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With minimal expectations, Redford figured that the newness and the boy’s curiosity would at least keep him busy during writing time, which he usually found frustrating.\u003c/p>\n\u003cp class=\"p1\">While Redford described the boy as “very bright,” he “couldn’t even compose a sentence to save his life\" because of his dyslexia. Any classroom assignment having to do with writing made him moody. So, as Redford guided the rest of the class through the workshop, the student stepped outside the classroom and spoke his ideas for his writing assignment into the iPad.\u003c/p>\n\u003cp class=\"p1\">At first, it was difficult. Redford said earlier versions of voice-to-text had a hard time picking up the sounds of young male voices, and some of his sentences ended up translating into hilarious results. But the student, who soon began a quest for Siri to understand him, asked Redford if he could keep trying. Before long, he was completing all his writing assignments through the iPad, and showing the other dyslexic students in his class how to use it, too.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“\u003c/span>Some of my most brilliant kids in the class, put them on an iPad, and say, ‘Speak into this,’ ” she said. “The same kid who would give me one incomplete sentence is now telling me in complete paragraphs exactly what he knows.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p3\">Redford herself has a grown dyslexic son, Dylan, and has been a fierce champion of dyslexia awareness for more than two decades -- a journey she speaks about candidly in the HBO documentary \"\u003ca href=\"https://www.youtube.com/watch?v=jzp8FUZm5_M\">The Big Picture: Rethinking Dyslexia\u003c/a>.\" The documentary was made with \u003ca href=\"http://dyslexia.yale.edu/index.html\">the Yale Center for Dyslexia and Creativity\u003c/a>, where Redford serves as education editor, and it was directed by her husband, James Redford.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=jzp8FUZm5_M\u003c/p>\n\u003cp class=\"p1\">Kyle Redford said there is no doubt that technology has changed the lives of those who struggle to read and write, and that educators should embrace the changes. In articles for the Yale Center, she outlines in detail how to help \u003ca href=\"http://dyslexia.yale.edu/EDU_KidsCantWait.html\">struggling readers with classroom assignments\u003c/a> -- many with the aid of technology -- and in one piece she even says \u003ca href=\"http://dyslexia.yale.edu/article_print.php?a=EDU_keyboarding\">good riddance to mandatory cursive.\u003c/a> For dyslexics, a keyboard and spellcheck allow them to express their ideas without such monumental effort.\u003c/p>\n\u003cp class=\"p1\">School psychologist and dyslexia expert \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">Martha Youman\u003c/a> often gives ideas and suggestions for how teachers at her middle school can make accommodations to dyslexic students using technology.\u003c/p>\n\u003cp class=\"p1\">“I tell them, don’t ask this student to write something long, because he’s going to do a terrible job. He’s going to spend way too much time trying to spell everything correctly,” she said. “Let him take a screen shot on his phone, because it’s not that important for him to transcribe something.”\u003c/p>\n\u003cp class=\"p1\">But in order for teachers to really embrace how tech can help their students with learning differences, Youman said schools must let go of expectations that each student is going to get to the same place \u003ci>in the same way\u003c/i>. She said resistance often comes from a misunderstanding that it's somehow \"cheating\" when dyslexics use technology as an aid.\u003c/p>\n\u003cp class=\"p1\">But thinking of accommodations as cheating highlights a fundamental misconception about dyslexic students and schoolwork: Most dyslexic students don’t have a problem understanding information; their issues lie with getting information through reading or sharing information through writing. It's why, as Redford said, technologies that allow dyslexic students to record classes and speak essays into tablets may be the biggest game changers of all.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>The Rise of Technology\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Part of what makes dyslexia such a challenge is that, even with years of intervention and tutoring, reading and writing may continue to be a lifelong struggle because of the dyslexic brain’s unique setup. Even more than 30 years ago, when the Strategic Alternative Learning Techniques Center (SALT) at the University of Arizona was founded to support those with learning and attention differences through college, founder Eleanor Harner’s first hire was an educational technology specialist. Rudy Molina, current director and former student at the SALT Center, said even then Harner understood that computer technology would bridge the gap for struggling college students.\u003c/p>\n\u003cp class=\"p1\">“The spirit behind hiring the technical specialist first was that technology can help students learn,” Molina said. “The conversation hasn’t changed much in how it’s used, but the sheer number of technologies for dyslexics has grown.” The current tech team at SALT sifts through all the latest apps and gadgets to help students determine which option is best for them to use.\u003c/p>\n\u003cp class=\"p1\">College students with learning differences flock to SALT, a full-service student support center that served 600 students the last school year, with an 80-student waitlist. Molina said that while most think of SALT as a tutoring center, what it actually provides is much more comprehensive: In addition to tutoring, specialists help college students with educational planning, organization and managing their technology. Today’s college students not only have to worry about their studies, but their online life, too — which is where most college interactions take place.\u003c/p>\n\u003cp class=\"p1\">“One good example is CatMail,” Molina said, referring to the university’s official email program. “You’d be amazed at how many -- hundreds of emails coming in for each student. It’s overwhelming,” especially for students who take much longer to read. Strategic learning specialists help students organize their inboxes, tagging and color-coding emails not to be missed, especially from professors.\u003c/p>\n\u003cp class=\"p1\">And technology for note-taking, Molina said, is critical because it’s probably the most used skill on campus. Students with legible writing use \u003ca href=\"http://www.livescribe.com/en-us/solutions/learningdisabilities/\">LiveScribe Smartpen\u003c/a>, a small computer located inside a pen that records and saves what students hear while taking notes as well as what they write into a notebook. Students can go back to any place in their written notes and tap on it, and the Smartpen will play the notes that were being said at that moment. For students like him whose handwriting wasn't legible, Molina said, simple digital audio recording worked just as well.\u003c/p>\n\u003cp class=\"p1\">\u003cb>Helpful Tech Tools\u003c/b>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Speech-to-Text*\u003c/strong>\u003cbr>\nApps like \u003ca href=\"http://www.nuance.com/for-individuals/mobile-applications/dragon-dictation/index.htm\">Dragon Dictation\u003c/a> or Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm\">VoiceNote\u003c/a> allow students to record their voices and turn their speech into text. This helps dyslexic students who have trouble with writing to compose essays or compositions.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Kurzweil\u003c/strong>\u003ca href=\"https://www.kurzweiledu.com/default.html\">\u003cbr>\n\u003c/a>According to Mary Beth Foster, educational technology coordinator at the SALT Center, the \u003ca href=\"https://www.kurzweiledu.com/default.html\">Kurzweil\u003c/a> software, with study skills features and Texthelp Read and Write, are \"phenomenal.\" \"Students can highlight different colors, add sticky and voice notes, and extract all the notes and highlights into a separate study guide,\" she said. \"Files can also be exported into sound files like mp3.\"\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>\u003ca href=\"http://https://www.amazon.com/gp/feature.html?docId=1000827761&pf_rd_m=ATVPDKIKX0DER&pf_rd_s=merchandised-search-1&pf_rd_r=0FRWZGBY2YTA99MJM3S1&pf_rd_t=101&pf_rd_p=2147942642&pf_rd_i=5744819011\">WhisperSync\u003c/a>\u003c/strong>\u003cbr>\nThis Amazon app allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, they can switch to audio to listen for a while.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Audiobooks with Accompanying Readers\u003c/strong>\u003cbr>\nAmazon’s \u003ca href=\"http://www.amazon.com/gp/help/customer/display.html?nodeId=201589630\">Immersion Reading\u003c/a> and \u003ca href=\"http://https://go.learningally.org/voicetext-when-learning-ally-audio-syncs-with-text-onscreen/\">VOICEText by Learning Ally\u003c/a> both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>\u003ca href=\"http://www.livescribe.com/en-us/smartpen/\">Livescribe Smartpen\u003c/a>\u003c/strong>\u003cbr>\nA special computerized pen that allows students to record what’s being said, as well as what they’re writing. They can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://www.amazon.com/Franklin-HW-1216-Childrens-Speller-Dictionary/dp/B0002OP81A\">\u003cstrong>Franklin Speller\u003c/strong>\u003cbr>\n\u003c/a>With its handy lists of confusable words and context-sensitive help text, these mini-electronic dictionaries also offer spellcheck, print and cursive options for words, and an arithmetic tutor.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Free Options Already on Computers\u003c/strong>\u003cbr>\nFoster also said that many students are surprised to learn that there are free options already on their computers to help with reading and writing. For Windows, students add \"Speak\" to the Customized Access Toolbar; for Mac, choose \"Dictation and Speech\" in System Preferences. And for Google Docs, search for \"Voice Typing,\" available in a Chrome browser.\u003c/p>\n\u003cp class=\"p1\">Update: If there are tools missing from this list, please add them in the comments section. We'd love to hear about others!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cem>*Note: A previous version of this post named this category as \"Text-to-Speech\". We regret this error. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Smart pens, dictation apps and audio functions on e-readers have transformed how students struggling with dyslexia can learn. ","status":"publish","parent":0,"modified":1446661187,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1485},"headData":{"title":"Tech Tools That Have Transformed Learning With Dyslexia | KQED","description":"Smart pens, dictation apps and audio functions on e-readers have transformed how students struggling with dyslexia can learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42036 http://ww2.kqed.org/mindshift/?p=42036","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/03/tech-tools-that-transformed-learning-with-dyslexia/","disqusTitle":"Tech Tools That Have Transformed Learning With Dyslexia","path":"/mindshift/42036/tech-tools-that-transformed-learning-with-dyslexia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Fifth-grade teacher Kyle Redford remembers with emotion the day she unwittingly put an iPad in the hands of one of her 10-year-old dyslexic students, a day she called “a complete game changer.”\u003c/p>\n\u003cp class=\"p1\">While the rest of the class was working in a writers workshop, she handed the student an iPad and told him to try and experiment with its speech-to-text feature. With minimal expectations, Redford figured that the newness and the boy’s curiosity would at least keep him busy during writing time, which he usually found frustrating.\u003c/p>\n\u003cp class=\"p1\">While Redford described the boy as “very bright,” he “couldn’t even compose a sentence to save his life\" because of his dyslexia. Any classroom assignment having to do with writing made him moody. So, as Redford guided the rest of the class through the workshop, the student stepped outside the classroom and spoke his ideas for his writing assignment into the iPad.\u003c/p>\n\u003cp class=\"p1\">At first, it was difficult. Redford said earlier versions of voice-to-text had a hard time picking up the sounds of young male voices, and some of his sentences ended up translating into hilarious results. But the student, who soon began a quest for Siri to understand him, asked Redford if he could keep trying. Before long, he was completing all his writing assignments through the iPad, and showing the other dyslexic students in his class how to use it, too.\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s1\">“\u003c/span>Some of my most brilliant kids in the class, put them on an iPad, and say, ‘Speak into this,’ ” she said. “The same kid who would give me one incomplete sentence is now telling me in complete paragraphs exactly what he knows.”\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 class=\"p3\">Redford herself has a grown dyslexic son, Dylan, and has been a fierce champion of dyslexia awareness for more than two decades -- a journey she speaks about candidly in the HBO documentary \"\u003ca href=\"https://www.youtube.com/watch?v=jzp8FUZm5_M\">The Big Picture: Rethinking Dyslexia\u003c/a>.\" The documentary was made with \u003ca href=\"http://dyslexia.yale.edu/index.html\">the Yale Center for Dyslexia and Creativity\u003c/a>, where Redford serves as education editor, and it was directed by her husband, James Redford.\u003c/p>\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/jzp8FUZm5_M'\n title='//www.youtube.com/embed/jzp8FUZm5_M'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp class=\"p1\">Kyle Redford said there is no doubt that technology has changed the lives of those who struggle to read and write, and that educators should embrace the changes. In articles for the Yale Center, she outlines in detail how to help \u003ca href=\"http://dyslexia.yale.edu/EDU_KidsCantWait.html\">struggling readers with classroom assignments\u003c/a> -- many with the aid of technology -- and in one piece she even says \u003ca href=\"http://dyslexia.yale.edu/article_print.php?a=EDU_keyboarding\">good riddance to mandatory cursive.\u003c/a> For dyslexics, a keyboard and spellcheck allow them to express their ideas without such monumental effort.\u003c/p>\n\u003cp class=\"p1\">School psychologist and dyslexia expert \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/30/who-helps-kids-with-dyslexia-gain-reading-fluency/\">Martha Youman\u003c/a> often gives ideas and suggestions for how teachers at her middle school can make accommodations to dyslexic students using technology.\u003c/p>\n\u003cp class=\"p1\">“I tell them, don’t ask this student to write something long, because he’s going to do a terrible job. He’s going to spend way too much time trying to spell everything correctly,” she said. “Let him take a screen shot on his phone, because it’s not that important for him to transcribe something.”\u003c/p>\n\u003cp class=\"p1\">But in order for teachers to really embrace how tech can help their students with learning differences, Youman said schools must let go of expectations that each student is going to get to the same place \u003ci>in the same way\u003c/i>. She said resistance often comes from a misunderstanding that it's somehow \"cheating\" when dyslexics use technology as an aid.\u003c/p>\n\u003cp class=\"p1\">But thinking of accommodations as cheating highlights a fundamental misconception about dyslexic students and schoolwork: Most dyslexic students don’t have a problem understanding information; their issues lie with getting information through reading or sharing information through writing. It's why, as Redford said, technologies that allow dyslexic students to record classes and speak essays into tablets may be the biggest game changers of all.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>The Rise of Technology\u003c/strong>\u003c/p>\n\u003cp class=\"p1\">Part of what makes dyslexia such a challenge is that, even with years of intervention and tutoring, reading and writing may continue to be a lifelong struggle because of the dyslexic brain’s unique setup. Even more than 30 years ago, when the Strategic Alternative Learning Techniques Center (SALT) at the University of Arizona was founded to support those with learning and attention differences through college, founder Eleanor Harner’s first hire was an educational technology specialist. Rudy Molina, current director and former student at the SALT Center, said even then Harner understood that computer technology would bridge the gap for struggling college students.\u003c/p>\n\u003cp class=\"p1\">“The spirit behind hiring the technical specialist first was that technology can help students learn,” Molina said. “The conversation hasn’t changed much in how it’s used, but the sheer number of technologies for dyslexics has grown.” The current tech team at SALT sifts through all the latest apps and gadgets to help students determine which option is best for them to use.\u003c/p>\n\u003cp class=\"p1\">College students with learning differences flock to SALT, a full-service student support center that served 600 students the last school year, with an 80-student waitlist. Molina said that while most think of SALT as a tutoring center, what it actually provides is much more comprehensive: In addition to tutoring, specialists help college students with educational planning, organization and managing their technology. Today’s college students not only have to worry about their studies, but their online life, too — which is where most college interactions take place.\u003c/p>\n\u003cp class=\"p1\">“One good example is CatMail,” Molina said, referring to the university’s official email program. “You’d be amazed at how many -- hundreds of emails coming in for each student. It’s overwhelming,” especially for students who take much longer to read. Strategic learning specialists help students organize their inboxes, tagging and color-coding emails not to be missed, especially from professors.\u003c/p>\n\u003cp class=\"p1\">And technology for note-taking, Molina said, is critical because it’s probably the most used skill on campus. Students with legible writing use \u003ca href=\"http://www.livescribe.com/en-us/solutions/learningdisabilities/\">LiveScribe Smartpen\u003c/a>, a small computer located inside a pen that records and saves what students hear while taking notes as well as what they write into a notebook. Students can go back to any place in their written notes and tap on it, and the Smartpen will play the notes that were being said at that moment. For students like him whose handwriting wasn't legible, Molina said, simple digital audio recording worked just as well.\u003c/p>\n\u003cp class=\"p1\">\u003cb>Helpful Tech Tools\u003c/b>\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Speech-to-Text*\u003c/strong>\u003cbr>\nApps like \u003ca href=\"http://www.nuance.com/for-individuals/mobile-applications/dragon-dictation/index.htm\">Dragon Dictation\u003c/a> or Google’s \u003ca href=\"https://chrome.google.com/webstore/detail/voicenote-ii-speech-to-te/hfknjgplnkgjihghcidajejfmldhibfm\">VoiceNote\u003c/a> allow students to record their voices and turn their speech into text. This helps dyslexic students who have trouble with writing to compose essays or compositions.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Kurzweil\u003c/strong>\u003ca href=\"https://www.kurzweiledu.com/default.html\">\u003cbr>\n\u003c/a>According to Mary Beth Foster, educational technology coordinator at the SALT Center, the \u003ca href=\"https://www.kurzweiledu.com/default.html\">Kurzweil\u003c/a> software, with study skills features and Texthelp Read and Write, are \"phenomenal.\" \"Students can highlight different colors, add sticky and voice notes, and extract all the notes and highlights into a separate study guide,\" she said. \"Files can also be exported into sound files like mp3.\"\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>\u003ca href=\"http://https://www.amazon.com/gp/feature.html?docId=1000827761&pf_rd_m=ATVPDKIKX0DER&pf_rd_s=merchandised-search-1&pf_rd_r=0FRWZGBY2YTA99MJM3S1&pf_rd_t=101&pf_rd_p=2147942642&pf_rd_i=5744819011\">WhisperSync\u003c/a>\u003c/strong>\u003cbr>\nThis Amazon app allows readers to switch between reading and listening to a book. For those whose slow reading can be exhausting, they can switch to audio to listen for a while.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Audiobooks with Accompanying Readers\u003c/strong>\u003cbr>\nAmazon’s \u003ca href=\"http://www.amazon.com/gp/help/customer/display.html?nodeId=201589630\">Immersion Reading\u003c/a> and \u003ca href=\"http://https://go.learningally.org/voicetext-when-learning-ally-audio-syncs-with-text-onscreen/\">VOICEText by Learning Ally\u003c/a> both allow readers to read and listen to a story at the same time. Each comes with a highlighted text feature that helps dyslexic students follow along, allowing them to read books at the level of their peers.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>\u003ca href=\"http://www.livescribe.com/en-us/smartpen/\">Livescribe Smartpen\u003c/a>\u003c/strong>\u003cbr>\nA special computerized pen that allows students to record what’s being said, as well as what they’re writing. They can tap the pen on any written note to replay what was said while they were writing.\u003c/p>\n\u003cp class=\"p1\">\u003ca href=\"http://www.amazon.com/Franklin-HW-1216-Childrens-Speller-Dictionary/dp/B0002OP81A\">\u003cstrong>Franklin Speller\u003c/strong>\u003cbr>\n\u003c/a>With its handy lists of confusable words and context-sensitive help text, these mini-electronic dictionaries also offer spellcheck, print and cursive options for words, and an arithmetic tutor.\u003c/p>\n\u003cp class=\"p1\">\u003cstrong>Free Options Already on Computers\u003c/strong>\u003cbr>\nFoster also said that many students are surprised to learn that there are free options already on their computers to help with reading and writing. For Windows, students add \"Speak\" to the Customized Access Toolbar; for Mac, choose \"Dictation and Speech\" in System Preferences. And for Google Docs, search for \"Voice Typing,\" available in a Chrome browser.\u003c/p>\n\u003cp class=\"p1\">Update: If there are tools missing from this list, please add them in the comments section. We'd love to hear about others!\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 class=\"p1\">\u003cem>*Note: A previous version of this post named this category as \"Text-to-Speech\". We regret this error. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42036/tech-tools-that-transformed-learning-with-dyslexia","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_20938","mindshift_160","mindshift_20784","mindshift_1040","mindshift_81","mindshift_20937"],"featImg":"mindshift_42672","label":"mindshift"},"mindshift_36290":{"type":"posts","id":"mindshift_36290","meta":{"index":"posts_1591205157","site":"mindshift","id":"36290","score":null,"sort":[1402761634000]},"guestAuthors":[],"slug":"with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","title":"With iPads, a New World of Music for Kids With Learning Challenges","publishDate":1402761634,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36297\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg\" alt=\"Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt\u003c/figcaption>\u003c/figure>\n\u003cp>There's a steady stream of hype surrounding the pluses and pitfalls of classroom tablet computers. But for a growing number of special education students tablets and their apps are proving transformative. The tablets aren't merely novel and fun. With guidance from creative teachers, they are helping to deepen engagement, communication, and creativity.\u003c/p>\n\u003cp>In a typical red brick public school building in the Fresh Meadows section of Queens, New York, one creative and passionate music instructor is using tablet computers to help reach students with disabilities. In the process, he's opening doors for some kids with severe mental and physical challenges.\u003c/p>\n\u003cp>On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences. First, while they use traditional instruments, they also play iPads. And all of the band members have disabilities. Some have autism spectrum disorders.\u003c/p>\n\u003cp>\"I'm Tobi Lakes, I'm 15 years old. I'm in ninth grade. I'm four grades away from college.\"\u003c/p>\n\u003cp>[contextly_sidebar id=\"2RY0PvaS5CowUF77f0zxhgk5ntjr6ME1\"]\u003c/p>\n\u003cp>Morning sunlight pushes through large, old windows into the school's well-worn and empty-seated auditorium. On the stage, iPads on small stands sit in a semicircle. It's rehearsal time. The students mingle and chat before practice starts. Tobi Lakes, a tall, wire-thin teen with thick glasses sits at an electric piano. He taught himself to play.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I'm very good. I like the piano. I like the keyboard. Keyboard is the best. Number one!\" Tobi says with a wide smile. On his school-issued tablet computer, using a music app called Thumb Jam, Tobi also loves his iPad \"guitar.\"\u003c/p>\n\u003cp>As rehearsal heats up Tobi takes the lead on rock guitarist Jeff Beck's version of Puccini's \"Nesun Dorma.\" Tobi Lakes, iPad guitar shredder, is learning disabled. He's autistic. And he's also blind in one eye. Adam Goldberg, the creator of the PS 177 band, gets the music started.\u003c/p>\n\u003cp>\"The first note of the second line please,\" he tells them. \"In blue. There ya go. That's the pizzicato.\"\u003c/p>\n\u003cp>The 53 year old teacher is a classically trained pianist with a degree from the Manhattan School of Music. About 20 years ago he began substitute-teaching here while playing freelance jazz and rock gigs. He was soon offered a job at PS 177, and he's been at the school ever since.\u003c/p>\n\u003cp>\u003cstrong>'Sing, Sing, Sing!'\u003c/strong>\u003c/p>\n\u003cp>Seventeen-year-old Jason Houghton walks in a little late for rehearsal. One of his teachers says Jason is \"classically severely autistic.\" His speech is often marked by echolalia, a communication disorder where he repeats back what you say to him. Before the band, Jason rarely spoke at all. But music helped change that. \"Some people were very surprised when they could see that he could sing because some people thought that he was non-verbal,\" Goldberg says. \"At first I kept saying 'sing, sing, sing.' And he wouldn't sing until I said 'Jason like this 'dah dah dah dah.' Then he would go 'dah dah dah dah.' And I would say 'no, do something of your own.' \"\u003c/p>\n\u003cp>Goldberg says several of the students were previously non-verbal or only occasionally verbal. He eventually got Jason to hum his own notes and soon built an original song \"Being Me\" around that phrase. These days Jason takes 'lead' vocals on that tune. And he doesn't just echo back lyrics. He even improvises – or scat sings – in his own way.\u003c/p>\n\u003cp>\"It was mostly persistence, you know, and the confidence that it was there inside of him. It goes back to that summer when we had some extra time. And I just kept pushing him.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-36292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4085-15db04a3707c5e74fcac0603055e65add5bb5e57-300x224.jpg\" alt=\"Practice time for the PS 177 band.\" width=\"300\" height=\"224\">I admit sometimes I push them,\" Goldberg says. \"Not in a mean way. But I know inside there's something and I have the confidence in them that they can find a way to bring it out.\"\u003c/p>\n\u003cp>The teacher calls himself a hesitant technophile. \"I'm an acoustic guy,\" he says. He sits at the piano and starts playing jazz, his first musical love. \"I was always reluctant to get involved with technology but that was mostly because there was so much work involved to get the technology to work properly.\"\u003c/p>\n\u003cp>But Goldberg says the iPad and its apps have allowed the band to produce complex orchestral-style arrangements. With the tablets, he says, kids can play all kinds of different virtual instruments by just tapping buttons on the touch screen, instead of getting bogged down in learning technique.\u003c/p>\n\u003cp>\"All the technical stuff that, you know, is admittedly very worthwhile,\" he says. \"I'm coming from classical background. But for people who can't, and don't have the resources, if you give them something like this as a musical instrument you can really kind of break through barriers and teach so much of the art of the whole process of music-making. Which these guys do beautifully with that.\"\u003c/p>\n\u003cp>\u003cstrong>A New Look\u003c/strong>\u003c/p>\n\u003cp>Just what is it about a tablet, or the iPad in particular, that works so well with some students with disabilities and children on the autism spectrum?\u003c/p>\n\u003cp>Educators believe there's something about the combination of the big, bright, clear visual cues of some of the music apps, and the touchscreen that's easy to use without creating a sensory or visual overload. Beyond that, many teachers and parents aren't really sure. It's still a bit of a mystery.\u003c/p>\n\u003cp>\"We have some really, really low-functioning students who I could never really involve in the music activities,\" Goldberg says.\u003c/p>\n\u003cp>\"But the iPad has pretty much taken care of that. I can't say I have 100 percent involvement. But it's pretty close.\"\u003c/p>\n\u003cp>And educators say there's another way the tablets are proving to be game changers for special ed. They've begun to make obsolete those large and costly learning devices, allowing a student with disabilities to look like every other student.\u003c/p>\n\u003cp>\"It has changed the way people look at people with disabilities,\" says Karen Gorman, the director of Assistive Technology for New York City's Public schools. For years, she said, many kids with severe autism, cerebral palsy or other serious challenges needed these large, clunky and expensive assistive-speaking devices. Some looked like small accordions, worn around students' necks. Gorman says they looked a little odd, and screamed \"disabled kid.\"\u003c/p>\n\u003cp>Now the iPad and other tablets, she says, have helped level the playing field socially.\u003c/p>\n\u003cp>\"Parents thought for the first time my child with disabilities is using something that looks very cool, and modern and current. And other kids will come over to them now and interact with them.\"\u003c/p>\n\u003cp>Once, Gorman says, other students tended to see only the disability: \"Kid in a wheelchair, kid in a wheelchair,\" she explains. \"Kid in a wheelchair with an iPad? How interesting.\"\u003c/p>\n\u003cp>\u003cstrong>Game-Changer\u003c/strong>\u003c/p>\n\u003cp>Tobi Lakes stands and sways rhythmically back and forth on stage, the iPad braced in a stand as he summons his inner Jeff Beck. His thumbs furiously tap the music app's buttons as the song \"Nesun Dorma\" begins to crescendo. \"Really awesome. We're ninety-nine percent there,\" Goldberg tells the band with a grin. \"Very good. I love doing this!\"\u003c/p>\n\u003cp>Apple, Samsung and other tech giants certainly didn't intend for their tablets to become essential tools for students with disabilities.\u003c/p>\n\u003cp>\"I have a feeling they had no idea\" says Leslie Schect, the Director of Technology for New York City's Department of Education. \"The iPad is a game-changer because it's affordable and accessible. It really opens doors. At times we don't often know what's really inside because they're not speaking. This helps give them the voice.\"\u003c/p>\n\u003cp>Shecht says there's more to these students than many people realize.\u003c/p>\n\u003cp>\"Music is a natural way in. It just makes sense that it's something they'd gravitate to.\"\u003c/p>\n\u003cp>Still Schect and other educators are quick to point out that the tablets are just tools, not some cure-all. Students still need a creative, engaged teacher – like Adam Goldberg - to make the devices transformative.\u003c/p>\n\u003cp>Goldberg says a key is getting students to open up and express themselves freely, \"instead of being afraid 'oh, that isn't going to sound good.' \"\u003c/p>\n\u003cp>Schect says her department and the city have no financial relationship or get any incentive from Apple for using their products. \"I wish,\" she says. The company is simply one of the city's vendors and suppliers, she says.\u003c/p>\n\u003cp>\u003cstrong>'I Love Music'\u003c/strong>\u003c/p>\n\u003cp>\"My name is William Hernandez; I play the iPad and the piano. I love Mr. Goldberg so much.\"\u003c/p>\n\u003cp>The band works to get the sound right on the South African anti-apartheid song \"When You Come Back,\" which they perform as a tribute to the late Nelson Mandela.\u003c/p>\n\u003cp>Teenagers Rachel Rodriquez and Ulysses Rivers are on backing vocals. Nineteen year old Ryan Rodriquez takes the lead.\u003c/p>\n\u003cp>Perhaps even more important than the music, Goldberg says, is that the band has given students a sense of belonging, friendship and joint accomplishment.\u003c/p>\n\u003cp>\"They all support each other. It doesn't matter who is taking the solo. They're essential to making the whole thing work. That translates to a wider idea of socialization out in the general world. And I see a huge leap in their socialization and social abilities and the fact they say hello to each other. A couple of years ago that wasn't happening.\"\u003c/p>\n\u003cp>Now, band members dream of performing for a wider audience. 17-year-old Jaquan Bostick says he wants to try to make music his profession.\u003c/p>\n\u003cp>\"You know when we graduate we should do all start a tour, like a world tour\" he tells the band. \"That's what I've been thinking about a lot. I've been thinking about that a lot. Like since yesterday.\"\u003c/p>\n\u003cp>His band mates and friends nod in agreement. \"Me too.\" \"Me three.\" Goldberg knows from experience how tough the professional musician road is and says he's straight with the students about it. Yet, he says he'd never strip them of their vision.\u003c/p>\n\u003cp>\"Some of these kids, you know, don't have a chance to dream,\" he says. \"Again, it comes from confidence. It may be a very difficult dream to achieve. But it's attached to reality. They really do play music. They're not dreaming of being Superman or Spiderman.\"\u003c/p>\n\u003cp>He says the students are dreaming of something they can do where they can say to themselves, \" 'I have this.' \"\u003c/p>\n\u003cp>For Tobi Lakes – and many others here – playing in the iPad band has helped him socially and creatively. \"I feel excited. I feel happy. I love music,\" he says with a broad smile. \"It feels like I'm going crazy and all the audience was clapping!\"\u003c/p>\n\u003cp>Listen to students making more music here:\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/153008108\"]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band\" target=\"_blank\">This post originally appeared on NPR.\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences.","status":"publish","parent":0,"modified":1435188557,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":54,"wordCount":1849},"headData":{"title":"With iPads, a New World of Music for Kids With Learning Challenges | KQED","description":"On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36290 http://blogs.kqed.org/mindshift/?p=36290","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/14/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges/","disqusTitle":"With iPads, a New World of Music for Kids With Learning Challenges","nprByline":"Eric Westervelt, NPR","nprStoryId":"320882414","nprApiLink":"http://api.npr.org/query?id=320882414&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band?ft=3&f=320882414","nprRetrievedStory":"1","nprPubDate":"Thu, 12 Jun 2014 10:40:00 -0400","nprStoryDate":"Wed, 11 Jun 2014 06:57:00 -0400","nprLastModifiedDate":"Thu, 12 Jun 2014 10:40:39 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140611_me_special_ed_-_inclusive_classrooms.mp3?orgId=1&topicId=1013&ft=3&f=320882414","nprAudioM3u":"http://api.npr.org/m3u/1320882421-f631af.m3u?orgId=1&topicId=1013&ft=3&f=320882414","path":"/mindshift/36290/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2014/06/20140611_me_special_ed_-_inclusive_classrooms.mp3?orgId=1&topicId=1013&ft=3&f=320882414","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36297\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36297\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg\" alt=\"Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt \" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/img_4110-e1402697343967-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jason Haughton sings an original tune composed by the PS 177 Technology Band. Eric Westervelt\u003c/figcaption>\u003c/figure>\n\u003cp>There's a steady stream of hype surrounding the pluses and pitfalls of classroom tablet computers. But for a growing number of special education students tablets and their apps are proving transformative. The tablets aren't merely novel and fun. With guidance from creative teachers, they are helping to deepen engagement, communication, and creativity.\u003c/p>\n\u003cp>In a typical red brick public school building in the Fresh Meadows section of Queens, New York, one creative and passionate music instructor is using tablet computers to help reach students with disabilities. In the process, he's opening doors for some kids with severe mental and physical challenges.\u003c/p>\n\u003cp>On the surface, the PS 177 Technology Band looks like a typical high school orchestra. But there are two big differences. First, while they use traditional instruments, they also play iPads. And all of the band members have disabilities. Some have autism spectrum disorders.\u003c/p>\n\u003cp>\"I'm Tobi Lakes, I'm 15 years old. I'm in ninth grade. I'm four grades away from college.\"\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Morning sunlight pushes through large, old windows into the school's well-worn and empty-seated auditorium. On the stage, iPads on small stands sit in a semicircle. It's rehearsal time. The students mingle and chat before practice starts. Tobi Lakes, a tall, wire-thin teen with thick glasses sits at an electric piano. He taught himself to play.\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>\"I'm very good. I like the piano. I like the keyboard. Keyboard is the best. Number one!\" Tobi says with a wide smile. On his school-issued tablet computer, using a music app called Thumb Jam, Tobi also loves his iPad \"guitar.\"\u003c/p>\n\u003cp>As rehearsal heats up Tobi takes the lead on rock guitarist Jeff Beck's version of Puccini's \"Nesun Dorma.\" Tobi Lakes, iPad guitar shredder, is learning disabled. He's autistic. And he's also blind in one eye. Adam Goldberg, the creator of the PS 177 band, gets the music started.\u003c/p>\n\u003cp>\"The first note of the second line please,\" he tells them. \"In blue. There ya go. That's the pizzicato.\"\u003c/p>\n\u003cp>The 53 year old teacher is a classically trained pianist with a degree from the Manhattan School of Music. About 20 years ago he began substitute-teaching here while playing freelance jazz and rock gigs. He was soon offered a job at PS 177, and he's been at the school ever since.\u003c/p>\n\u003cp>\u003cstrong>'Sing, Sing, Sing!'\u003c/strong>\u003c/p>\n\u003cp>Seventeen-year-old Jason Houghton walks in a little late for rehearsal. One of his teachers says Jason is \"classically severely autistic.\" His speech is often marked by echolalia, a communication disorder where he repeats back what you say to him. Before the band, Jason rarely spoke at all. But music helped change that. \"Some people were very surprised when they could see that he could sing because some people thought that he was non-verbal,\" Goldberg says. \"At first I kept saying 'sing, sing, sing.' And he wouldn't sing until I said 'Jason like this 'dah dah dah dah.' Then he would go 'dah dah dah dah.' And I would say 'no, do something of your own.' \"\u003c/p>\n\u003cp>Goldberg says several of the students were previously non-verbal or only occasionally verbal. He eventually got Jason to hum his own notes and soon built an original song \"Being Me\" around that phrase. These days Jason takes 'lead' vocals on that tune. And he doesn't just echo back lyrics. He even improvises – or scat sings – in his own way.\u003c/p>\n\u003cp>\"It was mostly persistence, you know, and the confidence that it was there inside of him. It goes back to that summer when we had some extra time. And I just kept pushing him.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-medium wp-image-36292\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/img_4085-15db04a3707c5e74fcac0603055e65add5bb5e57-300x224.jpg\" alt=\"Practice time for the PS 177 band.\" width=\"300\" height=\"224\">I admit sometimes I push them,\" Goldberg says. \"Not in a mean way. But I know inside there's something and I have the confidence in them that they can find a way to bring it out.\"\u003c/p>\n\u003cp>The teacher calls himself a hesitant technophile. \"I'm an acoustic guy,\" he says. He sits at the piano and starts playing jazz, his first musical love. \"I was always reluctant to get involved with technology but that was mostly because there was so much work involved to get the technology to work properly.\"\u003c/p>\n\u003cp>But Goldberg says the iPad and its apps have allowed the band to produce complex orchestral-style arrangements. With the tablets, he says, kids can play all kinds of different virtual instruments by just tapping buttons on the touch screen, instead of getting bogged down in learning technique.\u003c/p>\n\u003cp>\"All the technical stuff that, you know, is admittedly very worthwhile,\" he says. \"I'm coming from classical background. But for people who can't, and don't have the resources, if you give them something like this as a musical instrument you can really kind of break through barriers and teach so much of the art of the whole process of music-making. Which these guys do beautifully with that.\"\u003c/p>\n\u003cp>\u003cstrong>A New Look\u003c/strong>\u003c/p>\n\u003cp>Just what is it about a tablet, or the iPad in particular, that works so well with some students with disabilities and children on the autism spectrum?\u003c/p>\n\u003cp>Educators believe there's something about the combination of the big, bright, clear visual cues of some of the music apps, and the touchscreen that's easy to use without creating a sensory or visual overload. Beyond that, many teachers and parents aren't really sure. It's still a bit of a mystery.\u003c/p>\n\u003cp>\"We have some really, really low-functioning students who I could never really involve in the music activities,\" Goldberg says.\u003c/p>\n\u003cp>\"But the iPad has pretty much taken care of that. I can't say I have 100 percent involvement. But it's pretty close.\"\u003c/p>\n\u003cp>And educators say there's another way the tablets are proving to be game changers for special ed. They've begun to make obsolete those large and costly learning devices, allowing a student with disabilities to look like every other student.\u003c/p>\n\u003cp>\"It has changed the way people look at people with disabilities,\" says Karen Gorman, the director of Assistive Technology for New York City's Public schools. For years, she said, many kids with severe autism, cerebral palsy or other serious challenges needed these large, clunky and expensive assistive-speaking devices. Some looked like small accordions, worn around students' necks. Gorman says they looked a little odd, and screamed \"disabled kid.\"\u003c/p>\n\u003cp>Now the iPad and other tablets, she says, have helped level the playing field socially.\u003c/p>\n\u003cp>\"Parents thought for the first time my child with disabilities is using something that looks very cool, and modern and current. And other kids will come over to them now and interact with them.\"\u003c/p>\n\u003cp>Once, Gorman says, other students tended to see only the disability: \"Kid in a wheelchair, kid in a wheelchair,\" she explains. \"Kid in a wheelchair with an iPad? How interesting.\"\u003c/p>\n\u003cp>\u003cstrong>Game-Changer\u003c/strong>\u003c/p>\n\u003cp>Tobi Lakes stands and sways rhythmically back and forth on stage, the iPad braced in a stand as he summons his inner Jeff Beck. His thumbs furiously tap the music app's buttons as the song \"Nesun Dorma\" begins to crescendo. \"Really awesome. We're ninety-nine percent there,\" Goldberg tells the band with a grin. \"Very good. I love doing this!\"\u003c/p>\n\u003cp>Apple, Samsung and other tech giants certainly didn't intend for their tablets to become essential tools for students with disabilities.\u003c/p>\n\u003cp>\"I have a feeling they had no idea\" says Leslie Schect, the Director of Technology for New York City's Department of Education. \"The iPad is a game-changer because it's affordable and accessible. It really opens doors. At times we don't often know what's really inside because they're not speaking. This helps give them the voice.\"\u003c/p>\n\u003cp>Shecht says there's more to these students than many people realize.\u003c/p>\n\u003cp>\"Music is a natural way in. It just makes sense that it's something they'd gravitate to.\"\u003c/p>\n\u003cp>Still Schect and other educators are quick to point out that the tablets are just tools, not some cure-all. Students still need a creative, engaged teacher – like Adam Goldberg - to make the devices transformative.\u003c/p>\n\u003cp>Goldberg says a key is getting students to open up and express themselves freely, \"instead of being afraid 'oh, that isn't going to sound good.' \"\u003c/p>\n\u003cp>Schect says her department and the city have no financial relationship or get any incentive from Apple for using their products. \"I wish,\" she says. The company is simply one of the city's vendors and suppliers, she says.\u003c/p>\n\u003cp>\u003cstrong>'I Love Music'\u003c/strong>\u003c/p>\n\u003cp>\"My name is William Hernandez; I play the iPad and the piano. I love Mr. Goldberg so much.\"\u003c/p>\n\u003cp>The band works to get the sound right on the South African anti-apartheid song \"When You Come Back,\" which they perform as a tribute to the late Nelson Mandela.\u003c/p>\n\u003cp>Teenagers Rachel Rodriquez and Ulysses Rivers are on backing vocals. Nineteen year old Ryan Rodriquez takes the lead.\u003c/p>\n\u003cp>Perhaps even more important than the music, Goldberg says, is that the band has given students a sense of belonging, friendship and joint accomplishment.\u003c/p>\n\u003cp>\"They all support each other. It doesn't matter who is taking the solo. They're essential to making the whole thing work. That translates to a wider idea of socialization out in the general world. And I see a huge leap in their socialization and social abilities and the fact they say hello to each other. A couple of years ago that wasn't happening.\"\u003c/p>\n\u003cp>Now, band members dream of performing for a wider audience. 17-year-old Jaquan Bostick says he wants to try to make music his profession.\u003c/p>\n\u003cp>\"You know when we graduate we should do all start a tour, like a world tour\" he tells the band. \"That's what I've been thinking about a lot. I've been thinking about that a lot. Like since yesterday.\"\u003c/p>\n\u003cp>His band mates and friends nod in agreement. \"Me too.\" \"Me three.\" Goldberg knows from experience how tough the professional musician road is and says he's straight with the students about it. Yet, he says he'd never strip them of their vision.\u003c/p>\n\u003cp>\"Some of these kids, you know, don't have a chance to dream,\" he says. \"Again, it comes from confidence. It may be a very difficult dream to achieve. But it's attached to reality. They really do play music. They're not dreaming of being Superman or Spiderman.\"\u003c/p>\n\u003cp>He says the students are dreaming of something they can do where they can say to themselves, \" 'I have this.' \"\u003c/p>\n\u003cp>For Tobi Lakes – and many others here – playing in the iPad band has helped him socially and creatively. \"I feel excited. I feel happy. I love music,\" he says with a broad smile. \"It feels like I'm going crazy and all the audience was clapping!\"\u003c/p>\n\u003cp>Listen to students making more music here:\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='undefined' height='undefined'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/153008108&visual=true&undefined'\n title='https://api.soundcloud.com/tracks/153008108'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.npr.org/blogs/ed/2014/06/11/320882414/ipads-allow-kids-with-challenges-to-play-in-high-schools-band\" target=\"_blank\">This post originally appeared on NPR.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36290/with-ipads-a-new-world-of-music-for-kids-with-learning-challenges","authors":["byline_mindshift_36290"],"categories":["mindshift_195"],"tags":["mindshift_184","mindshift_81","mindshift_364"],"featImg":"mindshift_36291","label":"mindshift"},"mindshift_35270":{"type":"posts","id":"mindshift_35270","meta":{"index":"posts_1591205157","site":"mindshift","id":"35270","score":null,"sort":[1402322456000]},"guestAuthors":[],"slug":"why-arent-more-schools-using-free-open-education-resources","title":"Why Aren't More Schools Using Free, Open Tools?","publishDate":1402322456,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>[contextly_sidebar id=\"59b4cadb358270cee5020acc13c33608\"]\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n","blocks":[],"excerpt":"One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.","status":"publish","parent":0,"modified":1402340065,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2089},"headData":{"title":"Why Aren't More Schools Using Free, Open Tools? | KQED","description":"One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35270 http://blogs.kqed.org/mindshift/?p=35270","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/09/why-arent-more-schools-using-free-open-education-resources/","disqusTitle":"Why Aren't More Schools Using Free, Open Tools?","path":"/mindshift/35270/why-arent-more-schools-using-free-open-education-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/bionicteaching/4700359343/\">\u003cimg class=\"wp-image-35272 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing.jpg\" alt=\"computing\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/computing-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The promise of using technology in school technology has been to give students more control over their learning, while helping teachers provide tailored instruction to individual student needs. \"Personalized learning\" has been the common rhetoric driving most one-to-one device initiatives.\u003c/p>\n\u003cp>The stated goal is to make learning more of an individual experience, but many schools have chosen to implement technology programs in fairly regimented ways -- for lots of different reasons. Many schools want all students to have the same kind of device, with the same apps pre-downloaded. Students often have little choice over which tools they can use on their devices. Even for online research, many schools \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">filter out useful websites\u003c/a> like YouTube, Facebook and Twitter, making it harder and more restrictive.\u003c/p>\n\u003cp>Schools have many reasons for wanting to systematize the technology in schools: to ensure equity for all students, the ability of IT department to support the devices, and to comply with federal laws. Most schools are working with limited technology budgets and IT directors are trying to decide how to get the most out of those limited dollars. At the same time, they’re\u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/\" target=\"_blank\"> being bombarded by tech vendors\u003c/a>, feeling pressure to keep up with new changes.\u003c/p>\n\u003cp>Though all these reasons make sense in context, this focus on controlling devices may also be undermining the goal of helping students to become independent learners. Are schools missing a key element of the technology revolution in schools, a moment for real change, by locking down computing systems and by default ensuring students remain tech-users, not creators?\u003c/p>\n\u003cp>\u003cstrong>A PIRATE ISLAND DISTRICT\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>A district in Pennsylvania is flying in the face of the trend towards closed systems, instead choosing open source devices and software whenever possible. “We sometimes feel like a pirate island because this is unusual,” said Charlie Reisinger, technology director for \u003ca href=\"http://www.pennmanor.net/\" target=\"_blank\">Penn Manor School District in Pennsylvania\u003c/a>.\u003c/p>\n\u003cp>The district recently gave all \u003ca href=\"http://www.pennmanor.net/techblog/?page_id=1561\" target=\"_blank\">1,700 high school students laptops\u003c/a> running \u003ca href=\"http://insights.ubuntu.com/case-study/an-ubuntu-pc-for-everyone-in-penn-manor-school-district-pennsylvania-usa/\" target=\"_blank\">Ubuntu operating systems\u003c/a>, an easy-to-use version of the open source product Linux. Reisinger estimates that going with an open-source operating system has saved the district $360,000 in just the first year of the program and his dedication to Linux machines has saved closer to $750,000 over the ten years he’s been with the district.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The difference is with a device such as this, it’s unlocked and kids have administrative level accounts on their laptops,” Reisinger said. “So where our formal instruction ends, their new learning can begin because they have control over the device.” Students can download and load anything they want -- and Reisinger even encourages them to do so. He’s not worried about them breaking the system because of its flexibility and wants them to learn from mistakes, if they do.\u003c/p>\n\u003cp>Reisinger is baffled by the behavior of districts like \u003ca href=\"http://articles.latimes.com/2013/oct/01/local/la-me-1002-lausd-ipads-20131002\" target=\"_blank\">Los Angeles\u003c/a>, which rolled out a one-to-one iPad program and then revoked student privileges when kids figured out how to navigate around district filters. “On the one hand we’re handing kids amazing learning devices, perhaps one of the most amazing inventions of the past 100 years, but yet we’re saying don’t learn about it, we don’t want you to understand how it works,” Reisinger said.\u003c/p>\n\u003cp>Treating devices that way makes students and teachers dependent on programmers for their needs, rather than letting them learn what’s under the hood. Penn Manor teachers assign work on devices to help kids meet learning standards just like teachers everywhere else, but they also have more options to let the kids explore safely.\u003c/p>\n\u003cp>“While we have the 'must do' layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.” Penn Manor is as beholden to performing well on state tests as any other school district and its teachers make sure to cover curriculum, even using a few third party software programs to provide remedial help.\u003c/p>\n\u003cp>But Reisinger says in addition to the advantage students have by just having access to their own laptops, students are becoming curious about the world of computing. “We’re seeing these little sprouts of discovery and problem solving that they never would have been about to do if we’d given them a locked down device,” Reisinger said.\u003c/p>\n\u003cp>\u003cstrong>STUDENTS DESIGN CLASSROOM SOLUTIONS\u003c/strong>\u003c/p>\n\u003cp>When Penn Manor was rolling out its one-to-one high school laptop program in January, a core group of students who had already showed an interest in computer science played an integral role. A few juniors and seniors who had been interning with the IT department over the summers helped configure laptops and served as support to their peers on hardware issues. They essentially became part of the IT team.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?\"\u003c/aside>\n\u003cp>“What we did a little differently is we structured the help desk into an actual course, so they could do this type of work,” Reisinger said. Schools often have students staff this kind of help desk before or after school, but Reisinger felt that making it a class would legitimize the effort and make the students a part of his team. Students are even designing programming solutions to problems that arise in class.\u003c/p>\n\u003cp>Teachers were complaining that they wanted a simple way to share files and links within the classroom, like a private Twitter app. Rather than having IT professionals respond to the request, Reisinger’s students programmed a solution that they call Paper Plane. ”Those kids have code up on GitHub [a site for open-source code] right now that they’re sharing out,” Reisinger said. Students also designed the help ticketing software that their peers use to request IT support.\u003c/p>\n\u003cp>Reisinger is aware that his computer science interns don’t represent the whole student body and that not every student is taking advantage of their open devices to become programmers. But a few are. “Every district has talent like that,” he said. The systems just have to support them to let those talents shine.\u003c/p>\n\u003cp>\u003cstrong>IS OPEN MORE DIFFICULT TO SUPPORT?\u003c/strong>\u003c/p>\n\u003cp>A lot of people are scared away from open-source software or operating systems like Linux because of the belief that they are harder for teachers and students to use, and are more challenging to support. Reisinger hasn’t found that to be true for his district. “If you look at the learning opportunities in the free and open source community there is so much out there and the community is incredibly friendly,” he said. He gave students and teachers a 10-minute tutorial to their Ubuntu devices and that was all they needed.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I want them to learn that learning is not all about what someone else preordains for you.\"\u003c/aside>\n\u003cp>Reisinger thinks a bigger reason people don’t go open-source is that the devices and software aren’t as shiny and exciting as iPads or Chromebooks. “Schools are sometimes so afraid to try things that are outside the box because they’ll be met with fierce criticism,” Reisinger said. “It’s tough to follow a path that hasn’t’ been well trodden.”\u003c/p>\n\u003cp>Aside from the cost savings Penn Manor has found by using open-source software whenever possible the district also owns all its student data, so \u003ca href=\"http://www.edweek.org/ew/articles/2014/04/16/28privacy_ep.h33.html\" target=\"_blank\">recent concerns regarding third party providers and privacy\u003c/a> are less of an issue. “We have control of our destiny this way,” Reisinger said.\u003c/p>\n\u003cp>Penn Manor uses open-source solutions like \u003ca href=\"https://moodle.org/\" target=\"_blank\">Moodle\u003c/a> and \u003ca href=\"https://wordpress.org/\" target=\"_blank\">WordPress\u003c/a>, companies that have built their businesses on providing support rather than on tracking data. The district is also able to customize the software, a service many schools complain they can’t get from third party providers. “If we need to make tweaks to it, we own it, it lives on our servers and we can make changes we need,” Reisinger said.\u003c/p>\n\u003cp>It’s also very expensive to change providers once a school has chosen one because all a school’s data is in that system and it can’t be easily removed and transferred. That puts districts in the difficult position of being married to the first vendor they choose.\u003c/p>\n\u003cp>\u003cstrong>WHY DON’T MORE DISTRICTS GO OPEN?\u003c/strong>\u003c/p>\n\u003cp>There could be a lot of reasons more districts aren’t following the Penn Manor path. In many cases districts haven’t even heard of the open-source options available. In others, there’s a perception that getting something for free inherently means it will be a worse product.\u003c/p>\n\u003cp>In other places, giving students the most expensive, shiniest device might be a point of pride. “We wanted our students to have the best of the best,” said Dr. Darryl Adams, Superintendent of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">Coachella Valley Unified School District\u003c/a>. This is a very poor district. Every child gets free and reduced priced lunch and yet voters passed a $42 million bond in 2012 to provide technology to schools. In the eyes of this district’s students, Apple products are the best.\u003c/p>\n\u003cp>“They’re very proud,” Adams said. “There are two other districts in the valley that are more affluent, but they don’t have what our kids have.” The district also chose iPads because it liked Apple’s iLife products and wanted teachers to have access to the app store with its many education resources. “We felt like the benefits outweighed the cost,” Adams said. “We wanted something more systematic.”\u003c/p>\n\u003cp>Hillview Middle School in the much more affluent Menlo Park School District had \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-will-it-take-for-ipads-to-upend-teaching-and-learning/\" target=\"_blank\">similar reasons for choosing iPads\u003c/a>. “Currently, and things are changing, the iPad education app store is far more advanced, mature, bugless and ubiquitous than the others,” said Eric Burmeister, principal of Hillview Middle School. At his school all app downloads have to be approved and initiated by the IT department, so all the devices have the same resources on them. The central system knows immediately if a student has tampered with any of the internet filter settings or tried to download something.\u003c/p>\n\u003cp>Burmeister said he chose tablets instead of laptops because he felt the touch screen was intuitive to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/what-students-think-about-using-ipads-in-school/\" target=\"_blank\">students and the devices\u003c/a> could do just as much as laptops in terms of video editing and other creation tools.\u003c/p>\n\u003cp>Yet another district, Oakland Unified, chose Chromebooks, deciding that the most important resource for students is the internet and the many programs and applications found there. Relying on the internet allows schools to make individual decisions about when and where to spend money on other online tools.\u003c/p>\n\u003cp>“Don’t pay for anything until you’ve gone to one end of the internet and back and decided that it either doesn’t exist for free or it doesn’t exist in the way you really need it to in terms of functionality and support,” said Killian Betlach, principal of Elmhurst Community Prep, a Title I school. “There is so much out there.” He’s confident with a strong internet connection his teachers can do a lot to support their student’s learning.\u003c/p>\n\u003cp>Reisinger understands concerns of other districts, but can’t help thinking they are overlooking powerful, low cost tools in the open community. “There’s so much emphasis on the new and shiny,” he said. “And in some ways we’re going back to the start, letting kids work on computing and programming, it’s not that sexy.” For him, the big differentiators is the freedom to explore and build meaningful products without being cut off from the underlying code.\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>“If this program is truly for and about our kids then why would we not want to put them in the drivers seat and make them the engineers?” Reisinger said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35270/why-arent-more-schools-using-free-open-education-resources","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_81","mindshift_187","mindshift_159","mindshift_76"],"featImg":"mindshift_35272","label":"mindshift"},"mindshift_35491":{"type":"posts","id":"mindshift_35491","meta":{"index":"posts_1591205157","site":"mindshift","id":"35491","score":null,"sort":[1399471255000]},"guestAuthors":[],"slug":"the-invisible-ipad-its-not-about-the-device","title":"The Invisible iPad: It's Not About the Device","publishDate":1399471255,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9285641801cefd9e8b796576006e967d\"]\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.","status":"publish","parent":0,"modified":1399421139,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1087},"headData":{"title":"The Invisible iPad: It's Not About the Device | KQED","description":"The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35491 http://blogs.kqed.org/mindshift/?p=35491","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/07/the-invisible-ipad-its-not-about-the-device/","disqusTitle":"The Invisible iPad: It's Not About the Device","path":"/mindshift/35491/the-invisible-ipad-its-not-about-the-device","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\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 iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\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>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35491/the-invisible-ipad-its-not-about-the-device","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_81","mindshift_65"],"label":"mindshift"},"mindshift_35005":{"type":"posts","id":"mindshift_35005","meta":{"index":"posts_1591205157","site":"mindshift","id":"35005","score":null,"sort":[1397493590000]},"guestAuthors":[],"slug":"what-types-of-e-books-are-best-for-young-readers","title":"What Types of E-Books Are Best for Young Readers?","publishDate":1397493590,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35009\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/photo-e1397493186490.jpg\" alt=\"photo\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Could e-books actually get in the way of reading?\u003c/p>\n\u003cp>That was the question explored in research \u003ca href=\"http://tinyurl.com/kq86xck\">presented\u003c/a> last week by Heather Ruetschlin Schugar, an associate professor at West Chester University, and her spouse Jordan T. Schugar, an instructor at the same institution. Speaking at the annual conference of the American Educational Research Association in Philadelphia, the Schugars reported the results of a study in which they asked middle school students to read either traditional printed books, or e-books on iPads. The students’ reading comprehension, the researchers found, was higher when they read conventional books. In a second study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.\u003c/p>\n\u003cp>While their findings are suggestive—especially for parents and teachers who have questioned the value of e-books—they are preliminary, and based on small samples of students. More substance can be found in the Schugars’ previous work: for example, a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/trtr.1168/abstract\">paper\u003c/a> they published last year with colleague Carol A. Smith in the journal \u003cem>The Reading Teacher\u003c/em>. In this study, the authors observed teachers and teachers-in-training as they used interactive e-books with children in kindergarten through sixth grade. (The e-books they examined are mobile apps, downloadable from online stores like iTunes.)\u003c/p>\n\u003cp>While young readers find these digital products very appealing, their multitude of features may diffuse children’s attention, interfering with their comprehension of the text, Smith and the Schugars found. It seems that the very “richness” of the multimedia environment that e-books provide—touted as their advantage over printed books—may actually overwhelm kids’ limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents and teachers should look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions.\u003c/aside>\n\u003cp>This is especially true of what the authors call some e-books’ “gimmicks and distractions.” In the book \u003cem>Sir Charlie Stinky Socks and the Really Big Adventure\u003c/em>, for example, kids can touch “wiggly woos” to make the creatures emit noise and move around the screen. In another e-book, \u003cem>Rocket Learns to Read\u003c/em>, a bird flutters and sounds play continuously in the background.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Such unnecessary flourishes can interrupt the fluency of children’s reading and cause their comprehension to fragment, the authors found. They can also lead children to spend less time reading overall: One study cited by Smith and the Schugars reported that children spent 43% of their e-book engagement time playing games embedded in the e-books, rather than reading the text.\u003c/p>\n\u003cp>By contrast, the authors observe, some e-books offer multimedia features that actually enhance comprehension. In \u003cem>Miss Spider’s Tea Party\u003c/em>, for example, children hear the sound of Miss Spider drinking as they read the words “Miss Spider sipped her tea.” In another e-book, \u003cem>Wild About Books, \u003c/em>sounds of laughter ring out as the reader encounters the line “Hyenas shared jokes with the red-bellied snakes.”\u003cem>\u003c/em>\u003c/p>\n\u003cp>The quality of e-books for children varies wildly, the authors note: “Because the app market allows for the distribution of materials without the rigorous review process that is typical of traditional children’s book publishing, more caution is necessary for choosing high-quality texts.” They advise parents and teachers to look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions; that promote interactions that are relatively brief rather than time-consuming; that provide supports for making text-based inferences or understanding difficult vocabulary; and that locate interactions on the same page as the text display, rather than on a separate screen. (E-books recommended by the authors are listed below.)\u003c/p>\n\u003cp>Once the e-books are selected, parents and teachers must also help children use the e-books effectively, write Smith and the Schugars. This can include familiarizing children with the basics of the device. Although adults may assume that their little “digital natives” will figure the gadgets out themselves, the researchers have found that children often do need adult guidance in operating e-readers. Parents and teachers should also assist children in transferring what they know about print reading to e-reading. Kids may not automatically apply reading skills they’ve learned on traditional books to e-books—and these skills, such as identifying the main idea and setting aside unimportant details, are especially crucial when reading e-books, because of the profusion of distractions they provide.\u003c/p>\n\u003cp>Lastly, adults should ensure that children are not over-using e-book features like the electronic dictionary or the “read to me” option. Young readers can often benefit from looking up the definition of a word with a click, but doing it too often will disrupt reading fluidity and therefore comprehension. Even without accessing the dictionary, children are able to glean the meaning of many words from context. Likewise, the read-to-me feature can be useful in decoding a difficult word, but when used too frequently it discourages kids from sounding out words on their own.\u003c/p>\n\u003cp>Research shows that children often read e-books “with minimal adult involvement,” Smith and the Schugars note. While we may assume that interactive e-books can entertain children all by themselves, it turns out that such products require more input from us than books on paper do.\u003c/p>\n\u003cp>\u003cstrong>Recommended E-Books\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For beginning readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Blue Hat, Green Hat\u003c/em>, by Sandra Boynton\u003c/p>\n\u003cp>\u003cem>Go Clifford, Go!,\u003c/em> by Norman Bridwell\u003c/p>\n\u003cp>\u003cem>Meet Biscuit\u003c/em>, by Alyssa Capucilli\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Nickelby Swift, Kitten Catastrophe\u003c/em>, by Ben Hecht\u003c/p>\n\u003cp>\u003cem>Miss Spider’s Tea Party\u003c/em>, by David Kirk\u003c/p>\n\u003cp>\u003cem>A Fine Musician\u003c/em>, by Lucy Thomson\u003c/p>\n\u003cp>\u003cstrong>For fluent readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Slice of Bread Goes to the Beach\u003c/em>, by Glenn Melenhorst\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Who Would Win? Killer Whale vs. Great White Shark\u003c/em>, by Jerry Pallotta\u003c/p>\n\u003cp>\u003cem>Wild About Books\u003c/em>, by Judy Sierra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The Artifacts\u003c/em>, by Lynley Stace and Dan Hare\u003c/p>\n\n","blocks":[],"excerpt":"Could e-books actually get in the way of reading? In a study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.","status":"publish","parent":0,"modified":1397495232,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1035},"headData":{"title":"What Types of E-Books Are Best for Young Readers? | KQED","description":"Could e-books actually get in the way of reading? In a study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35005 http://blogs.kqed.org/mindshift/?p=35005","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/14/what-types-of-e-books-are-best-for-young-readers/","disqusTitle":"What Types of E-Books Are Best for Young Readers?","path":"/mindshift/35005/what-types-of-e-books-are-best-for-young-readers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35009\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35009\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/photo-e1397493186490.jpg\" alt=\"photo\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/photo-e1397493186490-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Could e-books actually get in the way of reading?\u003c/p>\n\u003cp>That was the question explored in research \u003ca href=\"http://tinyurl.com/kq86xck\">presented\u003c/a> last week by Heather Ruetschlin Schugar, an associate professor at West Chester University, and her spouse Jordan T. Schugar, an instructor at the same institution. Speaking at the annual conference of the American Educational Research Association in Philadelphia, the Schugars reported the results of a study in which they asked middle school students to read either traditional printed books, or e-books on iPads. The students’ reading comprehension, the researchers found, was higher when they read conventional books. In a second study looking at students’ use of e-books created with Apple’s iBooks Author software, the Schugars discovered that the young readers often skipped over the text altogether, engaging instead with the books’ interactive visual features.\u003c/p>\n\u003cp>While their findings are suggestive—especially for parents and teachers who have questioned the value of e-books—they are preliminary, and based on small samples of students. More substance can be found in the Schugars’ previous work: for example, a \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1002/trtr.1168/abstract\">paper\u003c/a> they published last year with colleague Carol A. Smith in the journal \u003cem>The Reading Teacher\u003c/em>. In this study, the authors observed teachers and teachers-in-training as they used interactive e-books with children in kindergarten through sixth grade. (The e-books they examined are mobile apps, downloadable from online stores like iTunes.)\u003c/p>\n\u003cp>While young readers find these digital products very appealing, their multitude of features may diffuse children’s attention, interfering with their comprehension of the text, Smith and the Schugars found. It seems that the very “richness” of the multimedia environment that e-books provide—touted as their advantage over printed books—may actually overwhelm kids’ limited working memory, leading them to lose the thread of the narrative or to process the meaning of the story less deeply.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Parents and teachers should look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions.\u003c/aside>\n\u003cp>This is especially true of what the authors call some e-books’ “gimmicks and distractions.” In the book \u003cem>Sir Charlie Stinky Socks and the Really Big Adventure\u003c/em>, for example, kids can touch “wiggly woos” to make the creatures emit noise and move around the screen. In another e-book, \u003cem>Rocket Learns to Read\u003c/em>, a bird flutters and sounds play continuously in the background.\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>Such unnecessary flourishes can interrupt the fluency of children’s reading and cause their comprehension to fragment, the authors found. They can also lead children to spend less time reading overall: One study cited by Smith and the Schugars reported that children spent 43% of their e-book engagement time playing games embedded in the e-books, rather than reading the text.\u003c/p>\n\u003cp>By contrast, the authors observe, some e-books offer multimedia features that actually enhance comprehension. In \u003cem>Miss Spider’s Tea Party\u003c/em>, for example, children hear the sound of Miss Spider drinking as they read the words “Miss Spider sipped her tea.” In another e-book, \u003cem>Wild About Books, \u003c/em>sounds of laughter ring out as the reader encounters the line “Hyenas shared jokes with the red-bellied snakes.”\u003cem>\u003c/em>\u003c/p>\n\u003cp>The quality of e-books for children varies wildly, the authors note: “Because the app market allows for the distribution of materials without the rigorous review process that is typical of traditional children’s book publishing, more caution is necessary for choosing high-quality texts.” They advise parents and teachers to look for e-books that enhance and extend interactions with the text, rather than those that offer only distractions; that promote interactions that are relatively brief rather than time-consuming; that provide supports for making text-based inferences or understanding difficult vocabulary; and that locate interactions on the same page as the text display, rather than on a separate screen. (E-books recommended by the authors are listed below.)\u003c/p>\n\u003cp>Once the e-books are selected, parents and teachers must also help children use the e-books effectively, write Smith and the Schugars. This can include familiarizing children with the basics of the device. Although adults may assume that their little “digital natives” will figure the gadgets out themselves, the researchers have found that children often do need adult guidance in operating e-readers. Parents and teachers should also assist children in transferring what they know about print reading to e-reading. Kids may not automatically apply reading skills they’ve learned on traditional books to e-books—and these skills, such as identifying the main idea and setting aside unimportant details, are especially crucial when reading e-books, because of the profusion of distractions they provide.\u003c/p>\n\u003cp>Lastly, adults should ensure that children are not over-using e-book features like the electronic dictionary or the “read to me” option. Young readers can often benefit from looking up the definition of a word with a click, but doing it too often will disrupt reading fluidity and therefore comprehension. Even without accessing the dictionary, children are able to glean the meaning of many words from context. Likewise, the read-to-me feature can be useful in decoding a difficult word, but when used too frequently it discourages kids from sounding out words on their own.\u003c/p>\n\u003cp>Research shows that children often read e-books “with minimal adult involvement,” Smith and the Schugars note. While we may assume that interactive e-books can entertain children all by themselves, it turns out that such products require more input from us than books on paper do.\u003c/p>\n\u003cp>\u003cstrong>Recommended E-Books\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>For beginning readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Blue Hat, Green Hat\u003c/em>, by Sandra Boynton\u003c/p>\n\u003cp>\u003cem>Go Clifford, Go!,\u003c/em> by Norman Bridwell\u003c/p>\n\u003cp>\u003cem>Meet Biscuit\u003c/em>, by Alyssa Capucilli\u003cbr>\n\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Nickelby Swift, Kitten Catastrophe\u003c/em>, by Ben Hecht\u003c/p>\n\u003cp>\u003cem>Miss Spider’s Tea Party\u003c/em>, by David Kirk\u003c/p>\n\u003cp>\u003cem>A Fine Musician\u003c/em>, by Lucy Thomson\u003c/p>\n\u003cp>\u003cstrong>For fluent readers\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Slice of Bread Goes to the Beach\u003c/em>, by Glenn Melenhorst\u003cem>\u003c/em>\u003c/p>\n\u003cp>\u003cem>Who Would Win? Killer Whale vs. Great White Shark\u003c/em>, by Jerry Pallotta\u003c/p>\n\u003cp>\u003cem>Wild About Books\u003c/em>, by Judy Sierra\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The Artifacts\u003c/em>, by Lynley Stace and Dan Hare\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35005/what-types-of-e-books-are-best-for-young-readers","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_360","mindshift_1040","mindshift_81"],"label":"mindshift"},"mindshift_33609":{"type":"posts","id":"mindshift_33609","meta":{"index":"posts_1591205157","site":"mindshift","id":"33609","score":null,"sort":[1392303613000]},"guestAuthors":[],"slug":"what-will-it-take-for-ipads-to-upend-teaching-and-learning","title":"What Will It Take for iPads to Upend Teaching and Learning?","publishDate":1392303613,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85af74128693f76e020d359d22eddf91\"]\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n","blocks":[],"excerpt":"One principal in an affluent Bay Area School is striving to do more than just \"enhance\" classroom learning with iPads. ","status":"publish","parent":0,"modified":1394652407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2296},"headData":{"title":"What Will It Take for iPads to Upend Teaching and Learning? | KQED","description":"One principal in an affluent Bay Area School is striving to do more than just "enhance" classroom learning with iPads. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33609 http://blogs.kqed.org/mindshift/?p=33609","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/13/what-will-it-take-for-ipads-to-upend-teaching-and-learning/","disqusTitle":"What Will It Take for iPads to Upend Teaching and Learning?","path":"/mindshift/33609/what-will-it-take-for-ipads-to-upend-teaching-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\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>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33609/what-will-it-take-for-ipads-to-upend-teaching-and-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20620","mindshift_81","mindshift_187","mindshift_750"],"featImg":"mindshift_34055","label":"mindshift"},"mindshift_33974":{"type":"posts","id":"mindshift_33974","meta":{"index":"posts_1591205157","site":"mindshift","id":"33974","score":null,"sort":[1392303609000]},"guestAuthors":[],"slug":"what-students-think-about-using-ipads-in-school","title":"What Students Think About Using iPads in School","publishDate":1392303609,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>All 870 students at \u003ca href=\"http://hillview.mpcsd.org/?sessionid=3af8e50e3ce4a00786a2a4a740e96292&t\" target=\"_blank\">Hillview Middle School\u003c/a> in Menlo Park, Calif. will soon have school-issued iPads that they can use both at school and at home. The school has slowly rolled out the program over the past three years, trying to work out the kinks before issuing the expensive devices to every student. Before students can take the devices home, they'll have to take a course to get their \"digital driver license,\" which includes digital citizenship and learning their way around the device.\u003c/p>\n\u003cp>Eighth grade students at Hillview have had their iPads since the beginning of the school year. \u003ca href=\"http://wp.me/p2io8W-8K5\">Read more on how teachers are using the devices in class\u003c/a> so far and their hopes for the future. Here, they weigh in on how the devices change what happens in class, how they think about learning and how they organize their school work.\u003c/p>\n\u003cp>Click on student images to hear, in their own voices, how iPads have changed their school experience.\u003c/p>\n\u003cp>[Photo credit: Erin Scott]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134318369&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Elley Goldberg\u003c/strong> likes almost everything about having an iPad. She says it's easier to turn in homework through school-approved apps, get feedback from teachers, find information and annotate her reading. She also likes when teachers flip their lessons, asking students to watch a video lesson at home. \"It helps to do the lesson at home sometimes because then you can come into class and ask more questions rather than having a whole class that needs to ask questions at the same time during a lesson,\" Goldberg said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325283&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Kyle Conrad\u003c/strong> is excited about the various apps he can use to organize his work -- not to mention that he doesn't have to carry books around. But his main complaint: Hillview has a strict policy that students can't download any new apps to their iPads. Instead, the school approves which apps will be used school wide, manages the download process and commits to supporting teachers working with those apps. But that process, as in any bureaucracy, can be slow. \"My social studies teacher found this perfect app for what we were doing in social studies, but wasn't allowed to download it because the tech has to get all of our iPads and download it together,\" Conrad said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325587&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Jenna Philbin\u003c/strong> finds her iPad is most valuable when she goes to study. She can easily find notes she made on a text and remind herself what the class discussed that day or a random thought she'd had. Similarly, the notes for other classes are archived and searchable so students can find them and refer back. Having the iPad at home, in addition to school, means she doesn't have to wait while other people are on the family computer; she can search online and complete her homework without time limitations.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325911&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Luke Strimbling\u003c/strong> likes using the iPad for his math assignments, especially when the class was studying geometrical constructions. \"There's something called \u003ca href=\"https://www.keycurriculum.com/products/sketchpad-explorer-for-ipad\" target=\"_blank\">Sketchpad Explorer\u003c/a> and we can make our own geometrical constructions or use pre-made geometrical constructions to explore various conjectures,\" Strimbling said. Manipulating the structures helps him understand and is a lot quicker than drawing a shape on graph paper. But not every app works perfectly and it can be frustrating to work with a glitchy app, but for Strimbling the benefits far outweigh the annoyances. \"It's a cool organizational thing because I can organize it for my own personal ideas, my own settings.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134326122&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Anthony Mainiero\u003c/strong> was a little more circumspect. He hates dealing with glitches and sometimes thinks pen and paper would work just as well as the $600 device his school gave him. He's got bigger requests from school. \"If there's a way they could make learning more fun that would be nice,\" Mainiero said. \"I've noticed we haven’t really done any field trips this year. It's been cut back; I'm not really sure why.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Students weigh in on how devices change what happens in class, how they think about learning and how they organize their school work.","status":"publish","parent":0,"modified":1392418109,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://w.soundcloud.com/player/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":657},"headData":{"title":"What Students Think About Using iPads in School | KQED","description":"Students weigh in on how devices change what happens in class, how they think about learning and how they organize their school work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33974 http://blogs.kqed.org/mindshift/?p=33974","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/13/what-students-think-about-using-ipads-in-school/","disqusTitle":"What Students Think About Using iPads in School","path":"/mindshift/33974/what-students-think-about-using-ipads-in-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>All 870 students at \u003ca href=\"http://hillview.mpcsd.org/?sessionid=3af8e50e3ce4a00786a2a4a740e96292&t\" target=\"_blank\">Hillview Middle School\u003c/a> in Menlo Park, Calif. will soon have school-issued iPads that they can use both at school and at home. The school has slowly rolled out the program over the past three years, trying to work out the kinks before issuing the expensive devices to every student. Before students can take the devices home, they'll have to take a course to get their \"digital driver license,\" which includes digital citizenship and learning their way around the device.\u003c/p>\n\u003cp>Eighth grade students at Hillview have had their iPads since the beginning of the school year. \u003ca href=\"http://wp.me/p2io8W-8K5\">Read more on how teachers are using the devices in class\u003c/a> so far and their hopes for the future. Here, they weigh in on how the devices change what happens in class, how they think about learning and how they organize their school work.\u003c/p>\n\u003cp>Click on student images to hear, in their own voices, how iPads have changed their school experience.\u003c/p>\n\u003cp>[Photo credit: Erin Scott]\u003c/p>\n\u003cp> \u003c/p>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134318369&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Elley Goldberg\u003c/strong> likes almost everything about having an iPad. She says it's easier to turn in homework through school-approved apps, get feedback from teachers, find information and annotate her reading. She also likes when teachers flip their lessons, asking students to watch a video lesson at home. \"It helps to do the lesson at home sometimes because then you can come into class and ask more questions rather than having a whole class that needs to ask questions at the same time during a lesson,\" Goldberg said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325283&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Kyle Conrad\u003c/strong> is excited about the various apps he can use to organize his work -- not to mention that he doesn't have to carry books around. But his main complaint: Hillview has a strict policy that students can't download any new apps to their iPads. Instead, the school approves which apps will be used school wide, manages the download process and commits to supporting teachers working with those apps. But that process, as in any bureaucracy, can be slow. \"My social studies teacher found this perfect app for what we were doing in social studies, but wasn't allowed to download it because the tech has to get all of our iPads and download it together,\" Conrad said.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325587&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Jenna Philbin\u003c/strong> finds her iPad is most valuable when she goes to study. She can easily find notes she made on a text and remind herself what the class discussed that day or a random thought she'd had. Similarly, the notes for other classes are archived and searchable so students can find them and refer back. Having the iPad at home, in addition to school, means she doesn't have to wait while other people are on the family computer; she can search online and complete her homework without time limitations.\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134325911&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Luke Strimbling\u003c/strong> likes using the iPad for his math assignments, especially when the class was studying geometrical constructions. \"There's something called \u003ca href=\"https://www.keycurriculum.com/products/sketchpad-explorer-for-ipad\" target=\"_blank\">Sketchpad Explorer\u003c/a> and we can make our own geometrical constructions or use pre-made geometrical constructions to explore various conjectures,\" Strimbling said. Manipulating the structures helps him understand and is a lot quicker than drawing a shape on graph paper. But not every app works perfectly and it can be frustrating to work with a glitchy app, but for Strimbling the benefits far outweigh the annoyances. \"It's a cool organizational thing because I can organize it for my own personal ideas, my own settings.\"\u003c/p>\n\u003cdiv style=\"clear: both;margin-bottom: 30px\">\u003c/div>\n\u003cdiv style=\"float: LEFT;margin: 0 15px 5px 0\">\u003ciframe src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/134326122&auto_play=false&hide_related=true&visual=true\" frameborder=\"no\" scrolling=\"no\" width=\"100%\" height=\"300\">\u003c/iframe>\u003c/div>\n\u003cp>\u003cstrong>Anthony Mainiero\u003c/strong> was a little more circumspect. He hates dealing with glitches and sometimes thinks pen and paper would work just as well as the $600 device his school gave him. He's got bigger requests from school. \"If there's a way they could make learning more fun that would be nice,\" Mainiero said. \"I've noticed we haven’t really done any field trips this year. It's been cut back; I'm not really sure why.\"\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33974/what-students-think-about-using-ipads-in-school","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20635","mindshift_81"],"featImg":"mindshift_34051","label":"mindshift"},"mindshift_32652":{"type":"posts","id":"mindshift_32652","meta":{"index":"posts_1591205157","site":"mindshift","id":"32652","score":null,"sort":[1384531232000]},"guestAuthors":[],"slug":"checklist-are-you-ready-for-ipads-in-your-school","title":"Checklist: Are You Ready for iPads In Your School? ","publishDate":1384531232,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32673\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg\" alt=\"5492689367_ba370d7b63_z\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the third of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">It seems that every school is considering purchasing iPads these days, and Apple has reported that iPad sales to schools are currently outselling MacBook sales by a very large margin. However, the rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.\u003c/p>\n\u003cp>Well-planned technology deployments can be tremendously successful and transformative for schools and students. In this chapter, I list ten vital components of a successful iPad implementation.\u003c/p>\n\u003ch4>\u003cstrong>Determining Whether You’re Ready\u003c/strong>\u003c/h4>\n\u003cp>There’s no point in purchasing iPads if you don’t have the technical infrastructure to manage and deploy them. Consider the following questions before going down that road:\u003c/p>\n\u003cul>\n\u003cli>Do you have adequate incoming Internet bandwidth to connect all the devices and use them at the same time? Remember that you may also need significant upload bandwidth as students start to create and deliver large media files.\u003c/li>\n\u003cli>Is your wireless network robust enough to manage and distribute a strong, reliable wireless signal all around campus?\u003c/li>\n\u003cli>Do your classrooms have safe, secure locations to store iPads?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Understanding and Communicating Why You Want iPads\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is the elephant in the room — the most critical question that is rarely discussed and evaluated from an educational perspective. It’s imperative that the entire organization be on the same page. That requires a clearly communicated explanation of how iPad use complements your educational mission, which then needs to be clearly communicated to all the various constituent groups, including teachers, students, parents, directors, and administrators.\u003c/p>\n\u003ch4>Targeting 21st-Century Learning Objectives\u003c/h4>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There’s a natural inclination to stay in your comfort zone. Many teachers, especially older ones, prefer to stick to the methods they have always used in the classroom. An iPad program should take full advantage of the educational potential of the technology and be designed to address 21st-century learning objectives. That means integrating multimedia, communication, collaboration, project-based learning, and more. What point is there in purchasing expensive technology and then using it to reinforce outdated pedagogical practices such as frontal lecturing, content delivery, and drill and practice?\u003c/p>\n\u003cdiv title=\"Page 3\">\n\u003cdiv>\n\u003cdiv>\n\u003cp>Research and document your plans for the following:\u003c/p>\n\u003cul>\n\u003cli>Which responsibilities and processes are in place for buying and deploying apps? How will you decide what apps to buy, and who will be responsible for the purchasing?\u003c/li>\n\u003cli>How will you manage user profiles? What restrictions will you enforce? Will you have one common student profile or vary them by class or group?\u003c/li>\n\u003cli>What are your processes for system and app updates and data synchro- nization? How often will they be done and by whom?\u003c/li>\n\u003cli>Would you consider allowing your older students to manage their own iPads? Have you considered the risks versus benefits of such a policy?\u003c/li>\n\u003cli>Where and how students will store and submit work? Will you use cloud services such as Evernote or Dropbox? Will you create and/or use a WebDAV server? How will you students submit digital work to teachers?\u003c/li>\n\u003cli>How will you deal with instances of damage and theft? Will you buy insurance? Under what circumstances, if any, will students be held accountable? Has this been clearly communicated to parents through a Responsible Use policy?\u003c/li>\n\u003cli>How do you plan to create and use e-mail accounts? Will students be given e-mail, and if so, at what age? If not, will the iPads have generic e-mail accounts to enable outgoing e-mail of content from students to teachers?\u003c/li>\n\u003c/ul>\n\u003ch4>Understanding That iPads Aren’t Laptops\u003c/h4>\n\u003cp>Many laptop programs use network servers and domain logins that also set permissions. Laptops are controlled and administrators can often view screen activity. It’s important to remember that iPads are not laptops. There’s no login, and the ability to secure and control them is minimal. If you’re using iPads, utilize their unique assets. Look for ways to take advantage of their mobility, built-in camera, microphone, video, and so on. If monitoring and controlling activities are important criteria to you, it may be advisable to consider staying with laptops.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 4\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Overcoming “There’s an App for That” Syndrome\u003c/h4>\n\u003cp>You hear it all the time: “There’s an app for that.” One of the biggest mistakes teachers make is to constantly search for apps that directly address specific curriculum content — everything from 20th-century American history to the geography of California. Many great apps exist, but the real benefit comes from viewing iPads as tools that can be used as part of the learning process. Encourage students to create mock interviews with famous historic figures, explain scientific phenomenon with stop-motion animation, create podcasts for the school community, practice and record speech in a foreign language, create a screencast to explain a principle in algebra, and more. Given the opportunity, students will naturally gravitate toward creative and innovative iPad use if allowed to use it as a learning tool.\u003c/p>\n\u003ch4>Knowing That Share and Share Alike Doesn’t Work with iPads\u003c/h4>\n\u003cp>You learned the value of sharing all the way back in preschool. Although it may be an important life guideline, you need to forget all about sharing when it comes to using iPads in school. iPads are designed to be personal devices; you need to protect your user login and all your personal data and files. Sharing them will create huge privacy and security issues. I generally push for 1:1 deployment of iPads from 4th grade upward. If that causes financial concerns, you need to discuss those concerns and either scale down your deployment or consider an alternative approach, such as allowing children to bring their own devices to school — which comes with its own set of prob- lems, especially for families that cannot afford them. Sharing at upper grade levels, however, is not the solution.\u003c/p>\n\u003ch4>\u003cimg class=\"size-full wp-image-32675 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg\" alt=\"iPad in Education For Dummies cover image\" width=\"180\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613-320x398.jpg 320w\" sizes=\"(max-width: 180px) 100vw, 180px\">Building an Ongoing Training and Support Structure\u003c/h4>\n\u003cp>Deploying iPads is (I hope) a major step toward addressing the learning needs of 21st-century students. It also involves a major change in school culture. We’re all naturally resistant to change. Organizational change requires adequate training and support. It’s also important to stress that “training” doesn’t mean that one day at the start of the year when you bring someone into school for a half-day workshop. Schedule time for ongoing training ses- sions throughout the year. Develop teacher support groups within your school and with other schools, where teachers can exchange experiences, share their successes, and learn from each other.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 5\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Enabling the Unpredictable\u003c/h4>\n\u003cp>In other words, let them fly. Technology is most effective when used as a tool for student empowerment. Don’t expect to control every aspect of students’ learning. And you don’t always need to be the expert. Technology is their canvas. Give them the freedom to paint their own masterpieces.\u003c/p>\n\u003cp>Just in case you have any doubt regarding my stance on the issue, I want to stress that I don’t believe that all education should revolve around technology use. This book is all about appropriate technology integration. Sometimes that means not forcing the issue. There’s no doubting the importance of using crayons and paints. Getting your hands dirty planting in a garden is an extremely valuable educational experience, and how can you ever replace the experience of having a teacher or parent read to a child? It’s crucial to use technology wisely and creatively. Sometimes that also means knowing when to put it away.\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":"The rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.","status":"publish","parent":0,"modified":1385140912,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1355},"headData":{"title":"Checklist: Are You Ready for iPads In Your School? | KQED","description":"The rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32652 http://blogs.kqed.org/mindshift/?p=32652","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/15/checklist-are-you-ready-for-ipads-in-your-school/","disqusTitle":"Checklist: Are You Ready for iPads In Your School? ","path":"/mindshift/32652/checklist-are-you-ready-for-ipads-in-your-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32673\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-32673\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg\" alt=\"5492689367_ba370d7b63_z\" width=\"640\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-400x215.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/5492689367_ba370d7b63_z-320x172.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the third of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">It seems that every school is considering purchasing iPads these days, and Apple has reported that iPad sales to schools are currently outselling MacBook sales by a very large margin. However, the rush to purchase iPads often precedes the careful planning and preparation that’s so crucial to their success as educational tools. Technology alone is never the answer. Instead, iPad use needs to be integrated within a holistic approach to 21st-century education that encompasses a thorough and ongoing review of the skills and competencies required in our rapidly changing society and the educational processes that best help students acquire them.\u003c/p>\n\u003cp>Well-planned technology deployments can be tremendously successful and transformative for schools and students. In this chapter, I list ten vital components of a successful iPad implementation.\u003c/p>\n\u003ch4>\u003cstrong>Determining Whether You’re Ready\u003c/strong>\u003c/h4>\n\u003cp>There’s no point in purchasing iPads if you don’t have the technical infrastructure to manage and deploy them. Consider the following questions before going down that road:\u003c/p>\n\u003cul>\n\u003cli>Do you have adequate incoming Internet bandwidth to connect all the devices and use them at the same time? Remember that you may also need significant upload bandwidth as students start to create and deliver large media files.\u003c/li>\n\u003cli>Is your wireless network robust enough to manage and distribute a strong, reliable wireless signal all around campus?\u003c/li>\n\u003cli>Do your classrooms have safe, secure locations to store iPads?\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Understanding and Communicating Why You Want iPads\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>This is the elephant in the room — the most critical question that is rarely discussed and evaluated from an educational perspective. It’s imperative that the entire organization be on the same page. That requires a clearly communicated explanation of how iPad use complements your educational mission, which then needs to be clearly communicated to all the various constituent groups, including teachers, students, parents, directors, and administrators.\u003c/p>\n\u003ch4>Targeting 21st-Century Learning Objectives\u003c/h4>\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>There’s a natural inclination to stay in your comfort zone. Many teachers, especially older ones, prefer to stick to the methods they have always used in the classroom. An iPad program should take full advantage of the educational potential of the technology and be designed to address 21st-century learning objectives. That means integrating multimedia, communication, collaboration, project-based learning, and more. What point is there in purchasing expensive technology and then using it to reinforce outdated pedagogical practices such as frontal lecturing, content delivery, and drill and practice?\u003c/p>\n\u003cdiv title=\"Page 3\">\n\u003cdiv>\n\u003cdiv>\n\u003cp>Research and document your plans for the following:\u003c/p>\n\u003cul>\n\u003cli>Which responsibilities and processes are in place for buying and deploying apps? How will you decide what apps to buy, and who will be responsible for the purchasing?\u003c/li>\n\u003cli>How will you manage user profiles? What restrictions will you enforce? Will you have one common student profile or vary them by class or group?\u003c/li>\n\u003cli>What are your processes for system and app updates and data synchro- nization? How often will they be done and by whom?\u003c/li>\n\u003cli>Would you consider allowing your older students to manage their own iPads? Have you considered the risks versus benefits of such a policy?\u003c/li>\n\u003cli>Where and how students will store and submit work? Will you use cloud services such as Evernote or Dropbox? Will you create and/or use a WebDAV server? How will you students submit digital work to teachers?\u003c/li>\n\u003cli>How will you deal with instances of damage and theft? Will you buy insurance? Under what circumstances, if any, will students be held accountable? Has this been clearly communicated to parents through a Responsible Use policy?\u003c/li>\n\u003cli>How do you plan to create and use e-mail accounts? Will students be given e-mail, and if so, at what age? If not, will the iPads have generic e-mail accounts to enable outgoing e-mail of content from students to teachers?\u003c/li>\n\u003c/ul>\n\u003ch4>Understanding That iPads Aren’t Laptops\u003c/h4>\n\u003cp>Many laptop programs use network servers and domain logins that also set permissions. Laptops are controlled and administrators can often view screen activity. It’s important to remember that iPads are not laptops. There’s no login, and the ability to secure and control them is minimal. If you’re using iPads, utilize their unique assets. Look for ways to take advantage of their mobility, built-in camera, microphone, video, and so on. If monitoring and controlling activities are important criteria to you, it may be advisable to consider staying with laptops.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 4\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Overcoming “There’s an App for That” Syndrome\u003c/h4>\n\u003cp>You hear it all the time: “There’s an app for that.” One of the biggest mistakes teachers make is to constantly search for apps that directly address specific curriculum content — everything from 20th-century American history to the geography of California. Many great apps exist, but the real benefit comes from viewing iPads as tools that can be used as part of the learning process. Encourage students to create mock interviews with famous historic figures, explain scientific phenomenon with stop-motion animation, create podcasts for the school community, practice and record speech in a foreign language, create a screencast to explain a principle in algebra, and more. Given the opportunity, students will naturally gravitate toward creative and innovative iPad use if allowed to use it as a learning tool.\u003c/p>\n\u003ch4>Knowing That Share and Share Alike Doesn’t Work with iPads\u003c/h4>\n\u003cp>You learned the value of sharing all the way back in preschool. Although it may be an important life guideline, you need to forget all about sharing when it comes to using iPads in school. iPads are designed to be personal devices; you need to protect your user login and all your personal data and files. Sharing them will create huge privacy and security issues. I generally push for 1:1 deployment of iPads from 4th grade upward. If that causes financial concerns, you need to discuss those concerns and either scale down your deployment or consider an alternative approach, such as allowing children to bring their own devices to school — which comes with its own set of prob- lems, especially for families that cannot afford them. Sharing at upper grade levels, however, is not the solution.\u003c/p>\n\u003ch4>\u003cimg class=\"size-full wp-image-32675 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg\" alt=\"iPad in Education For Dummies cover image\" width=\"180\" height=\"223\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613.jpg 360w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-in-Education-For-Dummies-cover-image-e1384389849613-320x398.jpg 320w\" sizes=\"(max-width: 180px) 100vw, 180px\">Building an Ongoing Training and Support Structure\u003c/h4>\n\u003cp>Deploying iPads is (I hope) a major step toward addressing the learning needs of 21st-century students. It also involves a major change in school culture. We’re all naturally resistant to change. Organizational change requires adequate training and support. It’s also important to stress that “training” doesn’t mean that one day at the start of the year when you bring someone into school for a half-day workshop. Schedule time for ongoing training ses- sions throughout the year. Develop teacher support groups within your school and with other schools, where teachers can exchange experiences, share their successes, and learn from each other.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 5\">\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Enabling the Unpredictable\u003c/h4>\n\u003cp>In other words, let them fly. Technology is most effective when used as a tool for student empowerment. Don’t expect to control every aspect of students’ learning. And you don’t always need to be the expert. Technology is their canvas. Give them the freedom to paint their own masterpieces.\u003c/p>\n\u003cp>Just in case you have any doubt regarding my stance on the issue, I want to stress that I don’t believe that all education should revolve around technology use. This book is all about appropriate technology integration. Sometimes that means not forcing the issue. There’s no doubting the importance of using crayons and paints. Getting your hands dirty planting in a garden is an extremely valuable educational experience, and how can you ever replace the experience of having a teacher or parent read to a child? It’s crucial to use technology wisely and creatively. Sometimes that also means knowing when to put it away.\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32652/checklist-are-you-ready-for-ipads-in-your-school","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_81","mindshift_20580","mindshift_525"],"label":"mindshift"},"mindshift_32446":{"type":"posts","id":"mindshift_32446","meta":{"index":"posts_1591205157","site":"mindshift","id":"32446","score":null,"sort":[1383663658000]},"guestAuthors":[],"slug":"how-much-freedom-to-give-kids-with-school-issued-ipads","title":"How Much Freedom to Give Kids With School-Issued iPads?","publishDate":1383663658,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32457\" class=\"wp-caption alignright\" style=\"max-width: 638px\">\u003cimg class=\"size-full wp-image-32457\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parents pack into a gym at Cahuilla Desert Academy, a middle school in the southern California city of Thermal. The near triple-digit daytime heat of the Coachella Valley, southeast of Palm Springs, has given way to a cool evening. It's iPad information night.\u003c/p>\n\u003cp>Before addressing the crowd, Principal Encarnacion Becerra talks up the district's ambitious new iPads-for-all initiative with the fervor of a Silicon Valley entrepreneur.\u003c/p>\n\u003cp>\"It's truly a revolution, what's happening,\" he says. \"Technology has finally caught up to where truly you hold the Internet in the palm of your hands. The power of the mobile devices that exist now — we have to have to leverage that capacity and to evolve as educators to address those needs.\"\u003c/p>\n\u003cp>Coachella Valley Unified — a predominantly low income, rural and Latino school district — is in the process of \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism\">handing out iPads\u003c/a> to every student, pre-kindergarten through 12th grade. Kids seventh grade and up get to take the device home evenings, weekends and breaks. Voters approved a bond issue to pay for it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Administrators here paint it as a modern civil rights issue. Technology tools, they argue, will help boost achievement, prepare kids for today's workplace and narrow the digital divide between poor and wealthy areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I think it's futile to try to shut this down completely. And it's a missed opportunity, if we do that, to teach kids how to act appropriately in what will be their lifelong globally networked world.\"\u003c/p>\n\u003c/aside>\n\u003cp>A growing number of school districts across the U.S. are handing out tablet computers and integrating the devices into their curriculum. But the old issue of how much Web access kids should have on school-issued devices is growing more complicated as kids surf on multiple devices and access multiple networks at home, school, public hot spots and more.\u003c/p>\n\u003cp>\u003cstrong>iPad Security\u003c/strong>\u003c/p>\n\u003cp>Last month students at the Los Angeles Unified School District easily got around a security firewall on their district-issued iPads and could surf wherever they wanted. LA has now slowed down its iPad rollout amid growing concerns about LA's entire tablet project.\u003c/p>\n\u003cp>This worries Joey Acuna Jr., father of a student in Coachella Valley Unified.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight From the D.O.E.: Dispelling Myths About Blocked Sites]\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\"I have concerns after hearing what happened in L.A. Unified,\" Acuna says. \"Kids are kids, and they're going to try to do what they think they can get away with. And not to be mean, but sadly ... some of our kids probably have better knowledge of these kind of electronic devices than some of our teachers.\"\u003c/p>\n\u003cp>Los Angeles is now exploring new security tools to block access to certain sites, including social media sites and YouTube. \"All social media sites are blocked,\" says LA school district spokesman Thomas Waldman.\u003c/p>\n\u003cp>Parents here in Coachella want to know whether their district has learned from LA's missteps.\u003c/p>\n\u003cp>The Coachella Valley school district will block certain sites deemed harmful and install a tracking mechanism and other tools to monitor kids' use. Part of that falls under the Children's Internet Protection Act: Schools and libraries that accept certain federal funding for technology must install Web filters to shield kids from pornography and explicit content online.\u003c/p>\n\u003cp>But the district is taking a more nuanced approach than L.A. Unified to the access and use of social media sites. They're not blocked. The idea now is to educate kids and parents about appropriate use of the iPad — or what the district calls online ethics and digital citizenship.\u003c/p>\n\u003cp>Karen Cator, CEO of the nonprofit education group Digital Promise, says the issue of filtering is incredibly complicated because the Internet is continuously changing.\u003c/p>\n\u003cp>\"I think it's futile to try to shut this down completely,\" she says. \"And it's a missed opportunity, if we do that, to teach kids how to act appropriately in what will be their lifelong globally networked world.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Rules\u003c/strong>\u003c/p>\n\u003cp>Eighth grade physical science teacher Tim Sharpe at Cahuilla Desert Academy has been using the iPad in a pilot program for more than a year. He says tablets are tailor-made for science learning: His students use them to take photos, write about labs and tap into the latest educational science apps.\u003c/p>\n\u003cp>Sharpe has already confronted the problem of renegade surfing on mobile phones. Students can get on YouTube with their smartphones, he says, but they know Sharpe might take their phone away for the day if they do.\u003c/p>\n\u003cp>What sites to block, beyond the ones legally required, should be a teacher-student classroom management issue, he says.\u003c/p>\n\u003cp>Sharpe devised a system that engages kids and rewards them: If they finish their iPad project on time, they can then play games or take pictures for fun with the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And there's a point system,\" he says. \"So you just lay the rules down. And I find that the kids go with that.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+The+Tablet+Generation%2C+A+Lesson+In+Digital+Citizenship++&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"As more school districts roll out tablet computers to students, they're debating how much to restrict access to certain websites and games. Some districts shut down wide parts of the Internet, but others are trying to take a more nuanced approach.","status":"publish","parent":0,"modified":1383675745,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":845},"headData":{"title":"How Much Freedom to Give Kids With School-Issued iPads? | KQED","description":"As more school districts roll out tablet computers to students, they're debating how much to restrict access to certain websites and games. Some districts shut down wide parts of the Internet, but others are trying to take a more nuanced approach.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32446 http://blogs.kqed.org/mindshift/?p=32446","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/05/how-much-freedom-to-give-kids-with-school-issued-ipads/","disqusTitle":"How Much Freedom to Give Kids With School-Issued iPads?","nprByline":"Eric Westervelt","nprStoryId":"242156138","nprApiLink":"http://api.npr.org/query?id=242156138&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/alltechconsidered/2013/11/01/242156138/for-the-tablet-generation-a-lesson-in-digital-citizenship?ft=3&f=242156138","nprRetrievedStory":"1","nprPubDate":"Fri, 01 Nov 2013 06:46:00 -0400","nprStoryDate":"Fri, 01 Nov 2013 04:00:00 -0400","nprLastModifiedDate":"Fri, 01 Nov 2013 06:46:14 -0400","nprAudio":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/11/20131101_me_04.mp3?orgId=1&topicId=1019&aggIds=241605846&ft=3&f=242156138","nprAudioM3u":"http://api.npr.org/m3u/1242277315-f39a9a.m3u?orgId=1&topicId=1019&aggIds=241605846&ft=3&f=242156138","path":"/mindshift/32446/how-much-freedom-to-give-kids-with-school-issued-ipads","audioUrl":"http://pd.npr.org/anon.npr-mp3/npr/me/2013/11/20131101_me_04.mp3?orgId=1&topicId=1019&aggIds=241605846&ft=3&f=242156138","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32457\" class=\"wp-caption alignright\" style=\"max-width: 638px\">\u003cimg class=\"size-full wp-image-32457\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768.jpg\" alt=\"11_1.21_Ipad_Algebra_0238\" width=\"638\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768.jpg 638w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768-400x226.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/11_1.21_Ipad_Algebra_0238-e1383327448768-320x181.jpg 320w\" sizes=\"(max-width: 638px) 100vw, 638px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Eric Westervelt\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Parents pack into a gym at Cahuilla Desert Academy, a middle school in the southern California city of Thermal. The near triple-digit daytime heat of the Coachella Valley, southeast of Palm Springs, has given way to a cool evening. It's iPad information night.\u003c/p>\n\u003cp>Before addressing the crowd, Principal Encarnacion Becerra talks up the district's ambitious new iPads-for-all initiative with the fervor of a Silicon Valley entrepreneur.\u003c/p>\n\u003cp>\"It's truly a revolution, what's happening,\" he says. \"Technology has finally caught up to where truly you hold the Internet in the palm of your hands. The power of the mobile devices that exist now — we have to have to leverage that capacity and to evolve as educators to address those needs.\"\u003c/p>\n\u003cp>Coachella Valley Unified — a predominantly low income, rural and Latino school district — is in the process of \u003ca href=\"http://www.npr.org/blogs/alltechconsidered/2013/10/25/240731070/a-schools-ipad-initiative-brings-optimism-and-skepticism\">handing out iPads\u003c/a> to every student, pre-kindergarten through 12th grade. Kids seventh grade and up get to take the device home evenings, weekends and breaks. Voters approved a bond issue to pay for it.\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>Administrators here paint it as a modern civil rights issue. Technology tools, they argue, will help boost achievement, prepare kids for today's workplace and narrow the digital divide between poor and wealthy areas.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"I think it's futile to try to shut this down completely. And it's a missed opportunity, if we do that, to teach kids how to act appropriately in what will be their lifelong globally networked world.\"\u003c/p>\n\u003c/aside>\n\u003cp>A growing number of school districts across the U.S. are handing out tablet computers and integrating the devices into their curriculum. But the old issue of how much Web access kids should have on school-issued devices is growing more complicated as kids surf on multiple devices and access multiple networks at home, school, public hot spots and more.\u003c/p>\n\u003cp>\u003cstrong>iPad Security\u003c/strong>\u003c/p>\n\u003cp>Last month students at the Los Angeles Unified School District easily got around a security firewall on their district-issued iPads and could surf wherever they wanted. LA has now slowed down its iPad rollout amid growing concerns about LA's entire tablet project.\u003c/p>\n\u003cp>This worries Joey Acuna Jr., father of a student in Coachella Valley Unified.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">Straight From the D.O.E.: Dispelling Myths About Blocked Sites]\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\"I have concerns after hearing what happened in L.A. Unified,\" Acuna says. \"Kids are kids, and they're going to try to do what they think they can get away with. And not to be mean, but sadly ... some of our kids probably have better knowledge of these kind of electronic devices than some of our teachers.\"\u003c/p>\n\u003cp>Los Angeles is now exploring new security tools to block access to certain sites, including social media sites and YouTube. \"All social media sites are blocked,\" says LA school district spokesman Thomas Waldman.\u003c/p>\n\u003cp>Parents here in Coachella want to know whether their district has learned from LA's missteps.\u003c/p>\n\u003cp>The Coachella Valley school district will block certain sites deemed harmful and install a tracking mechanism and other tools to monitor kids' use. Part of that falls under the Children's Internet Protection Act: Schools and libraries that accept certain federal funding for technology must install Web filters to shield kids from pornography and explicit content online.\u003c/p>\n\u003cp>But the district is taking a more nuanced approach than L.A. Unified to the access and use of social media sites. They're not blocked. The idea now is to educate kids and parents about appropriate use of the iPad — or what the district calls online ethics and digital citizenship.\u003c/p>\n\u003cp>Karen Cator, CEO of the nonprofit education group Digital Promise, says the issue of filtering is incredibly complicated because the Internet is continuously changing.\u003c/p>\n\u003cp>\"I think it's futile to try to shut this down completely,\" she says. \"And it's a missed opportunity, if we do that, to teach kids how to act appropriately in what will be their lifelong globally networked world.\"\u003c/p>\n\u003cp>\u003cstrong>Setting Up Rules\u003c/strong>\u003c/p>\n\u003cp>Eighth grade physical science teacher Tim Sharpe at Cahuilla Desert Academy has been using the iPad in a pilot program for more than a year. He says tablets are tailor-made for science learning: His students use them to take photos, write about labs and tap into the latest educational science apps.\u003c/p>\n\u003cp>Sharpe has already confronted the problem of renegade surfing on mobile phones. Students can get on YouTube with their smartphones, he says, but they know Sharpe might take their phone away for the day if they do.\u003c/p>\n\u003cp>What sites to block, beyond the ones legally required, should be a teacher-student classroom management issue, he says.\u003c/p>\n\u003cp>Sharpe devised a system that engages kids and rewards them: If they finish their iPad project on time, they can then play games or take pictures for fun with the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"And there's a point system,\" he says. \"So you just lay the rules down. And I find that the kids go with that.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2013 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+The+Tablet+Generation%2C+A+Lesson+In+Digital+Citizenship++&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32446/how-much-freedom-to-give-kids-with-school-issued-ipads","authors":["byline_mindshift_32446"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_81"],"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. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Updated Monday through Friday at about 3:30 p.m. PT.","airtime":"MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.marketplace.org/","meta":{"site":"news","source":"American Public Media"},"link":"/radio/program/marketplace","subscribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=201853034&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/APM-Marketplace-p88/","rss":"https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"}},"mindshift":{"id":"mindshift","title":"MindShift","tagline":"A podcast about the future of learning and how we raise our kids","info":"The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","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. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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