantaged students.\"\u003c/p>\n\u003cp>Now let's move to the U.S. In April, the research firm SRI\u003ca href=\"https://www.sri.com/sites/default/files/brochures/almap_final_report.pdf\"> published a report\u003c/a> at the behest of the Bill & Melinda Gates Foundation (which is a supporter of NPR Ed). It looked at college courses that are using so-called \"adaptive learning\" software as an enhancement to blended courses.\u003c/p>\n\u003cp>NPR Ed has covered adaptive learning before. The creators of one of the products looked at in this report compared the technology to \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">\"a robot tutor in the sky that can semi-read your mind.\"\u003c/a>\u003c/p>\n\u003cp>The results in this study were a bit more prosaic. Researchers looked at course grades, course completion and in some cases scores on common assessments across 14 colleges and 19,500 students.\u003c/p>\n\u003cp>\"We saw no effects, weak effects, and modest positive effects,\" says study co-author Louise Yarnall.\u003c/p>\n\u003cp>Finally, \u003ca href=\"https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html\">a study published in July\u003c/a> looked at high-achieving eighth-graders across North Carolina who had the opportunity to take Algebra I online. The study found that they did much worse than students who took the course face-to-face — about a third of a letter grade worse, in fact.\u003c/p>\n\u003cp>The study author, Jennifer Heissel, a doctoral student at Northwestern University, noted that across education research, \"There's not a lot of cases where you see these big of drops in high-achieving students. Usually you can throw a lot at them.\"\u003c/p>\n\u003cp>A note of caution: These studies are all very different in their settings, their designs and the types of technology examined.\u003c/p>\n\u003cp>What they do have in common, besides results that would disappoint most ed-tech cheerleaders, is that they were field studies. They looked at how technology is really being used, beyond the hype.\u003c/p>\n\u003cp>\"This is technology that people have been developing for 30 years in the lab,\" Yarnall observed. \"This is one of the first chances to see how it looks out in the wild, with real students, real instructors and all the variables.\"\u003c/p>\n\u003cp>The authors all told NPR Ed that their studies are not perfect, with a lot of gaps in the data. But here are some observations we can make.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Implementation is really important, yet it's often ignored.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the SRI higher education study, \"The major concern expressed by instructors was getting students to use the adaptive courseware frequently enough.\"\u003c/p>\n\u003cp>In other words, these colleges had: applied for grants, invested in the software programs, invested in retraining their instructors and redesigning courses, invested further time in adapting the software to individual courses, and spent time participating in the evaluation. But they didn't go the last mile, or the last thousand feet, to ensure that students were actually using the software, or perhaps make it clear to them why it was potentially helpful.\u003c/p>\n\u003cp>Learning software collects lots of information on student usage, which could in theory have made it possible to relate the time that students actually spent on the software to outcomes. But the organizers of this study faced logistical and ethical hurdles in actually getting ahold of that data.\u003c/p>\n\u003cp>It's as if you tried to do a medical evaluation on a bunch of new headache medicines, but with no information on whether, or how much, the patients took.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Imperfect data and inadequate evaluation make it hard to understand or improve the use of ed-tech.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>The OECD survey asked about the availability of computers and the frequency of computer use in math lessons and for homework. But it leaves very little idea exactly what various countries are doing with all those computers in the classroom: what software they are using, what training teachers get.\u003c/p>\n\u003cp>In the SRI study, despite its size and the resources devoted to it, the researchers faced a lot of \"challenges to validity,\" as co-author Yarnall observed.\u003c/p>\n\u003cp>Colleges each designed their own impact evaluations. They didn't always find it feasible to administer a pre- and post-test, which is considered a better measure of student learning than course grades.\u003c/p>\n\u003cp>In the seven cases where Yarnall's team could make side-by-side comparisons of common learning assessments, they found a \"modest but significantly positive effect\" of the adaptive software.\u003c/p>\n\u003cp>In the algebra study, Northwestern's Heissel says she had no information on which students took the course in which setting. She couldn't differentiate between students who: studied at home on their own time; or in a computer lab with lots of students doing different courses and an adult who's simply there to supervise; or in a computer lab with other students who were also taking Algebra and a certified math teacher on hand to answer questions.\u003c/p>\n\u003cp>That last scenario for teaching math, sometimes called the \"emporium model,\" has proven very successful in other studies. \"I would love the chance to study teacher quality,\" as a factor in online courses, says Heissel.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Computers are enhancing access. There's less evidence that they're enhancing learning.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>In the North Carolina study, the students taking algebra online in eighth grade would otherwise not have had the chance to take it until ninth grade. Even if they knew they might pass with a lower score or learn less, it's possible that they would still choose to the online course online, either to get it out of the way or to accelerate.\u003c/p>\n\u003cp>\"It's up to the parents, the districts, and the students to weigh the lower grade against the increased access to courses,\" Heissel says.\u003c/p>\n\u003cp>Similarly, the four-year colleges in the SRI study were specifically using adaptive courseware to let more students into so-called gateway courses.\u003c/p>\n\u003cp>These are the general-education requirements that are often oversubscribed at large public universities. Again, in this situation, colleges and their students might prefer to have the increased access that software provides — even if their results are no better.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I was chatting with one of the grantees at a four-year that had underwhelming impacts,\" says Yarnall. \"I asked, 'Are you going to keep going?' And they said, 'Absolutely.' I have students who can't get into courses in the timeline they need to. So they want these options. Colleges are looking to become more flexible.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Caution+Flags+For+Tech+In+Classrooms&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46078/the-connections-between-computer-use-and-learning-outcomes-in-students","authors":["byline_mindshift_46078"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_962","mindshift_20784","mindshift_1040","mindshift_205","mindshift_20745"],"featImg":"mindshift_46079","label":"mindshift"},"mindshift_45396":{"type":"posts","id":"mindshift_45396","meta":{"index":"posts_1591205157","site":"mindshift","id":"45396","score":null,"sort":[1465284098000]},"guestAuthors":[],"slug":"whats-at-risk-when-schools-focus-too-much-on-student-data","title":"What's At Risk When Schools Focus Too Much on Student Data?","publishDate":1465284098,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","status":"publish","parent":0,"modified":1465284098,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":1244},"headData":{"title":"What's At Risk When Schools Focus Too Much on Student Data? | KQED","description":"Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45396 http://ww2.kqed.org/mindshift/?p=45396","disqusUrl":"https://ww2.kqed.org/mindshift/2016/06/07/whats-at-risk-when-schools-focus-too-much-on-student-data/","disqusTitle":"What's At Risk When Schools Focus Too Much on Student Data?","nprImageCredit":"Jamie Jones","nprByline":"Anya Kamenetz","nprImageAgency":"Getty Images/Ikon Images","nprStoryId":"480029234","nprApiLink":"http://api.npr.org/query?id=480029234&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/06/03/480029234/5-doubts-about-data-driven-schools?ft=nprml&f=480029234","nprRetrievedStory":"1","nprPubDate":"Fri, 03 Jun 2016 11:11:00 -0400","nprStoryDate":"Fri, 03 Jun 2016 06:00:00 -0400","nprLastModifiedDate":"Fri, 03 Jun 2016 11:11:44 -0400","path":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Have you ever seen a school data wall?\u003c/p>\n\u003cp>In a struggling Newark, N.J., public school, I've seen bulletin boards showing the test scores of each grade compared with state averages. And in one in affluent Silicon Valley, I've seen smartboards that track individual students' math responses in real time.\u003c/p>\n\u003cp>These kinds of public displays send a message: This school cares about student performance by the numbers.\u003c/p>\n\u003cp>You've probably heard about the positive side of all that data gathering and sharing. Like this story we ran just last week about \u003ca href=\"http://www.npr.org/sections/ed/2016/05/30/477506418/what-one-districts-data-mining-did-for-chronic-absence\">a district that used data as the catalyst to conquer chronic absences\u003c/a>.\u003c/p>\n\u003cp>But as \"data-driven\" education becomes more popular, critics are also raising a range of concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The U.S. Department of Education has increasingly encouraged and funded states to collect and analyze information about students: grades, state test scores, attendance, behavior, lateness, graduation rates and school climate measures like surveys of student engagement.\u003c/p>\n\u003cp>In its recent announcement of new regulations, the department emphasizes \"\u003ca href=\"http://www2.ed.gov/policy/elsec/leg/essa/nprmaccountabilitychart52016.pdf\">ensuring the use of multiple measures of school success based on academic outcomes, student progress, and school quality\u003c/a>.\"\u003c/p>\n\u003cp>The education technology industry, meanwhile, keeps making it easier for teachers to record and share information on students. Check out the \"dashboards\" inside programs like Google Apps for Education, or freestanding gradebook apps like JumpRope, or ClassDojo, focused on behavior.\u003c/p>\n\u003cp>Software also collects information on students all by itself. \u003ca href=\"http://www.npr.org/sections/ed/2015/10/13/437265231/meet-the-mind-reading-robo-tutor-in-the-sky\">Jose Ferreira, CEO of Knewton\u003c/a>, said in a 2012 speech that his \"adaptive learning\" platform, used by 10 million students globally, collects 5 to 10 million data points per student per day — down to how many seconds it takes you to answer that algebra problem.\u003c/p>\n\u003cp>\"We literally have more data about our students than any company has about anybody else about anything,\" Ferreira said. \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">\"And it's not even close.\"\u003c/a>\u003c/p>\n\u003cp>The argument in favor of all this is that the more we know about how students are doing, the better we can target instruction and other interventions. And sharing that information with parents and the community at large is crucial. It can motivate big changes. It's to serve equity and uphold civil rights, say the latest Ed Department regulations, that states must \"provide clear and transparent information on critical measures of school quality and equity to parents and community members.\"\u003c/p>\n\u003cp>But we're also starting to hear more about what might be lost when schools focus too much on data. Here are five arguments against the excesses of data-driven instruction.\u003c/p>\n\u003cp>\u003cstrong>1) Motivation\u003c/strong>\u003c/p>\n\u003cp>A body of psychology research shows that merely being reminded of one's group identity, or that a certain test has shown differences in performance between, say, women and men, can be enough to depress outcomes on that test for the affected group. This is known as \u003ca href=\"http://www.apa.org/research/action/stereotype.aspx\">stereotype threat\u003c/a>.\u003c/p>\n\u003cp>In a highly data-driven classroom, students who struggle may be made acutely aware, to the percentile, of how far behind the average they are. This could be enough to trigger stereotype threat, depressing performance still more. Or, it could create negative feelings about school, \u003ca href=\"http://www.npr.org/sections/ed/2016/05/24/478239416/helping-children-succeed-starts-at-birth-heres-how-to-do-it\">threatening students' sense of belonging, which is key to academic motivation\u003c/a>.\u003c/p>\n\u003cp>And what about the students who are leading the dashboard, collecting badges, prizes or virtual stickers? These kinds of extrinsic rewards could depress their interest in an activity for its own sake, \u003ca href=\"http://selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf\">researchers have found\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong> 2) Helicoptering\u003c/strong>\u003c/p>\n\u003cp>In the '80s, my parents dropped me off at school and hoped for the best. They may have gotten a call from the teacher if something was wrong; otherwise, no news was good news until the first report card.\u003c/p>\n\u003cp>Today, parents increasingly are receiving \u003ca href=\"https://www.classdojo.com/#LearnMore\">daily text messages\u003c/a> with photos and videos from the classroom. And some software systems let them log on and see exactly how Jasper or Alaia are performing, assignment by assignment, even down to the number of minutes spent reading or practicing Spanish.\u003c/p>\n\u003cp>All this info could be a great way for parents to partner in their kids' education. It could also enable or even encourage a new level of educational helicopter parenting.\u003c/p>\n\u003cp>A style of overly involved \"intrusive parenting\" \u003ca href=\"http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html\">has been associated in studies with increased levels of anxiety and depression when students reach college\u003c/a>. \"Parent portals as utilized in K-12 education are doing significant harm to student development,\" argues college instructor John Warner in a recent piece for \u003ca href=\"https://www.insidehighered.com/blogs/just-visiting/shut-down-parent-portals-dangers-real-time-data#_ftnref\">Inside Higher Ed\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cstrong>3) Commercial Monitoring and Marketing\u003c/strong>\u003c/p>\n\u003cp>Have you ever been served an ad in the middle of your English homework? The \u003ca href=\"http://nepc.colorado.edu/publication/schoolhouse-commercialism-2015\">National Education Policy Center\u003c/a> releases annual reports on commercialization and marketing in public schools. In its most recent report in May, researchers there raised concerns about targeted marketing to students using computers for schoolwork and homework.\u003c/p>\n\u003cp>\u003ca href=\"http://www.siia.net/blog/index/Post/66600/Myths-in-Student-Privacy-and-Advertising\">Companies like Google pledge not to track\u003c/a> the content of schoolwork for the purposes of advertising. But in reality these boundaries can be a lot more porous. For example, a high school student profiled in the NEPC report often consulted commercial programs like \u003ca href=\"http://www.dictionary.com/\">dictionary.com\u003c/a> and \u003ca href=\"http://www.sparknotes.com/\">Sparknotes\u003c/a>: \"Once when she had been looking at shoes, she mentioned, an ad for shoes appeared in the middle of a Sparknotes chapter summary.\"\u003c/p>\n\u003cp>The authors of the NEPC report observed:\u003c/p>\n\u003cp>\"Schools have proven to be a soft target for data gathering and marketing. Not only are they eager to adopt technology that promises better learning, but their lack of resources makes them susceptible to offers of free technology, free programs and activities, free educational materials, and help with fundraising.\"\u003c/p>\n\u003cp>\u003cstrong>4) Missing What Data Can't Capture\u003c/strong>\u003c/p>\n\u003cp>Computer systems are most comfortable recording and analyzing quantifiable, structured data. The number of absences in a semester, say; or a three-digit score on a multiple-choice test that can be graded by machine, where every question has just one right answer.\u003c/p>\n\u003cp>But what about a semester-long group project where one student overcame her natural tendency to procrastinate, excelled in the design and construction of Odysseus's ship out of cardboard, but then plagiarized part of the explanatory text? What about a student who manages \"only\" 10 absences despite changing living situations three times during the semester? Can dashboards reflect these complexities?\u003c/p>\n\u003cp>\u003cstrong>5) Exposing Students' \"Permanent Records\"\u003c/strong>\u003c/p>\n\u003cp>In the past few years \u003ca href=\"http://www.ncsl.org/research/financial-services-and-commerce/use-of-credit-info-in-employ-2013-legis.aspx\">several states have passed laws\u003c/a> banning employers from looking at the credit reports of job applicants. Employers want people who are reliable and responsible. But privacy advocates argue that a past medical issue or even a bankruptcy shouldn't unfairly dun a person who needs a fresh start.\u003c/p>\n\u003cp>Similarly, for young people who get in trouble with the law, there is a procedure for sealing juvenile records, because it's understood that even grave mistakes shouldn't haunt young people forever.\u003c/p>\n\u003cp>Educational transcripts, unlike credit reports or juvenile court records, are currently considered fair game for gatekeepers like colleges and employers. These records, though, are getting much more detailed.\u003c/p>\n\u003cp>Arguably, they more closely resemble credit reports, court records or even psychological dossiers.\u003c/p>\n\u003cp>ClassDojo, for example, reports on students' \"Perseverance,\" \"Teamwork,\" \"Leadership,\" \"Resourcefulness\" and \"Curiosity.\" That kind of information in the past would come, if at all, from carefully curated recommendation letters.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's certainly imaginable that both colleges and employers will want to see this info now that it's available in a broader, more accessible format. Should they have access to it? Only if it's beneficial or if it's damaging as well? Who decides?\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Doubts+About+Data-Driven+Schools&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45396/whats-at-risk-when-schools-focus-too-much-on-student-data","authors":["byline_mindshift_45396"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_631","mindshift_20784","mindshift_1040","mindshift_20985","mindshift_117","mindshift_20898"],"featImg":"mindshift_45402","label":"mindshift"},"mindshift_40956":{"type":"posts","id":"mindshift_40956","meta":{"index":"posts_1591205157","site":"mindshift","id":"40956","score":null,"sort":[1435585926000]},"guestAuthors":[],"slug":"what-education-technology-could-look-like-over-the-next-five-years","title":"What Education Technology Could Look Like Over the Next Five Years","publishDate":1435585926,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n","blocks":[],"excerpt":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","status":"publish","parent":0,"modified":1435585926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1703},"headData":{"title":"What Education Technology Could Look Like Over the Next Five Years | KQED","description":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40956 http://ww2.kqed.org/mindshift/?p=40956","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/29/what-education-technology-could-look-like-over-the-next-five-years/","disqusTitle":"What Education Technology Could Look Like Over the Next Five Years","path":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_561","mindshift_775","mindshift_20906","mindshift_544","mindshift_20784","mindshift_1040","mindshift_980","mindshift_820","mindshift_421"],"featImg":"mindshift_40988","label":"mindshift"},"mindshift_20688":{"type":"posts","id":"mindshift_20688","meta":{"index":"posts_1591205157","site":"mindshift","id":"20688","score":null,"sort":[1334265836000]},"guestAuthors":[],"slug":"learning-to-read-goes-high-tech","title":"Learning to Read Goes High-Tech","publishDate":1334265836,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_20690\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/learning-to-read-goes-high-tech/screen-shot-2012-04-12-at-2-13-32-pm/\" rel=\"attachment wp-att-20690\">\u003cimg class=\"size-large wp-image-20690\" title=\"Screen-shot-2012-04-12-at-2.13.32-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-12-at-2.13.32-PM-620x387.png\" alt=\"\" width=\"620\" height=\"387\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Linda Smolinski's class learn directly from a computer for part of the hour.\u003c/figcaption>\u003c/figure>\n\u003cp>[youtube http://www.wnyc.org/widgets/ondemand_player/#file=%2Faudio%2Fxspf%2F198465%2F;containerClass=wnyc]\u003c/p>\n\u003cp>A computer voice guides 12-year-old Amir Accoo to spell the words he hears through his headphones: emergency, bulldozer, minutes. Accoo spells “minutes” wrong and is asked to try that one again, several times. Later, he clicks on a proofreading button.\u003c/p>\n\u003cp>“You check what you have wrong out of the spelling words I just did,” Accoo explained as he looked at different spellings of the word until he spotted the correct one and moved the cursor to it, “and you just click on it, like this.”\u003c/p>\n\u003cp>Accoo is in the sixth grade at Asbury Park Middle School, but because he is so far below grade level when it comes to reading, he goes to a new type of reading class each day instead of a traditional one.\u003c/p>\n\u003cp>Computer-driven classes are now spreading fast across the country to help bottom students catch up. Already more than 400 schools in New Jersey are using Scholastic Inc.’s Read 180 program that Accoo is learning from.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other companies are marketing similar software, too. And, increasingly, it’s not just for the weakest readers, but for all kids, in all subjects and in all grades. Schools are deciding how much time kids should spend in front of a computer in the classroom, without a whole lot of evidence about what works.\u003c/p>\n\u003cp>Accoo is so excited, he can tell you how many words he’s read each day. On this particular day, it was 341.\u003c/p>\n\u003cp>\u003cstrong>Going high-tech to teach reading\u003c/strong>\u003c/p>\n\u003cp>Asbury Park Middle School has three of these classrooms with a row of computers along a wall. The students work independently most of the time without a teacher’s help.\u003c/p>\n\u003cp>Linda Smolinski has been teaching for 32 years. This year her students are mainly Mexican immigrants and Haitian earthquake refugees. At first she was skeptical about using technology.\u003c/p>\n\u003cp>“I said ‘No. My kids can’t do that. There’s absolutely no way. My children don’t speak English. How do you expect them to sit at a computer and do something when I’m not even there helping them?’” Smolinski recalled.\u003c/p>\n\u003cp>She was eventually won over when Scholastic, the maker of the software, showed an increase in her students’ reading ability after just three months. The real test, however, will come later this year, \u003c!--more-->when the state’s standardized tests will show whether or not the program is really working.\u003c/p>\n\u003cp>Superintendent Denise Lowe was hired away from Central Islip Long Island to help fix Asbury Park’s school system. The district has been a favorite target of Governor Chris Christie because it has one of the highest per pupil expenditures in the state, but its test scores are abysmal. Some 90 percent of the students at Asbury Park Middle School qualify for free and reduced price lunch. That measure of concentrated poverty qualifies them for extra school funding from the state.\u003c/p>\n\u003cp>Lowe said she’d had previous success with Scholastic’s Read 180 software in Long Island.\u003c/p>\n\u003cp>“This was pretty much the first thing I told my director to do that we need to look into Read 180,” Lowe explained. She spent $600,000, which she admits is a big investment.\u003c/p>\n\u003cp>\u003cstrong>The downside to technology\u003c/strong>\u003c/p>\n\u003cp>Some educators are critical of these fancy high-tech classrooms. Newark wanted to show off its computers, but technical problems caused them to cancel before a reporter’s visit. And there are other problems.\u003c/p>\n\u003cp>“They’re hearing distracted voices, these unnatural voices and not seeing human lips mouthing the words,” said Sandra Priest Rose, the chairman of the Reading Reform Foundation. Her organization trains teachers to teach reading in poor schools in New York City.\u003c/p>\n\u003cp>“It’s terribly important to have that human interaction and that spontaneous interaction that you cannot get on a computer,” Priest Rose said.\u003c/p>\n\u003cp>She added neuroscience research has found that the act of writing helps the brain learn better than tapping on a keyboard. Although, she will concede the software program can offer some useful data.\u003c/p>\n\u003cp>Smolinski said the program provides detailed information about the students’ skill gaps every day.\u003c/p>\n\u003cp>“On one of our first tests, most of them scored high 80s low 90s. Most teachers would say, ‘Fine, I’ll just move on.’ I noticed that every one of them bombed antonyms. That told me that I did not teach antonyms and I didn’t,” Smolinski said.\u003c/p>\n\u003cp>On the second test, her students again scored well. But the data report showed that they bombed capitalization.\u003c/p>\n\u003cp>And then there’s the \u003cem>Groupinator\u003c/em>. It takes that skill gap analysis and places students in a group with kids who have similar needs.\u003c/p>\n\u003cp>“It tells me exactly what they need, when they need it. It does all my work for me,” Smolinski said.\u003c/p>\n\u003cp>\u003cstrong>Using both old and new techniques\u003c/strong>\u003c/p>\n\u003cp>In Asbury Park, part of the $600,000 investment included bright-green bean bag chairs and cushioned rockers, where, after their computer time, kids like Accoo can kick back with an old-fashioned book.\u003c/p>\n\u003cp>“I get to read my favorite books,” Accoo said. “Right now I’m reading \u003cem>Captain Underpants\u003c/em>. The book I just got done reading recently was \u003cem>Frankenstein\u003c/em>. And Frankenstein is mostly about this scientist and he creates life.”\u003c/p>\n\u003cp>Asbury Park’s teachers wish they could doctor more of these classrooms to serve all of their failing students. But right now there’s room for only 120 students a year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">This story\u003c/a> was a collaboration between \u003ca href=\"http://hechingerreport.org/content/teaching-software-flooding-into-new-jersey-classrooms_8294/\">The Hechinger Report\u003c/a> and \u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">New Jersey Public Radio\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1334266056,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":997},"headData":{"title":"Learning to Read Goes High-Tech | KQED","description":" A computer voice guides 12-year-old Amir Accoo to spell the words he hears through his headphones: emergency, bulldozer, minutes. Accoo spells “minutes” wrong and is asked to try that one again, several times. Later, he clicks on a proofreading button. “You check what you have wrong out of the spelling words I just","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"20688 http://blogs.kqed.org/mindshift/?p=20688","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/12/learning-to-read-goes-high-tech/","disqusTitle":"Learning to Read Goes High-Tech","path":"/mindshift/20688/learning-to-read-goes-high-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_20690\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/learning-to-read-goes-high-tech/screen-shot-2012-04-12-at-2-13-32-pm/\" rel=\"attachment wp-att-20690\">\u003cimg class=\"size-large wp-image-20690\" title=\"Screen-shot-2012-04-12-at-2.13.32-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Screen-shot-2012-04-12-at-2.13.32-PM-620x387.png\" alt=\"\" width=\"620\" height=\"387\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students in Linda Smolinski's class learn directly from a computer for part of the hour.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003cp>null\u003c/p>\u003cp>\u003c/p>\n\u003cp>A computer voice guides 12-year-old Amir Accoo to spell the words he hears through his headphones: emergency, bulldozer, minutes. Accoo spells “minutes” wrong and is asked to try that one again, several times. Later, he clicks on a proofreading button.\u003c/p>\n\u003cp>“You check what you have wrong out of the spelling words I just did,” Accoo explained as he looked at different spellings of the word until he spotted the correct one and moved the cursor to it, “and you just click on it, like this.”\u003c/p>\n\u003cp>Accoo is in the sixth grade at Asbury Park Middle School, but because he is so far below grade level when it comes to reading, he goes to a new type of reading class each day instead of a traditional one.\u003c/p>\n\u003cp>Computer-driven classes are now spreading fast across the country to help bottom students catch up. Already more than 400 schools in New Jersey are using Scholastic Inc.’s Read 180 program that Accoo is learning from.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other companies are marketing similar software, too. And, increasingly, it’s not just for the weakest readers, but for all kids, in all subjects and in all grades. Schools are deciding how much time kids should spend in front of a computer in the classroom, without a whole lot of evidence about what works.\u003c/p>\n\u003cp>Accoo is so excited, he can tell you how many words he’s read each day. On this particular day, it was 341.\u003c/p>\n\u003cp>\u003cstrong>Going high-tech to teach reading\u003c/strong>\u003c/p>\n\u003cp>Asbury Park Middle School has three of these classrooms with a row of computers along a wall. The students work independently most of the time without a teacher’s help.\u003c/p>\n\u003cp>Linda Smolinski has been teaching for 32 years. This year her students are mainly Mexican immigrants and Haitian earthquake refugees. At first she was skeptical about using technology.\u003c/p>\n\u003cp>“I said ‘No. My kids can’t do that. There’s absolutely no way. My children don’t speak English. How do you expect them to sit at a computer and do something when I’m not even there helping them?’” Smolinski recalled.\u003c/p>\n\u003cp>She was eventually won over when Scholastic, the maker of the software, showed an increase in her students’ reading ability after just three months. The real test, however, will come later this year, \u003c!--more-->when the state’s standardized tests will show whether or not the program is really working.\u003c/p>\n\u003cp>Superintendent Denise Lowe was hired away from Central Islip Long Island to help fix Asbury Park’s school system. The district has been a favorite target of Governor Chris Christie because it has one of the highest per pupil expenditures in the state, but its test scores are abysmal. Some 90 percent of the students at Asbury Park Middle School qualify for free and reduced price lunch. That measure of concentrated poverty qualifies them for extra school funding from the state.\u003c/p>\n\u003cp>Lowe said she’d had previous success with Scholastic’s Read 180 software in Long Island.\u003c/p>\n\u003cp>“This was pretty much the first thing I told my director to do that we need to look into Read 180,” Lowe explained. She spent $600,000, which she admits is a big investment.\u003c/p>\n\u003cp>\u003cstrong>The downside to technology\u003c/strong>\u003c/p>\n\u003cp>Some educators are critical of these fancy high-tech classrooms. Newark wanted to show off its computers, but technical problems caused them to cancel before a reporter’s visit. And there are other problems.\u003c/p>\n\u003cp>“They’re hearing distracted voices, these unnatural voices and not seeing human lips mouthing the words,” said Sandra Priest Rose, the chairman of the Reading Reform Foundation. Her organization trains teachers to teach reading in poor schools in New York City.\u003c/p>\n\u003cp>“It’s terribly important to have that human interaction and that spontaneous interaction that you cannot get on a computer,” Priest Rose said.\u003c/p>\n\u003cp>She added neuroscience research has found that the act of writing helps the brain learn better than tapping on a keyboard. Although, she will concede the software program can offer some useful data.\u003c/p>\n\u003cp>Smolinski said the program provides detailed information about the students’ skill gaps every day.\u003c/p>\n\u003cp>“On one of our first tests, most of them scored high 80s low 90s. Most teachers would say, ‘Fine, I’ll just move on.’ I noticed that every one of them bombed antonyms. That told me that I did not teach antonyms and I didn’t,” Smolinski said.\u003c/p>\n\u003cp>On the second test, her students again scored well. But the data report showed that they bombed capitalization.\u003c/p>\n\u003cp>And then there’s the \u003cem>Groupinator\u003c/em>. It takes that skill gap analysis and places students in a group with kids who have similar needs.\u003c/p>\n\u003cp>“It tells me exactly what they need, when they need it. It does all my work for me,” Smolinski said.\u003c/p>\n\u003cp>\u003cstrong>Using both old and new techniques\u003c/strong>\u003c/p>\n\u003cp>In Asbury Park, part of the $600,000 investment included bright-green bean bag chairs and cushioned rockers, where, after their computer time, kids like Accoo can kick back with an old-fashioned book.\u003c/p>\n\u003cp>“I get to read my favorite books,” Accoo said. “Right now I’m reading \u003cem>Captain Underpants\u003c/em>. The book I just got done reading recently was \u003cem>Frankenstein\u003c/em>. And Frankenstein is mostly about this scientist and he creates life.”\u003c/p>\n\u003cp>Asbury Park’s teachers wish they could doctor more of these classrooms to serve all of their failing students. But right now there’s room for only 120 students a year.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">This story\u003c/a> was a collaboration between \u003ca href=\"http://hechingerreport.org/content/teaching-software-flooding-into-new-jersey-classrooms_8294/\">The Hechinger Report\u003c/a> and \u003ca href=\"http://www.wnyc.org/articles/new-jersey-news/2012/apr/10/new-jerseys-high-tech-classrooms/\">New Jersey Public Radio\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20688/learning-to-read-goes-high-tech","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_561","mindshift_399","mindshift_846"],"featImg":"mindshift_20690","label":"mindshift"},"mindshift_16002":{"type":"posts","id":"mindshift_16002","meta":{"index":"posts_1591205157","site":"mindshift","id":"16002","score":null,"sort":[1318447863000]},"guestAuthors":[],"slug":"why-should-schools-invest-in-software","title":"Why Should Schools Invest in Software?","publishDate":1318447863,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1318525065,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":985},"headData":{"title":"Why Should Schools Invest in Software? | KQED","description":"The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like adaptive software and other tech devices is sometimes portrayed as excessive or wasteful. In Sunday's New York Times, Matt Richtel and Trip Gabriel wrote about","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"16002 http://blogs.kqed.org/mindshift/?p=16002","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/12/why-should-schools-invest-in-software/","disqusTitle":"Why Should Schools Invest in Software?","path":"/mindshift/16002/why-should-schools-invest-in-software","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16024\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-16024\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Sintia-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2011/10/Sintia-300x300-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">A Rocketship student works at the Learning Lab using adaptive software.\u003c/figcaption>\u003c/figure>\n\u003cp>The question keeps coming up: What technology should schools invest their money, time, and effort in? During this fraught time in our economy, the decision to invest in tools like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/has-the-holy-grail-of-adaptive-tech-been-discovered/\">adaptive software \u003c/a>and other tech devices is sometimes portrayed \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/investing-in-technology-the-public-relations-problem/\">as excessive or wasteful.\u003c/a>\u003c/p>\n\u003cp>In Sunday's \u003cem>New York Times\u003c/em>, Matt Richtel and Trip Gabriel wrote about software program companies \u003ca href=\"http://www.nytimes.com/2011/10/09/technology/a-classroom-software-boom-but-mixed-results-despite-the-hype.html?_r=1\">inflating their effectiveness in schools,\u003c/a> and how they \"ignore well-regarded independent studies that test their products’ effectiveness.\" In the next couple of days, we'll deconstruct the writers' sources of information -- namely the main source for their claim that the technologies are ineffective, the What Works Clearinghouse.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right.\"\u003c/aside>\n\u003cp>In the meantime, I spoke to Aylon Samouha, Chief Schools Officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter schools in the Bay Area that uses software to reinforce basic skills mastery. (You can read more about their hybrid learning program and their competitive scores \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">in this MindShift series\u003c/a>). Samouha is in charge of the design and strategy of Rocketship's hybrid learning model, as well as its teacher and principal training program, among many other things.\u003c/p>\n\u003cp>Samouha, who lives and breathes educational software and is consumed with finding the best way to integrate technology into the school day, has a very different perspective than what Richtel and Gabriel portray.\u003c/p>\n\u003cp>First, the facts. In an\u003ca href=\"http://www.ednetinsight.com/news-alerts/technology-headlines/dreambox-intelligent-adaptive-learning--platform-significantly-improves-students--math-scores.html\"> independent study \u003c/a>released in August by SRI International, which \u003c!--more-->conducted a randomized controlled trial using \u003ca href=\"http://www.dreambox.com/\">DreamBox Learning\u003c/a>, those who used the program for 16 weeks scored 2.3 points higher on the \u003ca href=\"http://www.nwea.org/\">Northwest Evaluation Association\u003c/a> math test than those who didn't -- the equivalent to progressing 5.5 points in percentile ranking (for example, from 50 percent to 55.5 percent).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's important to note here that not all assessments are created equal, but Samouha believes that the NWEA is an adaptive diagnostic test and a dependable measure because \"millions of kids taken it,\" he said.\u003c/p>\n\u003cp>Those students' gains are not only statistically significant, he said, but the fact that they were achieved in such a short time -- 16 weeks -- indicates that using the program for an entire school year would show even greater gains.\u003c/p>\n\u003cp>But Samouha is not a tech evangelist just for the sake of using tech. \"It’s true that there’s a lot of time wasted on computers right now. There \u003cem>are\u003c/em> wrong ways of doing this. But it’s so clear that we have to figure out how to educate students in the 21\u003csup>st\u003c/sup> century in ways that go beyond the traditional classroom model, which was created in the 17\u003csup>th\u003c/sup> century in Prussia. The fact that it needs to change is not a question in my mind.\"\u003c/p>\n\u003cp>So how to make this happen? \"The more we integrate software with what’s happening in the classroom, the better results we’ll see. That \u003cem>will\u003c/em> take work and investment. Schools will have to invest time, content providers will need to invest time and energy into make it more plug-and-play and make it more integrated into the school day.\"\u003c/p>\n\u003cp>But Samouha says the \u003cem>Times\u003c/em> article proves the opposite of what the writers end up conveying. \"It shouldn't be a call to stop for investment, but a call to invest more, because we need to get it right,\" he said.\u003c/p>\n\u003cp>What \"right\" looks like can be debatable, but Samouha believes he has it nailed down -- at least in the case of elementary schools. His criteria for successful software are:\u003c/p>\n\u003cul>\n\u003cli>Aligned to common standards, \"so we're all speaking the same language.\"\u003c/li>\n\u003cli>Data needs to be seamlessly integrated and programs need to be able to talk teach other so teachers can easily make sense of the data.\u003c/li>\n\u003cli>Rather than be standalone in their environment, they need to be part of the open Web, so they can be linked to each other. \"Right now there are a lot of walls between programs, just like before Steve Jobs agreed to use Microsoft, so people using Macs couldn't open Microsoft programs,\" he said. \"Those walls exist now, if you’re trying to quilt together a number of interventions to put the right thing in front of a child at the right time, it makes it much harder when those walls exist.\u003c/li>\n\u003c/ul>\n\u003cp>That’s what Samouha is working towards. But it won't magically happen. It takes investment from schools, from vendors, from educators. \"But we can't just abandon ship and go back to the traditional school model.\"\u003c/p>\n\u003cp>At the heart of this discussion for the general public and most major media is the question \"why.\" Why should we bother to invest in all this when we (adults) all turned out just fine with the way we were schooled? Why can't just teachers keep teaching the way they have been?\u003c/p>\n\u003cp>Samouha believes that's a false dichotomy. He's not arguing that teachers should be replaced by software, but that students will benefit from an array of different learning methods. Software will help them practice drills and basic skills, but teachers will be always be the most important part of the equation.\u003c/p>\n\u003cp>\"People are arguing that it's either human beings teaching kids or computers,\" he said. \"But that’s not our answer for anything else. When I want to communicate with my wife, I talk to her in person, I use my cell phone, I e-mail and text, that’s the way of the world. But for some reason, education is exceptionally not like that.\"\u003c/p>\n\u003cp>I also spoke with Samouha about the difference in quality between math and literacy software, and I'll report back on that in the coming days.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16002/why-should-schools-invest-in-software","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_726","mindshift_742","mindshift_481"],"featImg":"mindshift_16024","label":"mindshift"},"mindshift_12632":{"type":"posts","id":"mindshift_12632","meta":{"index":"posts_1591205157","site":"mindshift","id":"12632","score":null,"sort":[1308253981000]},"guestAuthors":[],"slug":"has-the-holy-grail-of-adaptive-tech-been-discovered","title":"Has the Holy Grail of Adaptive Tech Been Discovered?","publishDate":1308253981,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-12644\" title=\"Screen shot 2011-06-16 at 12.49.57 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-16-at-12.49.57-PM-300x221.png\" alt=\"\" width=\"300\" height=\"221\">\u003c/p>\n\u003cp>As students do more of their work on computers, new technology is able to track their performance in ways it couldn't before. It isn't simply a matter of which answers a student gets right or wrong, for example, but how much time they take to answer questions, how and when they hesitate or stall. Taking this data, engineers can build algorithms that are able to examine students' work and help deliver to them a personalized, or \"adaptive\" learning solution.\u003c/p>\n\u003cp>Adaptive learning technologies have long been considered a crucial component in helping students progress at their own level, and until now, it's only been used here and there in the K-12 setting and with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/test-preparation/\">test preparation\u003c/a> companies that help students ace their SATs, GMATs, and the like. But one company in this space, \u003ca href=\"http://www.knewton.com\">Knewton\u003c/a>, has made big strides towards making its platform available in schools, not just at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do.\"\u003c/aside>\n\u003cp>This week, Knewton announced that its adaptive learning platform had been \u003ca href=\"http://www.fastcompany.com/welcome.html?destination=http://www.fastcompany.com/1760309/knewtons-adaptive-learning-technology-spreads-to-tens-of-thousands-of-students-at-asu-penn-s\">selected by four schools\u003c/a> -- Penn State University, University of Nevada, Las Vegas, the State University of New York, and Mount St. Mary's University -- to help power \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">college readiness\u003c/a> courses. These online, self-paced classes are designed to help incoming students who may not be ready for college-level academics. This is an important group to help succeed in school at this crucial stage, since about \u003ca href=\"http://www.knewton.com/college-ready/\">25%\u003c/a> of students who enter college need some math remediation and about 50% of students who require remediation fail to graduate.\u003c/p>\n\u003cp>Using adaptive learning technology, these classes can identify the areas in which students need help, deliver content specific to those needs, and deliver it in such a way to help a student build on what she or he knows and how she or he learns best.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The universities that are implementing Knewton's Math College Readiness Course join Arizona State University, which has been using the technology since \u003ca href=\"http://www.hackeducation.com/2011/01/06/knewton-brings-adaptive-learning-to-arizona-state-university-math-courses/\">earlier this year\u003c/a>. An indication, perhaps, of the success of that program is ASU's announcement that it plans to add the adaptive learning technology to other classes beyond just the math mediation ones. Knewton's platform will be used in two new, blended learning classes -- MAT 117 (College Algebra) and MAT 142 (College Mathematics) -- for which the company has partnered with Pearson in order to develop the curriculum.\u003c/p>\n\u003cp>Ed tech experts, like Diana Rhoten, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council, have been anticipating a product like this for a while.\u003c/p>\n\u003cp>“The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do,” Rhoten said\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/diana-rhoten-on-a-mission-to-fast-forward-mobile-learning/\"> in an interview last year.\u003c/a> “I don’t use the term adaptive learning loosely, but the market is starting to.” She mentioned Knewton as one of the trailblazers in the field that's working on engineering the technology to truly adapt to users’ response – collecting data over time and understanding patterns from the user’s mistakes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It looks as though more universities are interested in taking advantage of adaptive learning -- it might just prove to be a groundbreaking way to leverage technology for more effective learning.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308253981,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":583},"headData":{"title":"Has the Holy Grail of Adaptive Tech Been Discovered? | KQED","description":"As students do more of their work on computers, new technology is able to track their performance in ways it couldn't before. It isn't simply a matter of which answers a student gets right or wrong, for example, but how much time they take to answer questions, how and when they hesitate or stall. Taking","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12632 http://blogs.kqed.org/mindshift/?p=12632","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/16/has-the-holy-grail-of-adaptive-tech-been-discovered/","disqusTitle":"Has the Holy Grail of Adaptive Tech Been Discovered?","path":"/mindshift/12632/has-the-holy-grail-of-adaptive-tech-been-discovered","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-12644\" title=\"Screen shot 2011-06-16 at 12.49.57 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-16-at-12.49.57-PM-300x221.png\" alt=\"\" width=\"300\" height=\"221\">\u003c/p>\n\u003cp>As students do more of their work on computers, new technology is able to track their performance in ways it couldn't before. It isn't simply a matter of which answers a student gets right or wrong, for example, but how much time they take to answer questions, how and when they hesitate or stall. Taking this data, engineers can build algorithms that are able to examine students' work and help deliver to them a personalized, or \"adaptive\" learning solution.\u003c/p>\n\u003cp>Adaptive learning technologies have long been considered a crucial component in helping students progress at their own level, and until now, it's only been used here and there in the K-12 setting and with \u003ca href=\"http://ww2.kqed.org/mindshift/tag/test-preparation/\">test preparation\u003c/a> companies that help students ace their SATs, GMATs, and the like. But one company in this space, \u003ca href=\"http://www.knewton.com\">Knewton\u003c/a>, has made big strides towards making its platform available in schools, not just at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do.\"\u003c/aside>\n\u003cp>This week, Knewton announced that its adaptive learning platform had been \u003ca href=\"http://www.fastcompany.com/welcome.html?destination=http://www.fastcompany.com/1760309/knewtons-adaptive-learning-technology-spreads-to-tens-of-thousands-of-students-at-asu-penn-s\">selected by four schools\u003c/a> -- Penn State University, University of Nevada, Las Vegas, the State University of New York, and Mount St. Mary's University -- to help power \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">college readiness\u003c/a> courses. These online, self-paced classes are designed to help incoming students who may not be ready for college-level academics. This is an important group to help succeed in school at this crucial stage, since about \u003ca href=\"http://www.knewton.com/college-ready/\">25%\u003c/a> of students who enter college need some math remediation and about 50% of students who require remediation fail to graduate.\u003c/p>\n\u003cp>Using adaptive learning technology, these classes can identify the areas in which students need help, deliver content specific to those needs, and deliver it in such a way to help a student build on what she or he knows and how she or he learns best.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The universities that are implementing Knewton's Math College Readiness Course join Arizona State University, which has been using the technology since \u003ca href=\"http://www.hackeducation.com/2011/01/06/knewton-brings-adaptive-learning-to-arizona-state-university-math-courses/\">earlier this year\u003c/a>. An indication, perhaps, of the success of that program is ASU's announcement that it plans to add the adaptive learning technology to other classes beyond just the math mediation ones. Knewton's platform will be used in two new, blended learning classes -- MAT 117 (College Algebra) and MAT 142 (College Mathematics) -- for which the company has partnered with Pearson in order to develop the curriculum.\u003c/p>\n\u003cp>Ed tech experts, like Diana Rhoten, director of the Knowledge Institutions program and the Digital Media and Learning project at the Social Science Research Council, have been anticipating a product like this for a while.\u003c/p>\n\u003cp>“The holy grail for any company is not just creating a product that gives instant feedback, but that has a truly adaptive learning engine. And there are few that really do,” Rhoten said\u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/diana-rhoten-on-a-mission-to-fast-forward-mobile-learning/\"> in an interview last year.\u003c/a> “I don’t use the term adaptive learning loosely, but the market is starting to.” She mentioned Knewton as one of the trailblazers in the field that's working on engineering the technology to truly adapt to users’ response – collecting data over time and understanding patterns from the user’s mistakes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It looks as though more universities are interested in taking advantage of adaptive learning -- it might just prove to be a groundbreaking way to leverage technology for more effective learning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12632/has-the-holy-grail-of-adaptive-tech-been-discovered","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_561","mindshift_308","mindshift_560"],"featImg":"mindshift_12644","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","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.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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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. 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