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principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1372302745,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":900},"headData":{"title":"Why Inquiry Learning is Worth the Trouble | KQED","description":"Nearly seven years after first opening its doors, the Science Leadership Academy public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards. But in a talk this past weekend at EduCon 2.5, the school’s sixth-annual conference devoted to sharing its","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Inquiry Learning is Worth the Trouble","datePublished":"2013-01-29T16:00:36.000Z","dateModified":"2013-06-27T03:12:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26794 http://blogs.kqed.org/mindshift/?p=26794","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/29/what-does-it-take-to-fully-embrace-inquiry-learning/","disqusTitle":"Why Inquiry Learning is Worth the Trouble","path":"/mindshift/26794/what-does-it-take-to-fully-embrace-inquiry-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26820\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://www.flickr.com/photos/jonnygoldstein/5615147628/in/photostream/\">\u003cimg class=\"size-large wp-image-26820\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/5615147628_9f6d390e99_z-620x307.jpg\" alt=\"Visualization of SLA principal Chris Lehmann's talk about guiding kids toward thinking about how they think.\" width=\"620\" height=\"307\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visualization of SLA principal Chris Lehmann's 2011 talk: guiding kids' to thinking about how they think.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Nearly seven years after first opening its doors, the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> public magnet high school* in Philadelphia and its inquiry-based approach to learning have become a national model for the kinds of reforms educators strive towards.\u003c/p>\n\u003cp>But in a talk this past weekend at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a>, the school’s sixth-annual conference devoted to sharing its story and spreading its techniques, Founding Principal Chris Lehmann insisted that replicating his schools approach required difficult tradeoffs.\u003c/p>\n\u003cp>“This is not easy. This is not perfect,” Lehmann told a crowd of devotees stuffed inside one of the Center City school’s second-floor science classrooms on Sunday. “There are really challenging pieces of this, and we should be OK with this.”\u003c/p>\n\u003cp>Lehmann’s \u003ca href=\"http://www.youtube.com/watch?v=_U5ycR5yPSQ&feature=plcp\">90-minute question-and-answer session\u003c/a> tackled coming to terms with the impact of a shift to inquiry-driven learning by defining three steps: the enigmatic meaning of inquiry-based learning; the visible changes that signal a shift to that approach; and the potential drawbacks that shift may surface.\u003c/p>\n\u003cp>\u003cstrong>INQUIRING ABOUT INQUIRY\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lehmann said it’s important to question whether alleged “personalized,” “project-based,” or “collaborative” learning efforts are actually helping students and teachers to “hold ourselves in a state of questioning.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/strong>\u003c/aside>\n\u003cp>For example, adaptive software that leads students through English/language arts or mathematics on a pace set by their own abilities fails to force students to ask questions about that material, contextualize it in real life, or communicate about the concepts with others, Lehmann said. The same is true of collaborative projects where restrictive guidelines result in several, nearly-identical finished products across student groups.\u003c/p>\n\u003cp>In a true inquiry-based model, how learning happens isn’t as important as whether that learning encourages students to try to learn even more. Lehmann compared the scenario to the plight of a \u003c!--more-->two-year-old child who has graduated from “yes” and “no” and proceeded onto an endless string of “why's.”\u003c/p>\n\u003cp>“To me it comes down to process,” Lehmann said. “Inquiry means living in the soup. Inquiry means living in that uncomfortable space where we don’t know the answer.”\u003c/p>\n\u003cp>\u003cstrong>SIGNS YOU’RE ON THE RIGHT TRACK\u003c/strong>\u003c/p>\n\u003cp>Although nailing down inquiry-based learning is a bit like trying to define the human soul, there are some indicators Lehmann and his audience both agreed signaled progress down the right path.\u003c/p>\n\u003cp>To paraphrase one teacher, a classroom where students are empowered to direct and control their own learning is one sign. Feeling tension between the direction of a course and the material covered on a standardized final examination may be another, said a second teacher.\u003c/p>\n\u003cp>“Oh God, yeah,” Lehmann said in response to the latter teacher. “There’s a reason we don’t offer [\u003ca href=\"http://apcentral.collegeboard.com/apc/Controller.jpf\">Advanced Placement\u003c/a>] Classes here. If we are a truly inquiry-based school, why would our highest-level classes end in a test?”\u003c/p>\n\u003cp>Increased collaboration between students and increasing student scrutiny of educational content were two other signs Lehmann and the group said signaled the right approach, even if they clashed with classroom norms. For example, collaboration can often lead to tricky discussions about what part of a students’ work are his or her own and what part is recycled.\u003c/p>\n\u003cp>Lastly, good inquiry-based learning should include a means for publication and communication, whether through blogs, printed reports, multimedia packages, etc. But Lehmann also said, in some cases, students should have the right to decide whether to publish their work.\u003c/p>\n\u003cp>“One of the scariest things about inquiry-based learning is the blank page,” Lehmann said. “When you’re toying with the ideas at first, sometimes your ideas don’t have to be social to the world.”\u003c/p>\n\u003cp>\u003cstrong>ACCEPTING THE DRAWBACKS\u003c/strong>\u003c/p>\n\u003cp>Inquiry-based education should improve student engagement, critical thinking skills, and cross-disciplinary opportunities, Lehmann said. But it may also hinder lesson planning, covering content benchmarks, and assessing student progress.\u003c/p>\n\u003cp>In a school that asks students to seize some autonomy over the course of their studies, the teachers most comfortable at the Science Leadership Academy are often the teachers most capable of improvising and deviating from a lesson plan, or even entering a class period without a lesson plan at all.\u003c/p>\n\u003cp>Further, while Lehmann believes the approach leaves students with the analytical tools they need to succeed on English/language arts standardized tests, he acknowledges that both teaching mathematics in general, and teaching it so students succeed on state and national benchmarks, is harder to do in an inquiry-driven fashion.\u003c/p>\n\u003cp>“Math is a little harder, and I own that,” said Lehmann.\u003c/p>\n\u003cp>Creating teacher-administered assessments that accurately measure progress, in an environment where the path is often long and winding, is also difficult.\u003c/p>\n\u003cp>“That could probably be 10 sessions of EduCon,” Lehmann quipped. “’What are we authentically assessing when we assess?’”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>*[CLARIFICATION: Science Leadership Academy is a public magnet school, not a charter, as previously written.]\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26794/what-does-it-take-to-fully-embrace-inquiry-learning","authors":["4411"],"categories":["mindshift_20524","mindshift_193"],"tags":["mindshift_307","mindshift_997","mindshift_797","mindshift_992"],"featImg":"mindshift_26820","label":"mindshift"},"mindshift_24276":{"type":"posts","id":"mindshift_24276","meta":{"index":"posts_1591205157","site":"mindshift","id":"24276","score":null,"sort":[1349979586000]},"guestAuthors":[],"slug":"whats-worth-investing-in-criteria-for-choosing-technology-for-learning","title":"What's Worth Investing In? How to Decide What Technology You Need ","publishDate":1349979586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1391212733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1467},"headData":{"title":"What's Worth Investing In? How to Decide What Technology You Need | KQED","description":"Lenny Gonzalez The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at $7.5 billion. With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Worth Investing In? How to Decide What Technology You Need ","datePublished":"2012-10-11T18:19:46.000Z","dateModified":"2014-01-31T23:58:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24276 http://blogs.kqed.org/mindshift/?p=24276","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/11/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/","disqusTitle":"What's Worth Investing In? How to Decide What Technology You Need ","path":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\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>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","authors":["180"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_307","mindshift_29","mindshift_221","mindshift_65","mindshift_20513"],"featImg":"mindshift_24326","label":"mindshift"},"mindshift_7453":{"type":"posts","id":"mindshift_7453","meta":{"index":"posts_1591205157","site":"mindshift","id":"7453","score":null,"sort":[1296603388000]},"guestAuthors":[],"slug":"five-inspiring-ted-talks","title":"Five Inspiring TED Talks ","publishDate":1296603388,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\n\u003cfigure id=\"attachment_7456\" class=\"wp-caption center\" style=\"max-width: 325px\">\u003ca rel=\"attachment wp-att-7456\" href=\"http://ww2.kqed.org/mindshift/2011/02/five-inspiring-ted-talks/screen-shot-2011-02-01-at-3-05-23-pm/\">\u003cimg class=\"size-full wp-image-7456\" title=\"Screen-shot-2011-02-01-at-3.05.23-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266.png\" alt=\"\" width=\"325\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266.png 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266-320x240.png 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/h5>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>I’m a big fan of \u003ca href=\"http://www.ted.com/talks\">TED talks\u003c/a>, short presentations by engaging speakers on a variety of topics, so I picked five videos that I thought were particularly valuable for educators. Here are a few videos that will help you keep your mind active, even if you’re stuck indoors this weekend.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/joseph_lekuton_tells_a_parable_for_kenya.html\">Joseph Lekuton tells a parable for Kenya\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This inspiring talk from a teacher, writer and member of the Kenyan parliament reminds the listener of the value of education – a privilege many in more developed countries take for granted.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=MnvkbWkkxrw]\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/mae_jemison_on_teaching_arts_and_sciences_together.html\">Mae Jemison on teaching arts and sciences together\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mae Jemison is an astronaut, a doctor, an art collector and a dancer. This talk encourages a breakdown of the paradigm that sees arts and science education as an either-or proposition.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=6Vy0ncmUvUw]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/bill_gates_unplugged.html\">Bill Gates on mosquitoes, malaria and education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>At 18 minutes, this video is longer than many TED talks. It’s worth it. In this session, Gates spends the first half of the talk discussing global health issues and the second half answering the question “How do you make a teacher great?”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=tsgvhP07BC8]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/sheryl_wudunn_our_century_s_greatest_injustice.html\">Sheryl WuDunn: Our century's greatest injustice\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>This sobering talk (another 18-minute opus) presents listeners with examples of the everyday oppression of women around the world. This session reminds us of the enormous waste involved in hindering the education opportunities of women.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=hFgPtuzgw4o]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=6FEMCyHYTyQ\">Chris Lehmann Talks School 2.0\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Presented at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> last March, this video features Chris Lehman, founding principal of the Science Leadership Academy and closing keynote speaker for \u003ca href=\"http://www.isteconference.org/2011/\">ISTE 2011\u003c/a>. His discussion of how Web 2.0 tools are changing and advancing education is both engaging and inspiring.\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=6FEMCyHYTyQ]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/11-01-29/Five_Great_TED_Talks_for_Educators.aspx\">ISTE Connects\u003c/a>.]\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1371153884,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":328},"headData":{"title":"Five Inspiring TED Talks | KQED","description":"By Katie Stansberry I’m a big fan of TED talks, short presentations by engaging speakers on a variety of topics, so I picked five videos that I thought were particularly valuable for educators. Here are a few videos that will help you keep your mind active, even if you’re stuck indoors this weekend. Joseph Lekuton","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Inspiring TED Talks ","datePublished":"2011-02-01T23:36:28.000Z","dateModified":"2013-06-13T20:04:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"7453 http://blogs.kqed.org/mindshift/?p=7453","disqusUrl":"https://ww2.kqed.org/mindshift/2011/02/01/five-inspiring-ted-talks/","disqusTitle":"Five Inspiring TED Talks ","path":"/mindshift/7453/five-inspiring-ted-talks","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\n\u003cfigure id=\"attachment_7456\" class=\"wp-caption center\" style=\"max-width: 325px\">\u003ca rel=\"attachment wp-att-7456\" href=\"http://ww2.kqed.org/mindshift/2011/02/five-inspiring-ted-talks/screen-shot-2011-02-01-at-3-05-23-pm/\">\u003cimg class=\"size-full wp-image-7456\" title=\"Screen-shot-2011-02-01-at-3.05.23-PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266.png\" alt=\"\" width=\"325\" height=\"244\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266.png 325w, https://ww2.kqed.org/app/uploads/sites/23/2011/02/Screen-shot-2011-02-01-at-3.05.23-PM-e1296672369266-320x240.png 320w\" sizes=\"(max-width: 325px) 100vw, 325px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003c/h5>\n\u003ch5>By Katie Stansberry\u003c/h5>\n\u003cp>I’m a big fan of \u003ca href=\"http://www.ted.com/talks\">TED talks\u003c/a>, short presentations by engaging speakers on a variety of topics, so I picked five videos that I thought were particularly valuable for educators. Here are a few videos that will help you keep your mind active, even if you’re stuck indoors this weekend.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/joseph_lekuton_tells_a_parable_for_kenya.html\">Joseph Lekuton tells a parable for Kenya\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This inspiring talk from a teacher, writer and member of the Kenyan parliament reminds the listener of the value of education – a privilege many in more developed countries take for granted.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/MnvkbWkkxrw'\n title='//www.youtube.com/embed/MnvkbWkkxrw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\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>\u003cstrong> \u003c/strong>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/mae_jemison_on_teaching_arts_and_sciences_together.html\">Mae Jemison on teaching arts and sciences together\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Mae Jemison is an astronaut, a doctor, an art collector and a dancer. This talk encourages a breakdown of the paradigm that sees arts and science education as an either-or proposition.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6Vy0ncmUvUw'\n title='//www.youtube.com/embed/6Vy0ncmUvUw'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/bill_gates_unplugged.html\">Bill Gates on mosquitoes, malaria and education\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>At 18 minutes, this video is longer than many TED talks. It’s worth it. In this session, Gates spends the first half of the talk discussing global health issues and the second half answering the question “How do you make a teacher great?”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/tsgvhP07BC8'\n title='//www.youtube.com/embed/tsgvhP07BC8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.ted.com/talks/lang/eng/sheryl_wudunn_our_century_s_greatest_injustice.html\">Sheryl WuDunn: Our century's greatest injustice\u003c/a> \u003c/strong>\u003c/p>\n\u003cp>This sobering talk (another 18-minute opus) presents listeners with examples of the everyday oppression of women around the world. This session reminds us of the enormous waste involved in hindering the education opportunities of women.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/hFgPtuzgw4o'\n title='//www.youtube.com/embed/hFgPtuzgw4o'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.youtube.com/watch?v=6FEMCyHYTyQ\">Chris Lehmann Talks School 2.0\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Presented at \u003ca href=\"http://tedxnyed.com/2011/\">TEDxNYED\u003c/a> last March, this video features Chris Lehman, founding principal of the Science Leadership Academy and closing keynote speaker for \u003ca href=\"http://www.isteconference.org/2011/\">ISTE 2011\u003c/a>. His discussion of how Web 2.0 tools are changing and advancing education is both engaging and inspiring.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/6FEMCyHYTyQ'\n title='//www.youtube.com/embed/6FEMCyHYTyQ'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[This post also appeared on \u003ca href=\"http://www.iste.org/connect/iste-connects/blog-detail/11-01-29/Five_Great_TED_Talks_for_Educators.aspx\">ISTE Connects\u003c/a>.]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/7453/five-inspiring-ted-talks","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_24","mindshift_307","mindshift_304","mindshift_305","mindshift_306","mindshift_135"],"featImg":"mindshift_7456","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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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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