Four computational thinking strategies for building problem-solving skills across the curriculum
How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas
How Robots in English Class Can Spark Empathy and Improve Writing
Six Lingering Obstacles to Using Technology in Schools
The 7 Golden Rules of Using Technology in Schools
Weekly News Roundup: ISTE 2011 Edition
Four New Initiatives from the Department of Education
Games, Gadgets and the Cloud: Coming Soon to a School Near You
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School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"When teachers model correct copyright use they not only shield themselves from legal complications, but also set a good example for students.","status":"publish","parent":0,"modified":1713291329,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1410},"headData":{"title":"Demystifying Copyright for Teachers and Students | KQED","description":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When teachers model correct copyright use, they not only shield themselves from legal complications, but also set a good example for students."},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In 2019, the Houston Independent School District found itself entangled in a legal battle, facing a \u003c/span>\u003ca href=\"https://www.houstonchronicle.com/news/houston-texas/education/article/Federal-jury-HISD-staff-repeatedly-violated-13895634.php\">\u003cspan style=\"font-weight: 400\">verdict of $9.2 million for copyright violations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. School staff had repeatedly photocopied, manipulated and distributed study guides from an educational publishing company. This incident served as a wake-up call for teachers who thought copyright law did not apply to their classrooms. “Teachers either don’t know or don’t want to know that they’re violating copyright,” said \u003c/span>\u003ca href=\"https://www.melissaannpero.com/\">\u003cspan style=\"font-weight: 400\">Melissa-Ann Pero\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former language arts teacher who has also worked with educators on hybrid and online learning practices in Pennsylvania.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.copyright.gov/what-is-copyright/\">\u003cspan style=\"font-weight: 400\">Copyright\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ensures that creators have exclusive rights to print, publish, perform, film or record their literary, artistic and musical creations – or to authorize others to do so. While many teachers willingly share their instructional materials, even those they have personally crafted, the act of sharing doesn’t negate the need for proper attribution or copyright protection. “I’ve tried to get away from using phrases like ‘I’ve stolen that from somebody,’ because I haven’t. I’ve asked to borrow it, and I give people credit,” said Pero, who now teaches at a career and technical high school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sound copyright practices not only shield teachers from legal complications and safeguard their intellectual property, but also set an example for students. In the digital era, when information can be ambiguously sourced and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47580/media-literacy-five-ways-teachers-are-fighting-fake-news\">\u003cspan style=\"font-weight: 400\">potentially misleading\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-rhetorical-analysis-news/\">\u003cspan style=\"font-weight: 400\">teaching students the importance of proper sourcing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> continues to grow in importance. At the International Society for Technology in Education (ISTE) conference last year, Pero and other speakers offered recommendations for how educators can navigate copyright and model digital citizenship for students.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Schools have certain protections. What are they?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, copyright has its own set of rules that provide specific protections. \u003c/span>\u003cspan style=\"font-weight: 400\">Fair use allows limited use of copyrighted work without seeking permission, serving purposes like news reporting, commentary, education, parody and the creation of transformative new works.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the protective umbrella of education is not as impervious as once believed, said Pero.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Fa\u003c/span>\u003cspan style=\"font-weight: 400\">ir use isn’t a one-size-fits-all rule, and it is evaluated on a case-by-case basis that considers four key factors: the purpose of use, the nature of the original work, the amount used and the impact on the original’s market value.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Purpose of use:\u003c/b>\u003cspan style=\"font-weight: 400\"> Educators can share materials as long as they’re integral to the course, part of systematic instructional activities, and directly related to the teaching objectives. However, expanding the purpose, like publishing a school project online, might change fair use status. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Nature of the original work: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use status is more likely if the original is informative or factual rather than highly creative. However, creative works can still qualify. For example, watching a taped production of Hamlet during a unit on Shakespeare in an English class is likely to fall under fair use.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Amount used: \u003c/b>\u003cspan style=\"font-weight: 400\">Fair use asks that teachers use portions of the original material and only what’s necessary to convey their point. While it’s still possible with entire creative works, like videos or songs, using less increases the likelihood of fair use. Excerpts – typically two pages or less or 10% of longer works – are permissible, along with up to 30 seconds of music. Pero emphasized that many publishing companies are open to working with teachers as long as proper credit is given. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Market impact:\u003c/b>\u003cspan style=\"font-weight: 400\"> If your use undermines the creator’s ability to profit from their work, it’s less likely to be considered fair use.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">For clarification on copyright concerns, Mary Beth Clifton, who teaches about copyright in her role as an instructional technology coordinator in Pennsylvania, recommended that educators use \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/online-training/\">\u003cspan style=\"font-weight: 400\">Copyright and Creativity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an online hub of educator-friendly resources about copyright, including office hours, webinars and \u003c/span>\u003ca href=\"https://copyrightandcreativity.org/infographics/\">\u003cspan style=\"font-weight: 400\">downloadable posters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During pandemic-related distance learning, teachers relied on the 2002 \u003c/span>\u003ca href=\"https://www.copyright.gov/docs/regstat031301.html\">\u003cspan style=\"font-weight: 400\">Technology, Education and Copyright Harmonization (“TEACH”) Act\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This act provides exemptions that allow educators to share certain copyright-protected materials online with students without getting permission from copyright holders. Generally, the TEACH Act mandates that distribution of all materials must be limited to students who are currently enrolled in the class for a specific time. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Digital citizenship and nurturing respect for copyright\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Citing sources and giving credit are integral components of digital citizenship — how we conduct ourselves responsibly in the online world. Complying with copyright can seem tedious, but it is foundational to many of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/digital-citizenship\">\u003cspan style=\"font-weight: 400\">digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> skills teachers hope to instill in students. “We talk about how to be respectful, face-to-face and how to be respectful in a Zoom conference. We also need to talk about how to be respectful in the digital environment,” said Clifton. With\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">\u003cspan style=\"font-weight: 400\"> AI tools on the rise\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, students’ ability to trace the origins of their sources will become more valuable. When teachers make their own copyright practices visible, they model its importance for students. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empowering students to copyright their work\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One way to help students to become more knowledgeable about copyright is to have them copyright their own work. With students increasingly \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47636/what-writing-wikipedia-entries-can-teach-students-about-digital-literacy\">\u003cspan style=\"font-weight: 400\">creating their own content as opposed to just consuming it\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers have an opportunity to introduce them to copyrighting. Clifton suggested students and teachers use \u003c/span>\u003ca href=\"https://creativecommons.org/\">\u003cspan style=\"font-weight: 400\">Creative Commons\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> licenses because they are a simple way to communicate how one wants their work to be used. A Creative Commons license is a public use license that allows creators to \u003c/span>\u003ca href=\"https://creativecommons.org/share-your-work/cclicenses/\">\u003cspan style=\"font-weight: 400\">mix and match four conditions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to communicate how they would like the work to be used. For example, a person may choose to allow others to distribute, remix, adapt, and build upon the material for noncommercial purposes only. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When students experience the process of protecting their own work, it’s easier to communicate the significance of copyright because it’s more personalized, said Clifton. She prompts students with questions about how they would feel about finding out that their work was used without permission to foster discussions about sharing and respecting creative works.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Practicing mindful image use\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s in a powerpoint or on a poster board, images are often used without permission. To illustrate how images are protected by copyright, Pero used the logo from the Tokyo Olympics in 2020 as an example. When the first Tokyo 2020 logo was presented, a Belgian designer said it was too similar to one of his designs, and the \u003c/span>\u003ca href=\"https://www.bbc.com/news/world-asia-34115750\">\u003cspan style=\"font-weight: 400\">Tokyo Olympics logo was changed.\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> In her classes, Pero instructed students to \u003c/span>\u003ca href=\"https://support.google.com/websearch/answer/29508?hl=en&co=GENIE.Platform%3DAndroid\">\u003cspan style=\"font-weight: 400\">use filters on Google image search\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to easily access images that are free to share. Even when using such searches, teachers can set the expectation that students should credit the image creators.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, Pero oversaw her schools’ yearbook class, and she instructed students to give photo credit for each photo whether they were taken professionally or by peers. “One year, we made a yearbook that mimicked Survivor’s logo,” said Pero. She told students that if they wanted to go through with the idea, “We need to get permission because we’re going to publish like 400 of these.” Student sent an image of the yearbook logo to Survivor’s production team to confirm that it was okay to use. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Inviting students to connect with creators \u003c/b>\u003c/h2>\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>\u003cspan style=\"font-weight: 400\">When Pero’s students did independent choice reading, she invited them to give authors a shoutout on social media. As part of the assignment, students identified the author’s social handle and tagged them in a post about what they read. If the student didn’t have a social account she did it from her own account. “They were amazed at the [response] they got,” said Pero. This simple act allowed students to connect with the creators behind the works they engage with, fostering a deeper appreciation for writers and artists. Learning more about the origins of the works they appreciate can empower students and develop their agency. Starting these habits early lays the foundation for a future where acknowledging sources becomes second nature. “Let’s get kids in the habit, students in the habit, adults in the habit of saying, ‘I got this from here. It’s not mine,'” Pero said.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62986/demystifying-copyright-for-teachers-and-students","authors":["11721"],"categories":["mindshift_20579","mindshift_195","mindshift_21358","mindshift_193"],"tags":["mindshift_1023","mindshift_528","mindshift_529","mindshift_862","mindshift_822","mindshift_968","mindshift_546"],"featImg":"mindshift_62987","label":"mindshift"},"mindshift_59591":{"type":"posts","id":"mindshift_59591","meta":{"index":"posts_1591205157","site":"mindshift","id":"59591","score":null,"sort":[1658389791000]},"guestAuthors":[],"slug":"four-computational-thinking-strategies-for-building-problem-solving-skills-across-the-curriculum","title":"Four computational thinking strategies for building problem-solving skills across the curriculum","publishDate":1658389791,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">Two decades into the 21st century, educators are still tackling the question of how to help young people \u003c/span>\u003ca href=\"https://hechingerreport.org/blurring-the-lines-between-education-and-workforce/\">\u003cspan style=\"font-weight: 400;\">prepare for a rapidly evolving work landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Industry leaders have long called for more emphasis on skills such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/critical-thinking\">\u003cspan style=\"font-weight: 400;\">critical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, communication and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/problem-solving\">\u003cspan style=\"font-weight: 400;\">problem-solving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, though the definitions and methods for teaching all of these can vary widely. At the International Society for Technology in Education conference in July, a number of education leaders and teachers discussed a framework that can help build students’ problem-solving skills in any subject: computational thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much of the research and discussion on computational thinking in the last twenty years has focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like\">\u003cspan style=\"font-weight: 400;\">computer science contexts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Harvard’s \u003c/span>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">\u003cspan style=\"font-weight: 400;\">Karen Brennan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, for example, has led studies and developed resources on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children\">\u003cspan style=\"font-weight: 400;\">computational thinking with Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">But several advocates argued that these skills are not just applicable to coding and should be integrated across the curriculum. They outlined four \u003c/span>\u003cspan style=\"font-weight: 400;\">strategies that make up the computational thinking process:\u003c/span>\u003c/p>\n\u003cp>\u003cb>Decomposition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - breaking a complex problem into smaller parts or questions\u003c/span>\u003c/p>\n\u003cp>\u003cb>Pattern recognition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - identifying trends, differences or similarities in data\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abstraction\u003c/b>\u003cspan style=\"font-weight: 400;\"> - removing unnecessary elements or data to focus on what’s useful in solving a problem\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Algorithmic design\u003c/b>\u003cspan style=\"font-weight: 400;\"> - making steps and rules to solve problems\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most problems will require students to employ multiple strategies. \u003c/span>\u003ca href=\"https://twitter.com/JulieEvans_PT\">\u003cspan style=\"font-weight: 400;\">Julie Evans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, CEO of the education nonprofit Project Tomorrow, illustrated that point by asking attendees at one session to draw a cat in less than 30 seconds. No drawing looked exactly the same, but the participating educators had to quickly break their mental image of a cat into important parts, such as a tail and whiskers (decomposition). They discarded unnecessary data; for instance, a cat can be conveyed by drawing its head and body or just its face (abstraction). And they envisioned and executed steps to get from a blank page to a completed drawing (algorithmic design).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bryan Cox, who works in the Georgia Department of Education to broaden computer science education, offered practical and pedagogical reasons for integration. Not all schools offer computer science and even at schools that do, \u003c/span>\u003ca href=\"https://www.k12dive.com/news/report-more-high-schools-offer-computer-science-courses-but-enrollment-di/609890/\">\u003cspan style=\"font-weight: 400;\">not all students take those classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. For elementary school teachers, stand-alone computer science lessons can feel like one more thing to add to an already packed curriculum. “Integration is less disruptive,” Cox said. He also said integration mirrors how computational thinking occurs in the real world in fields like medicine, automotives, law and sports.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Over the past two years, Project Tomorrow trained 120 teachers in New York City elementary schools to integrate computational thinking into their classrooms. In one example from a second and third grade writing unit, students wrote a realistic fiction story and created a movie to bring the story to life. That may sound like a pretty typical language arts project, but the difference was in the approach, according to Project Tomorrow instructional coach David Gomez. Rather than being told how to write a realistic fiction story, students developed an algorithm for the process, with steps such as making up a pretend character, giving the character a name, imagining the setting and so on. In this example and others, Gomez said that algorithms help students acknowledge the steps they are following during a task and increase their awareness of their work processes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Gomez works with teachers to help students recognize when they’re using other computational thinking strategies, too. One second grade teacher, for example, used a poster with sticky notes for students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on which strategies they’d used in different subjects throughout the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Evans said she loves hearing kids identify the strategies in discussions with each other. She’s heard questions like “Did you try abstraction?” and “Why didn’t you do \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400;\">pattern recognition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">?” from students chatting with classmates. “Those little tykes in second grade are already developing their problem-solving muscles, and they’ve got the vocabulary to have that be a sustainable skill for the future,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Crafting computational problems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not every question or problem is a computational one. Carolyn Sykora, senior director of the \u003ca href=\"https://www.iste.org/standards/iste-standards-for-computational-thinking\">ISTE Standards\u003c/a> programs, shared three characteristics that teachers can use to identify a computational problem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>It’s open-ended with multiple potential solutions. \u003cspan style=\"font-weight: 400;\">“How can we design a car to get from point A to point B?” is an example that meets this criteria, whereas “How does a self-driving car work?” is a knowledge-based question.\u003c/span>\u003c/b>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It requires using or collecting data.\u003c/b>\u003cspan style=\"font-weight: 400;\"> Data doesn’t just mean numbers. It could, for example, be the lines in a poem or the notes in a musical composition.\u003c/span>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It includes an opportunity to create a procedure or algorithm. \u003c/b>\u003cspan style=\"font-weight: 400;\">In some cases, such as an engineering challenge, it’s easy to identify where this opportunity will arise. But often that’s not so clear. “Sometimes you don’t understand where the algorithm design comes into play until you do your problem decomposition,” Sykora said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using these characteristics can help teachers rethink curriculum, rather than trying to add something new. “We have our tried and true lessons and the things that we want our kids to learn,” Sykora said. The next step is to look at those lessons and ask, “How can we take something that’s knowledge-based and turn it into a computational problem?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Computational thinking has largely been associated with computer science, but some educators see how this way of thinking can apply across the curriculum. ","status":"publish","parent":0,"modified":1658389791,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":904},"headData":{"title":"Four computational thinking strategies for building problem-solving skills across the curriculum - MindShift","description":"Computational thinking has largely been associated with computer science, but some educators see how this way of thinking can apply across the curriculum.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59591 https://ww2.kqed.org/mindshift/?p=59591","disqusUrl":"https://ww2.kqed.org/mindshift/2022/07/21/four-computational-thinking-strategies-for-building-problem-solving-skills-across-the-curriculum/","disqusTitle":"Four computational thinking strategies for building problem-solving skills across the curriculum","excludeFromSiteSearch":"Include","path":"/mindshift/59591/four-computational-thinking-strategies-for-building-problem-solving-skills-across-the-curriculum","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Two decades into the 21st century, educators are still tackling the question of how to help young people \u003c/span>\u003ca href=\"https://hechingerreport.org/blurring-the-lines-between-education-and-workforce/\">\u003cspan style=\"font-weight: 400;\">prepare for a rapidly evolving work landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Industry leaders have long called for more emphasis on skills such as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/critical-thinking\">\u003cspan style=\"font-weight: 400;\">critical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, communication and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/problem-solving\">\u003cspan style=\"font-weight: 400;\">problem-solving\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, though the definitions and methods for teaching all of these can vary widely. At the International Society for Technology in Education conference in July, a number of education leaders and teachers discussed a framework that can help build students’ problem-solving skills in any subject: computational thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much of the research and discussion on computational thinking in the last twenty years has focused on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42886/what-a-school-district-designed-for-computational-thinking-looks-like\">\u003cspan style=\"font-weight: 400;\">computer science contexts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Harvard’s \u003c/span>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">\u003cspan style=\"font-weight: 400;\">Karen Brennan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, for example, has led studies and developed resources on \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children\">\u003cspan style=\"font-weight: 400;\">computational thinking with Scratch\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003cspan style=\"font-weight: 400;\">But several advocates argued that these skills are not just applicable to coding and should be integrated across the curriculum. They outlined four \u003c/span>\u003cspan style=\"font-weight: 400;\">strategies that make up the computational thinking process:\u003c/span>\u003c/p>\n\u003cp>\u003cb>Decomposition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - breaking a complex problem into smaller parts or questions\u003c/span>\u003c/p>\n\u003cp>\u003cb>Pattern recognition\u003c/b>\u003cspan style=\"font-weight: 400;\"> - identifying trends, differences or similarities in data\u003c/span>\u003c/p>\n\u003cp>\u003cb>Abstraction\u003c/b>\u003cspan style=\"font-weight: 400;\"> - removing unnecessary elements or data to focus on what’s useful in solving a problem\u003c/span>\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>\u003cb>Algorithmic design\u003c/b>\u003cspan style=\"font-weight: 400;\"> - making steps and rules to solve problems\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Most problems will require students to employ multiple strategies. \u003c/span>\u003ca href=\"https://twitter.com/JulieEvans_PT\">\u003cspan style=\"font-weight: 400;\">Julie Evans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, CEO of the education nonprofit Project Tomorrow, illustrated that point by asking attendees at one session to draw a cat in less than 30 seconds. No drawing looked exactly the same, but the participating educators had to quickly break their mental image of a cat into important parts, such as a tail and whiskers (decomposition). They discarded unnecessary data; for instance, a cat can be conveyed by drawing its head and body or just its face (abstraction). And they envisioned and executed steps to get from a blank page to a completed drawing (algorithmic design).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Bryan Cox, who works in the Georgia Department of Education to broaden computer science education, offered practical and pedagogical reasons for integration. Not all schools offer computer science and even at schools that do, \u003c/span>\u003ca href=\"https://www.k12dive.com/news/report-more-high-schools-offer-computer-science-courses-but-enrollment-di/609890/\">\u003cspan style=\"font-weight: 400;\">not all students take those classes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. For elementary school teachers, stand-alone computer science lessons can feel like one more thing to add to an already packed curriculum. “Integration is less disruptive,” Cox said. He also said integration mirrors how computational thinking occurs in the real world in fields like medicine, automotives, law and sports.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Over the past two years, Project Tomorrow trained 120 teachers in New York City elementary schools to integrate computational thinking into their classrooms. In one example from a second and third grade writing unit, students wrote a realistic fiction story and created a movie to bring the story to life. That may sound like a pretty typical language arts project, but the difference was in the approach, according to Project Tomorrow instructional coach David Gomez. Rather than being told how to write a realistic fiction story, students developed an algorithm for the process, with steps such as making up a pretend character, giving the character a name, imagining the setting and so on. In this example and others, Gomez said that algorithms help students acknowledge the steps they are following during a task and increase their awareness of their work processes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Gomez works with teachers to help students recognize when they’re using other computational thinking strategies, too. One second grade teacher, for example, used a poster with sticky notes for students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46316/dont-leave-learning-up-to-chance-framing-and-reflection\">\u003cspan style=\"font-weight: 400;\">reflect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> on which strategies they’d used in different subjects throughout the day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Evans said she loves hearing kids identify the strategies in discussions with each other. She’s heard questions like “Did you try abstraction?” and “Why didn’t you do \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56566/what-it-looks-like-when-students-share-and-revise-rough-drafts-in-math-class\">\u003cspan style=\"font-weight: 400;\">pattern recognition\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">?” from students chatting with classmates. “Those little tykes in second grade are already developing their problem-solving muscles, and they’ve got the vocabulary to have that be a sustainable skill for the future,” she said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Crafting computational problems\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not every question or problem is a computational one. Carolyn Sykora, senior director of the \u003ca href=\"https://www.iste.org/standards/iste-standards-for-computational-thinking\">ISTE Standards\u003c/a> programs, shared three characteristics that teachers can use to identify a computational problem:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli aria-level=\"1\">\u003cb>It’s open-ended with multiple potential solutions. \u003cspan style=\"font-weight: 400;\">“How can we design a car to get from point A to point B?” is an example that meets this criteria, whereas “How does a self-driving car work?” is a knowledge-based question.\u003c/span>\u003c/b>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It requires using or collecting data.\u003c/b>\u003cspan style=\"font-weight: 400;\"> Data doesn’t just mean numbers. It could, for example, be the lines in a poem or the notes in a musical composition.\u003c/span>\u003c/li>\n\u003cli aria-level=\"1\">\u003cb>It includes an opportunity to create a procedure or algorithm. \u003c/b>\u003cspan style=\"font-weight: 400;\">In some cases, such as an engineering challenge, it’s easy to identify where this opportunity will arise. But often that’s not so clear. “Sometimes you don’t understand where the algorithm design comes into play until you do your problem decomposition,” Sykora said.\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using these characteristics can help teachers rethink curriculum, rather than trying to add something new. “We have our tried and true lessons and the things that we want our kids to learn,” Sykora said. The next step is to look at those lessons and ask, “How can we take something that’s knowledge-based and turn it into a computational problem?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59591/four-computational-thinking-strategies-for-building-problem-solving-skills-across-the-curriculum","authors":["11487"],"categories":["mindshift_192"],"tags":["mindshift_20730","mindshift_546"],"featImg":"mindshift_59593","label":"mindshift"},"mindshift_45994":{"type":"posts","id":"mindshift_45994","meta":{"index":"posts_1591205157","site":"mindshift","id":"45994","score":null,"sort":[1470641324000]},"guestAuthors":[],"slug":"how-classroom-culture-opens-up-when-students-can-patent-ideas","title":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas","publishDate":1470641324,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Building a catapult that can hit a target at one, three and five meters is a core project of \u003ca href=\"http://www.edtechinnovators.com/portfolioben/EdTechInnovators/Articles_and_Publications.html\" target=\"_blank\">Ben Smith\u003c/a>’s engineering class. When the project is assigned, groups get to work inventing a mechanism that will meet the objectives, often coming up with ingenious ideas. But when Smith noticed his students were increasingly asking to work in the hall, he realized they were trying to protect their ideas. If one person solved a tricky issue, other students would just copy her. So Smith decided to introduce a patent system in his classroom.\u003c/p>\n\u003cp>“We want kids to be collegial, but we also want to reward kids who have a good idea,” Smith said. Smith has been teaching for 27 years in the same room at Red Lion Area Senior High School in Pennsylvania and has earned a reputation as a hard, but fair teacher. He says when he introduced the patent system five or six years ago, it reinforced a culture of entrepreneurism, where students expect as much from themselves as Smith does.\u003c/p>\n\u003cp>“We have such high expectations for what’s going to happen in the room, so you really have to work if you’re going to be in there,” Smith said. “And I think that’s what kids want.” That doesn’t mean that all of Smith’s students are high-flyers. In fact, his engineering students arrive with very different levels of preparedness. He had one student who could only read at a third grade level, a significant challenge since most of the reading associated with the class was more complicated. But rather than making reading a barrier to the student’s participation, Smith set up systems so the student could listen to some of the reading and voice-to-text so he could speak some of his written assignments.\u003c/p>\n\u003cp>“By making that accommodation, I think it really empowered him and he felt so much better about himself,” Smith said. The student still had to write many of his assignments, but being accommodated some of the time helped him to see Smith as an ally. And, without anyone telling them, the rest of the students understood their peer needed a little extra help and gladly supplied it.\u003c/p>\n\u003cp>Once students could patent specific design elements of their projects, they gladly started working out in the open, showing off their solutions. Smith soon realized there was a flaw in his patent system. “If a group had a patent, nobody else could use it. But I realized that was limiting how other groups could work,” Smith said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So, he gave every group points that could be “spent” on licensing patented ideas -- a lot like the real world. Students even started marketing their ideas to one another. Smith says points don’t make a huge difference in a student’s grade, but he does factor them into final project assessment.\u003c/p>\n\u003cp>Some students care a lot about getting patents on ideas, while others are less motivated by the system. And there are always smart and capable students who don’t tend to finish all their work, and consequently don’t get the highest grades. Smith finds it interesting that often it’s those kids who most want a patent, with their name on the wall, and the honor that comes with it. Students can also “sue” one another for patent infringement, where Smith acts as the judge.\u003c/p>\n\u003cp>To succeed at the catapult project students need a strong spring mechanism, so Smith often gets patents for different latching mechanisms. “That’s a key one because they all have to do that same type of thing,” Smith said. A simple hook isn’t strong enough and many students discover that a string jolts the catapult. Smith said many students design an oiled string or thin rod mechanism.\u003c/p>\n\u003cp>Another big engineering project is a two-step mousetrap, where the first mechanism triggers a car that hits a second mechanism that starts a second reaction of events. Smith gets a lot of patents for mechanisms to link the two steps, like a longer rod arm to keep the ball moving longer.\u003c/p>\n\u003cp>Smith also teaches AP physics, a class with very competitive and driven students. In that class, students design their own experiments – an element of the Next Generation Science Standards – and Smith allows them to patent their experimental designs so that all the groups don’t copy the first group to figure out a viable experiment. Smith has found that in his physics class, the girls patent their ideas more often than the boys.\u003c/p>\n\u003cp>“They’re very protective of their work,” Smith said. He’s not sure if that’s because the girls at his school are powerhouses in science, technology, engineering, and math (STEM), or if it’s because he explicitly teaches about the many instances in scientific history when men stole their female colleagues’ ideas and passed them off as their own. Either way, the girls hold far more patents than the boys, and when the school’s STEM team won a regional competition it was due in large part to two female leaders on the five-person team, Smith said.\u003c/p>\n\u003cp>Throughout his long career, Smith has always found that building a strong classroom culture is the foundation for success, and in order to build that classroom culture there has to be a give and take between students and teacher. He gives them some freedom to choose their projects, co-design rubrics and assessment measures, and makes them accountable to one another. For example, he always designates one student as note-taker for the class, using a three-column system. One column is for vocabulary, one for formulas, and one for big ideas.\u003c/p>\n\u003cp>“The rest of the class can focus in on the lecture,” Smith said. This system means that each student becomes responsible for creating the artifacts of learning for the rest of the class, and they are invested in doing a good job. At the end of the class period, Smith checks the notes to make sure everything is correct, and then posts them for everyone to use.\u003c/p>\n\u003cp>Smith also keeps a class blog and assigns one student a day to write about what happened in class, the big ideas discussed, and to post a photograph of what they did. This also helps Smith keep tabs on what’s going on in his classroom on days when he’s called away for one of his many other district duties.\u003c/p>\n\u003cp>Over time, Smith’s class has become more high-tech, but not because his district is handing out technology. The rural district where Smith teaches requires teachers to justify how and why they think a new piece of technology will improve learning. “That guided my approach to the use of technology throughout my career,” Smith said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Technology limitations haven’t stopped Smith from applying for grants to get tools, especially devices his students can use to measure the world around them. He now has a collection of probes students can check out of the library. Smith is adamant that technology can and is already changing education for the better, but only if teachers remain vigilant about how and why they are using it to deepen learning experiences for kids.\u003c/p>\n\n","blocks":[],"excerpt":"The ability to file patents helped students openly invent solutions for class projects, while having protection for their hard work.","status":"publish","parent":0,"modified":1470641324,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1261},"headData":{"title":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas | KQED","description":"The ability to file patents helped students openly invent solutions for class projects, while having protection for their hard work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45994 http://ww2.kqed.org/mindshift/?p=45994","disqusUrl":"https://ww2.kqed.org/mindshift/2016/08/08/how-classroom-culture-opens-up-when-students-can-patent-ideas/","disqusTitle":"How Classroom Culture Opens Up When Students Can ‘Patent’ Ideas","path":"/mindshift/45994/how-classroom-culture-opens-up-when-students-can-patent-ideas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Building a catapult that can hit a target at one, three and five meters is a core project of \u003ca href=\"http://www.edtechinnovators.com/portfolioben/EdTechInnovators/Articles_and_Publications.html\" target=\"_blank\">Ben Smith\u003c/a>’s engineering class. When the project is assigned, groups get to work inventing a mechanism that will meet the objectives, often coming up with ingenious ideas. But when Smith noticed his students were increasingly asking to work in the hall, he realized they were trying to protect their ideas. If one person solved a tricky issue, other students would just copy her. So Smith decided to introduce a patent system in his classroom.\u003c/p>\n\u003cp>“We want kids to be collegial, but we also want to reward kids who have a good idea,” Smith said. Smith has been teaching for 27 years in the same room at Red Lion Area Senior High School in Pennsylvania and has earned a reputation as a hard, but fair teacher. He says when he introduced the patent system five or six years ago, it reinforced a culture of entrepreneurism, where students expect as much from themselves as Smith does.\u003c/p>\n\u003cp>“We have such high expectations for what’s going to happen in the room, so you really have to work if you’re going to be in there,” Smith said. “And I think that’s what kids want.” That doesn’t mean that all of Smith’s students are high-flyers. In fact, his engineering students arrive with very different levels of preparedness. He had one student who could only read at a third grade level, a significant challenge since most of the reading associated with the class was more complicated. But rather than making reading a barrier to the student’s participation, Smith set up systems so the student could listen to some of the reading and voice-to-text so he could speak some of his written assignments.\u003c/p>\n\u003cp>“By making that accommodation, I think it really empowered him and he felt so much better about himself,” Smith said. The student still had to write many of his assignments, but being accommodated some of the time helped him to see Smith as an ally. And, without anyone telling them, the rest of the students understood their peer needed a little extra help and gladly supplied it.\u003c/p>\n\u003cp>Once students could patent specific design elements of their projects, they gladly started working out in the open, showing off their solutions. Smith soon realized there was a flaw in his patent system. “If a group had a patent, nobody else could use it. But I realized that was limiting how other groups could work,” Smith said.\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, he gave every group points that could be “spent” on licensing patented ideas -- a lot like the real world. Students even started marketing their ideas to one another. Smith says points don’t make a huge difference in a student’s grade, but he does factor them into final project assessment.\u003c/p>\n\u003cp>Some students care a lot about getting patents on ideas, while others are less motivated by the system. And there are always smart and capable students who don’t tend to finish all their work, and consequently don’t get the highest grades. Smith finds it interesting that often it’s those kids who most want a patent, with their name on the wall, and the honor that comes with it. Students can also “sue” one another for patent infringement, where Smith acts as the judge.\u003c/p>\n\u003cp>To succeed at the catapult project students need a strong spring mechanism, so Smith often gets patents for different latching mechanisms. “That’s a key one because they all have to do that same type of thing,” Smith said. A simple hook isn’t strong enough and many students discover that a string jolts the catapult. Smith said many students design an oiled string or thin rod mechanism.\u003c/p>\n\u003cp>Another big engineering project is a two-step mousetrap, where the first mechanism triggers a car that hits a second mechanism that starts a second reaction of events. Smith gets a lot of patents for mechanisms to link the two steps, like a longer rod arm to keep the ball moving longer.\u003c/p>\n\u003cp>Smith also teaches AP physics, a class with very competitive and driven students. In that class, students design their own experiments – an element of the Next Generation Science Standards – and Smith allows them to patent their experimental designs so that all the groups don’t copy the first group to figure out a viable experiment. Smith has found that in his physics class, the girls patent their ideas more often than the boys.\u003c/p>\n\u003cp>“They’re very protective of their work,” Smith said. He’s not sure if that’s because the girls at his school are powerhouses in science, technology, engineering, and math (STEM), or if it’s because he explicitly teaches about the many instances in scientific history when men stole their female colleagues’ ideas and passed them off as their own. Either way, the girls hold far more patents than the boys, and when the school’s STEM team won a regional competition it was due in large part to two female leaders on the five-person team, Smith said.\u003c/p>\n\u003cp>Throughout his long career, Smith has always found that building a strong classroom culture is the foundation for success, and in order to build that classroom culture there has to be a give and take between students and teacher. He gives them some freedom to choose their projects, co-design rubrics and assessment measures, and makes them accountable to one another. For example, he always designates one student as note-taker for the class, using a three-column system. One column is for vocabulary, one for formulas, and one for big ideas.\u003c/p>\n\u003cp>“The rest of the class can focus in on the lecture,” Smith said. This system means that each student becomes responsible for creating the artifacts of learning for the rest of the class, and they are invested in doing a good job. At the end of the class period, Smith checks the notes to make sure everything is correct, and then posts them for everyone to use.\u003c/p>\n\u003cp>Smith also keeps a class blog and assigns one student a day to write about what happened in class, the big ideas discussed, and to post a photograph of what they did. This also helps Smith keep tabs on what’s going on in his classroom on days when he’s called away for one of his many other district duties.\u003c/p>\n\u003cp>Over time, Smith’s class has become more high-tech, but not because his district is handing out technology. The rural district where Smith teaches requires teachers to justify how and why they think a new piece of technology will improve learning. “That guided my approach to the use of technology throughout my career,” Smith 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>Technology limitations haven’t stopped Smith from applying for grants to get tools, especially devices his students can use to measure the world around them. He now has a collection of probes students can check out of the library. Smith is adamant that technology can and is already changing education for the better, but only if teachers remain vigilant about how and why they are using it to deepen learning experiences for kids.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45994/how-classroom-culture-opens-up-when-students-can-patent-ideas","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_546","mindshift_20540","mindshift_551","mindshift_391"],"featImg":"mindshift_46033","label":"mindshift"},"mindshift_45834":{"type":"posts","id":"mindshift_45834","meta":{"index":"posts_1591205157","site":"mindshift","id":"45834","score":null,"sort":[1469691845000]},"guestAuthors":[],"slug":"how-robots-in-english-class-can-spark-empathy-and-improve-writing","title":"How Robots in English Class Can Spark Empathy and Improve Writing","publishDate":1469691845,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n","blocks":[],"excerpt":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","status":"publish","parent":0,"modified":1469692377,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/AxsZouCwnPc","https://www.youtube.com/embed/a0N7-lYW8Us","https://www.youtube.com/embed/KRYv0DW4rZU"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2389},"headData":{"title":"How Robots in English Class Can Spark Empathy and Improve Writing | KQED","description":"English teachers are finding hands-on interdisciplinary approaches for teaching literature that get kids empathizing with characters and excited to show off their best work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"45834 http://ww2.kqed.org/mindshift/?p=45834","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/28/how-robots-in-english-class-can-spark-empathy-and-improve-writing/","disqusTitle":"How Robots in English Class Can Spark Empathy and Improve Writing","path":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mention robots to many English teachers and they’ll immediately point down the hall to the science classroom or to the makerspace, if they have one. At many schools, if there’s a robot at all, it’s located in a science or math classroom or is being built by an after-school robotics club. It’s not usually a fixture in English classrooms. But as teachers continue to work at finding new entry points to old material for their students, \u003ca href=\"http://www.newyorker.com/magazine/2016/05/16/sphero-teaches-kids-to-code\" target=\"_blank\">robots are proving to be a great interdisciplinary tool\u003c/a> that builds collaboration and literacy skills.\u003c/p>\n\u003cp>“For someone like me who teaches literature by lots of dead white guys, teaching programming adds relevance to my class,” said Jessica Herring, a high school English teacher at Benton High School in Arkansas. Herring first experimented using \u003ca href=\"http://www.sphero.com/\" target=\"_blank\">Sphero\u003c/a>, essentially a programmable ball, when her American literature class was studying the writing of early settlers. Herring pushed the desks back and drew a maze on the floor with tape representing the journey from Europe to the New World. Her students used class iPads and an introductory manually guided app to steer their Spheros through the maze.\u003c/p>\n\u003cp>Herring, like many English teachers, was skeptical about how the Sphero robot could be a useful teaching tool in her classroom. She thought that type of technology would distract students from the core skills of reading, writing and analyzing literature. But she decided to try it after hearing about the success of another English teacher across the country.\u003c/p>\n\u003cfigure id=\"attachment_45836\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-45836 size-large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg\" alt=\"Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World.\" width=\"640\" height=\"640\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1440x1440.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-400x400.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-800x800.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-768x768.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-1180x1180.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-960x960.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_6291-150x150.jpg 150w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students experiment with the Spheros, learning how to manipulate them through a maze representing the journey from Europe to the New World. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The conversation we had afterwards about those explorers coming to the New World was really amazing,” Herring said during a presentation on her experiences at the International Society for Technology in Education (ISTE) conference. Because students had struggled to keep their Spheros in the maze, they understood in a personal way how frustrating it must have been for early settlers who got lost, backtracked and eventually made it to a new land.\u003c/p>\n\u003cp>“They went from piloting these robots to talking about these bigger ideas and having this empathy for people in history,” Herring said. Students commented that they could understand why the Puritans had to believe in a higher power while making the journey, and expressed respect for their tenacity. Herring began to see how the Spheros could give students a more visceral point of connection to themes in the books they were studying, and began scheming more ways to connect programming to reflection and writing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/AxsZouCwnPc?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>\u003cstrong>PROGRAMMING MIRRORS WRITING PROCESS\u003c/strong>\u003c/p>\n\u003cp>After her students had that initial experience exploring with the Spheros, Herring decided to increase the complexity. For the next Spheros project, students chose a character from Mark Twain’s classic novel \u003cem>Adventures of Huckleberry Finn\u003c/em> and programmed their Spheros to represent the personality, emotions and journey of that character. To do this, students had to go back to the text and use close-reading strategies to find textual evidence that would back up their interpretation of the setting, motivations and feelings of the character. Then they had to decide how the Spheros, a simple round ball that can light up, could represent those qualities.\u003c/p>\n\u003cp>For example, one group chose “drunk Pap” as their character. They programmed their Sphero to zigzag across the river (marked out on the floor with tape), stop at the house, and then shake and turn red. As students went through the process they soon realized their graphic organizers of ideas were more like hypotheses; they had to adjust and add detail as they tried things in the programming language.\u003c/p>\n\u003cfigure id=\"attachment_45838\" class=\"wp-caption alignleft\" style=\"max-width: 400px\">\u003cimg class=\"size-thumbnail wp-image-45838\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/Sphero-17-of-60-e1469588894594-400x283.jpg\" alt=\"Students filled in graphic organizers to justify their programming choices with textual evidence.\" width=\"400\" height=\"283\">\u003cfigcaption class=\"wp-caption-text\">Students filled in graphic organizers to justify their programming choices with textual evidence. \u003ccite>(Jessica Herring)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“The programming process models the writing process,” Herring said. Many of her students struggle to see writing as an iterative process -- they prefer to dash something off and never look at it again. But as they collaboratively planned their storylines, tried programming different representations into the Spheros and modified their approaches, they began to see the importance of revision.\u003c/p>\n\u003cp>“When they could make that connection between writing and programming, it really changed their approach to writing,” Herring said. “It made them more open to that process.”\u003c/p>\n\u003cp>In her honors class, Herring used the Spheros for a project on \u003cem>Beowulf\u003c/em>. Together the class studied the three different battles between Beowulf and Grendel. Then students split into groups and chose different battles to represent. They had to code their Spheros to not only represent the actions of their character in the battle, but also collaborate with the group representing their opponent so that the interactions in the battle matched up. “The alignment of the two programs was really challenging and they liked it,” Herring said.\u003c/p>\n\u003cp>Herring tried the Spheros activities with both her honors British literature class and an on-level class. The two groups of students reacted differently to the assignment. The honors students were more reluctant to jump into the project, seeing it as “playing around,” not serious work. They wanted to continue doing what they were used to -- analyzing text and writing papers.\u003c/p>\n\u003cp>“When we think about higher-level kids, we think they’re really reflective and understand how they’re learning,” Herring said. “But sometimes they’re so overwhelmed by all these highly rigorous courses that demand a lot of them that they don’t have time to think.” As their teacher, she could see that they were digging into the text, closely reading, listening to one another, articulating their opinions and collaborating, but she had to actively point out these aspects to students.\u003c/p>\n\u003cp>In contrast, the on-level group was more engaged than Herring had ever seen them. “On-level kids were just so excited that someone let them get out of a desk,” Herring said. “They really saw it as impacting their understanding of the text. They saw this deep connection and change in their learning experience.”\u003c/p>\n\u003cp>Many of these students had struggled to care about English class, but when Herring let them show their thoughts in a different way and discuss before writing, their ideas flowed on paper more easily. And Herring is intentional about allowing students to revise work for a new grade to make sure her grading policies for writing mirror the kind of growth mindset she seeded with the Spheros programming.\u003c/p>\n\u003cp>Herring admits that she likes to keep her assignments fairly open, and that lack of structure can fluster students who have been told exactly how to complete assignments in the past. But Herring tells them she’s giving them freedom because she believes in their ability to impress her, that they can come up with far more creative approaches if she doesn’t give them a framework.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-large wp-image-45839\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg\" alt=\"IMG_7930\" width=\"640\" height=\"343\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1440x771.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-800x428.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-768x411.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-1180x632.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/07/IMG_7930-960x514.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp>“It was so incredible to see how that freed them up to see that ‘my brain has value. I’m a creative person,’ \" Herring said. She also found that when students got out of their desks and worked together, different students tended to shine. She saw leadership and innovative ideas out of students who previously seemed checked out.\u003c/p>\n\u003cp>“I think it changed their perspective of themselves as learners,” Herring said. “They felt more confident. They were more willing to take risks.” Some of the students in her on-level class are now planning to take honors classes next year.\u003c/p>\n\u003cp>Throughout the year Herring experimented with different programming apps of various complexity to scaffold her students in their programming skills, as well as their literary analysis. She started them out on the manual app, which isn’t really programming, but gave students a chance to play with the technology and get over its novelty. For the next project she asked students to use \u003ca href=\"https://play.google.com/store/apps/details?id=orbotix.draw&hl=en\" target=\"_blank\">Sphero Drive N Draw\u003c/a>, an app that takes a step toward block-based programming by letting students draw the path the Sphero will follow. Most of Herrings projects used the free app \u003ca href=\"https://play.google.com/store/apps/details?id=com.sphero.sprk&hl=en\" target=\"_blank\">SPRK Lightning Lab\u003c/a>, a block-based coding app.\u003c/p>\n\u003cp>For students who want more control over the code, \u003ca href=\"https://edshelf.com/tool/sphero-macrolab/\" target=\"_blank\">Sphero Macrolab\u003c/a> and \u003ca href=\"https://play.google.com/store/apps/details?id=com.orbotix.orbbasic&hl=en\" target=\"_blank\">orbBasic for Sphero\u003c/a> require the user to actually write code. Herring didn’t use these two apps because she worried if the coding got too complicated and challenging, it would distract from the literature focus of the project. Herring herself had almost no experience with coding when she launched this project.\u003c/p>\n\u003cp>“We really didn’t go in with me as an expert,” she said. “I think that might have ruined it.” When she was learning alongside her students it gave them a chance to become the experts, to show her things they had figured out, and to reinforce the playful nature of trying something, improving on the design and working toward an ultimate product that made them all proud.\u003c/p>\n\u003cp>\u003cstrong>LEARNING FROM OTHER EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>When Herring introduced the Spheros experiment it was her first year teaching high school after several years at the local middle school. She first learned about \u003ca href=\"https://itunes.apple.com/us/book/robotic-adventures-in-english/id1053472110?mt=11\" target=\"_blank\">Spheros in the classroom\u003c/a> from another educator teaching in New York state.\u003c/p>\n\u003cp>Veteran teacher Richard Perry was frustrated that his upper-level AP English students weren’t connecting with the heart of John Steinbeck’s novel \u003cem>The Grapes of Wrath\u003c/em>. They weren’t having trouble analyzing text, but he could see that they didn’t seem to have much empathy for the experiences of the Joad family. He hypothesized that there was too much distance between students’ privileged socioeconomic backgrounds and the experience of the Joad family; instead of empathy for the characters, students felt annoyed that so many bad things happened to them throughout the book.\u003c/p>\n\u003cp>Perry decided to build a mountain and assign student groups a Sphero that represented their family traveling over the mountain. “The whole idea was to make sure the kids understood you can be a good, hard-working person and sometimes the situation is still going to be aligned against you,” Perry said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/a0N7-lYW8Us?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Perry gave student groups a few class periods to get familiar with the Spheros, then he brought out the \u003ca href=\"https://www.youtube.com/watch?v=a0N7-lYW8Us\" target=\"_blank\">mountain he had made\u003c/a> out of cardboard and AstroTurf. Students got a few class periods to work on programming their Sphero to get over the mountain and were expected to document their successes and failures. Finally, each group got five minutes to try to navigate their “Joad family” over the mountain. Perry had built in traps and at times the Sphero would cut out, as the Joad family car had done.\u003c/p>\n\u003cp>“The first year none of the families succeeded,” Perry said. But students had gained a lot of empathy for the Joad family, which showed up in their writing. The second year, Perry used the same activity, which was also an inclusion class. Perry said one of the students in that class was blind, and although incredibly bright, struggled with being seen as “disabled” by peers. He explored the mountain by touch and ended up identifying some of the tricks for his group.\u003c/p>\n\u003cp>“He became the hero for the entire unit,” Perry said. His group was the only one to successfully cross the mountain. Students saw the student’s blindness as an asset in this situation; he had the tools to understand the world around him in different and necessary ways. “That had an impact on me, too,” Perry said. “He beat me at this task because he had this ability that I don’t have, and it impressed the hell of me.”\u003c/p>\n\u003cp>Perry took the Spheros activity to the next level when his 10th-grade students were reading \u003cem>Lord of the Flies\u003c/em>. In discussions, it was clear that students were having a hard time connecting with the themes of the book. They didn’t believe humans would act the way the boys on the island did, and had no perception of what survival would have been like.\u003c/p>\n\u003cp>Perry \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/459c2c745bb168359e3ea3300609925f37e1ddc7/f4effeb28c5c19fcab85b1b92e70c178.pdf\" target=\"_blank\">designed three challenges\u003c/a> to represent surviving on the island: a shelter challenge, fire challenge and a pig hunt. He then assigned each student a character and doled out \u003ca href=\"https://padlet-uploads.s3.amazonaws.com/prod/118719535/dbb1a3bb576a98e376edd51c4d50cc83154da6db/68a45f57179878ff1048b382e19a21ff.pdf\" target=\"_blank\">different abilities and resources\u003c/a> depending on the character’s personality. For example, the Sphero representing Piggy was programmed to go half as fast as the fastest boy’s Sphero, but because he is a resourceful, smart character he had more tools to complete the challenges.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/KRYv0DW4rZU?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“We gave them the chance to really step into the shoes of those kids,” Perry said. And when it came to the pig hunt, a culminating scene in the book, the students “went all \u003cem>Lord of the Flies\u003c/em> on each other,” ganging up on the weakest among them in order to win.\u003c/p>\n\u003cp>“We had that moment when the light came on,” Perry said. Students had unwittingly acted exactly as the characters did in the book. Suddenly all the theoretical arguments they made before the activity fell flat. To improve the project next year, Perry plans to have students set the parameters for the different characters based on textual analysis.\u003c/p>\n\u003cp>Both Herring and Perry are excited at how such a simple robot like the Sphero could activate student thinking, discussion, excitement and empathy in their classrooms. They’re thinking about how they might have their classes collaborate and learn from one another, especially because Herring’s students are more ethnically and socioeconomically diverse than Perry’s.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like what we’re doing is really transformative and can be applied to other classes that are not literacy,” Herring said. She sees history as a natural application, but also realizes her students were using geometry and physics, among other disciplines, when programming their Spheros. The interdisciplinary nature of the project is part of its strength in her mind. She hopes more teachers will be open-minded about letting students have a kinesthetic experience that gets them out of their desks to grow into more confident learners.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20646","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_546","mindshift_20564","mindshift_434","mindshift_47"],"featImg":"mindshift_45835","label":"mindshift"},"mindshift_22218":{"type":"posts","id":"mindshift_22218","meta":{"index":"posts_1591205157","site":"mindshift","id":"22218","score":null,"sort":[1340216398000]},"guestAuthors":[],"slug":"six-lingering-obstacles-to-using-technology-in-schools","title":"Six Lingering Obstacles to Using Technology in Schools","publishDate":1340216398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340225320,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1202},"headData":{"title":"Six Lingering Obstacles to Using Technology in Schools | KQED","description":"Flickr:Marygrove College Library Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"22218 http://blogs.kqed.org/mindshift/?p=22218","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/20/six-lingering-obstacles-to-using-technology-in-schools/","disqusTitle":"Six Lingering Obstacles to Using Technology in Schools","path":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","authors":["4354"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_544","mindshift_546","mindshift_820"],"featImg":"mindshift_22226","label":"mindshift"},"mindshift_13477":{"type":"posts","id":"mindshift_13477","meta":{"index":"posts_1591205157","site":"mindshift","id":"13477","score":null,"sort":[1309992206000]},"guestAuthors":[],"slug":"the-seven-golden-rules-of-using-technology-in-schools","title":"The 7 Golden Rules of Using Technology in Schools","publishDate":1309992206,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"From last year's ISTE talk by Adam Bellow that's making the rounds again: The new \"F\" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n","status":"publish","parent":0,"modified":1340907299,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":824},"headData":{"title":"The 7 Golden Rules of Using Technology in Schools | KQED","description":"From last year's ISTE talk by Adam Bellow that's making the rounds again: The new "F" word is Fear. Fear of using technology in schools, in the hands of kids. Here's why that should change.\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"13477 http://blogs.kqed.org/mindshift/?p=13477","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/06/the-seven-golden-rules-of-using-technology-in-schools/","disqusTitle":"The 7 Golden Rules of Using Technology in Schools","path":"/mindshift/13477/the-seven-golden-rules-of-using-technology-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13490\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/davidortez/5350567687/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-13490\" title=\"David Ortez\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/David-Ortez-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Sometimes teachers and administrators need a kick in the pants to see what they perceive as problems re-framed in a different way. Adam S. Bellow, author of \u003ca href=\"http://www.scribd.com/doc/19590152/The-Tech-Commandments\">The Tech Commandments\u003c/a>, and founder of \u003ca href=\"http://edutecher.net/\">eduTecher\u003c/a>, spoke to a roomful of receptive teachers at the recent\u003ca href=\"http://www.isteconference.org/2012/\"> ISTE 2011 conference\u003c/a>, and demonstrated some of the ironies and contradictions the education system is mired in. And he had some advice.\u003c/p>\n\u003cp>\u003cstrong>1) DON'T TRAP TECHNOLOGY IN A ROOM.\u003c/strong> \"When I went to school, computers were put in a room called The Lab,\" Bellow said. \"'What are they experimenting with in there, I thought.' Technology wasn't built into what we were doing. It was farmed off in a room, like it was special. Like we were learning how to code, and in case the Russians came, we'd know what to do.\" Technology should be like oxygen, Bellow said, quoting \u003ca href=\"http://www.scienceleadership.org/pages/Faculty_and_Staff\">Chris Lehmann\u003c/a>, the founding principal of Science Leadership Academy: Ubiquitous, necessary, and invisible.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We're doing kids a major disservice if we don't teach them good digital citizenship.\"\u003cstrong> \u003c/strong>\u003c/aside>\n\u003cp>\u003cstrong> \u003c/strong>\u003cstrong>2) TECHNOLOGY IS WORTHLESS WITHOUT PROFESSIONAL DEVELOPMENT. \u003c/strong>\u003cstrong> \u003c/strong>Bellow emphasized the importance of making professional development a priority, the importance of time and money being spent to educate teachers on not just an hour-long how-to session, but ways to integrate technology creatively into educators' daily teaching practice in meaningful ways. He told the story of an interactive-whiteboard training guide who made one quick appearance at a school, never to return, leaving teachers still unsure of how to use the technology. There's a world of professional development on YouTube and on Twitter, ironically sites that most schools block (see Number 4.)\u003c/p>\n\u003cp>\u003cstrong>3) MOBILE TECHNOLOGY STRETCHES A LONG WAY. \u003c/strong>\"You can get much more out of mobile tech than out of most other technology,\" Bellow said. Kids bring it to class everyday, but we tell them to turn it off as soon as they walk in. In New York City, Bellow said he watched as an agonizingly long queue of students waited for 45 minutes to pass through a metal detector and hand over their cell phones, which were then placed in individually labeled manila envelopes. \"Can we do something better with those 45 minutes?\" he asked. Cell phones can\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/a-day-in-the-life-of-the-ipad-classroom/\"> replace expensive reference books\u003c/a>, Flip cameras, old calculators, and the list goes on. \"Instead of buying those tools, buy an iPod Touch and it’ll be all of those things,\" he said.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>4) THE NEW 'F WORD' IS FEAR.\u003c/strong> Not Facebook, and not the other expletive you might have expected. Schools fear everything from being replaced by gadgets (\"Any teacher who can be replaced by a robot should be,\" he said), to \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/revolution-2-0-the-control-shift/\">kids knowing more about subjects than they do\u003c/a>, to collaborative Web tools\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\"> that are blocked because of a slew of acronyms \u003c/a>that haunt administrators. On one hand, \"teachers are frustrated because they feel like they're being handcuffed,\" Bellow said, due to crude filters that block out \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">all kinds of useful websites\u003c/a>. On the other hand, kids already come to school with phones that have access to everything. \"We could block Facebook, but who are we kidding? They're already on it,\" he said. \"The world is not a sterile place. Kids need to learn how to deal with it.\" And because kids have access to every kind of information at any time, they need to learn about things like \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Creative Commons and copyright rules\u003c/a>. \"We're doing them a major disservice if we don't teach them good digital citizenship,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>5) TECH TOOLS ARE NOT JUST A PASSING FAD. \u003c/strong>Bellow said he's heard countless times from those who don’t want to take risks by finding and investing in new tools. And even when they do, they use only a fraction of the tools' potential purposes because they haven't invested enough time to figure it out (see Number 2). Bellow told the story of a school administrator who was able to buy iPads for his teachers, but is only using them to take attendance. He showed a video of a 100-year-old woman learning how to use the iPad to browse the Web, to read books, to watch videos, and how excited she was about it. \"We are natural lifelong learners,\" he said.\u003c/p>\n\u003cp>\u003cstrong>6) MONEY IS NOT THE PROBLEM. \u003c/strong>Teachers have access to thousands of free Web tools. And even if the free ones do decide to start charging, others will crop up to replace it. The point is not to be afraid of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/jumping-into-the-21st-century-one-teachers-account/\">diving in \u003c/a>(see Number 4).\u003c/p>\n\u003cp>\u003cstrong>7) INVITE EVERY STAKEHOLDER TO THE CONVERSATION. \u003c/strong>\"Who's at the table?\" Bellow asked. \"Mostly administrators, some ask teachers. But here's a novel idea. Let's have students come to the table, and parents too!\"\u003c/p>\n\u003cp>MindShift readers are familiar with these concepts, but it's great to have a tidy recap. Thanks, Mr. Bellow.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13477/the-seven-golden-rules-of-using-technology-in-schools","authors":["180"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_619","mindshift_529","mindshift_31","mindshift_81","mindshift_546","mindshift_617","mindshift_618","mindshift_251","mindshift_187"],"featImg":"mindshift_13490","label":"mindshift"},"mindshift_13360":{"type":"posts","id":"mindshift_13360","meta":{"index":"posts_1591205157","site":"mindshift","id":"13360","score":null,"sort":[1309540755000]},"guestAuthors":[],"slug":"weekly-news-roundup-iste-2011-edition","title":"Weekly News Roundup: ISTE 2011 Edition","publishDate":1309540755,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_13361\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003c/a> \n\u003cfigure id=\"attachment_13361\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003cimg class=\"size-medium wp-image-13361\" title=\"Robots\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5881443167_18a15287ac_o-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Another ISTE attendee.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"wp-media-credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://www.iste.org\">International Society for Technology in Education\u003c/a> held its \u003ca href=\"http://www.isteconference.org/2011/\">annual conference and exhibition\u003c/a> this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000.\u003c/p>\n\u003cp>In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some of the announcements that came out of ISTE 2011.\u003c/p>\n\u003cul>\n\u003cli>Educational animation site \u003ca href=\"http://www.brainpop.com/\">BrainPOP\u003c/a> launched \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a>, a free resource that integrates educational games into the BrainPOP platform. The game titles include \"Battleship Numberline\" and \"Microbes\" and come from organizations like iCivics, Filament Games, and Nobelprize.org. The games focus on topics like science, math, and social studies, and like the rest of the BrainPOP materials include supplemental information for teachers such as how to use the game in a lesson, which curriculum standards the game is aligned to, as well as a link to one related BrainPOP topic.\u003c/li>\n\u003cli>\u003ca href=\"http://pbs.org\">PBS\u003c/a> launched \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, an online resource with over 14,000 pieces of digital content, including video, audio, photos, and more. The content comes from various local public broadcasting stations, as well as other public agencies, such as the National Archives, the Library of Congress, and NASA. The site is available to teachers and parents, and the material is all tagged and searchable, so that information can be found by content type, age type or topic. See our full story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">here\u003c/a>.\u003c/li>\n\u003cli>ISTE itself released a \u003ca href=\"http://www.iste.org/news/11-06-29/New_White_Paper_New_Standards_for_Technology_Coaching_Debut_at_ISTE_2011_in_Philadelphia.aspx\">white paper\u003c/a> this week that offers a first look at ISTE's new standards for technology coaching. The proposed NETS*C won't be finalized until this fall, but the white paper discusses ISTE's latest set of standards and the organization's recommendations for helping integrate technology more fully into professional development.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> released a new report examining the rapid acceleration in online learning at the middle and high school level in the U.S. The survey found that the number of high school students who have been involved with online learning has tripled and the number of middle school students who've done so has doubled over the last three years. Furthermore, 36% of classroom teachers say that they too have taken some sort of online class. More than 40% of the students surveyed said they see online classes as an essential part of their learning experience, and more parents and administrators are starting to agree. The demand for online learning opportunities is growing, with a third of 3rd through 5th graders saying they'd like to have the opportunity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.studysync.com\">StudySync\u003c/a> announced that it was expanding its supplemental curriculum from the high school to the middle school level. The company provides a library of more than 300 videos that help teach literature and writing. The video lessons serve to help students learn how to analyze and appreciate literature, and the StudySync system also includes peer-to-peer interaction, so that students learn to engage in written discussions around literature. In expanding to the middle school level, StudySync has added new level-appropriate titles, including \u003cem>Alice in Wonderland\u003c/em> and \u003cem>Anne Frank, Diary of a Young Girl.\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://www.sokikom.com\">Sokikom\u003c/a> announced the launch of what it's calling the first massively multiplayer online math game. Geared to students grades 1 through 6, Sokikom's game lets up to 30 students in a classroom play a game together. Currently Sokikom has 3 games: Frachine, which focuses on fractions, decimals and percentages; Opirate, which focuses on algebra; and Treeching, which deals with measurement, time, and money.\u003c/li>\n\u003cli>\u003ca href=\"http://www.mcgraw-hill.com/\">McGraw-Hill\u003c/a> introduced CINCH, an all-digital, cloud-based curriculum for K-12 math and grade 7 through 12 science. The content is available through the browser, meaning that students will be able to access it on any Internet-enabled device. CINCH includes not just digital text but also education games, an assessment component, and social networking elements (such as commenting within the curriculum). McGraw-Hill says that the content in CINCH is customizable by districts and teachers and is aligned to Common Core State Standards.\u003c/li>\n\u003cli>Interactive whiteboard maker \u003ca href=\"http://www.prometheanworld.com/\">Promethean\u003c/a> announced a partnership with the \u003ca href=\"http://www.channelone.com/\">Channel One Network\u003c/a>. Promethean Activboards will get access to the daily Channel One news, supplemented with various interactive tools.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1309540766,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":705},"headData":{"title":"Weekly News Roundup: ISTE 2011 Edition | KQED","description":" The International Society for Technology in Education held its annual conference and exhibition this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000. In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"13360 http://blogs.kqed.org/mindshift/?p=13360","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/01/weekly-news-roundup-iste-2011-edition/","disqusTitle":"Weekly News Roundup: ISTE 2011 Edition","path":"/mindshift/13360/weekly-news-roundup-iste-2011-edition","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_13361\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003c/a> \n\u003cfigure id=\"attachment_13361\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003cimg class=\"size-medium wp-image-13361\" title=\"Robots\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5881443167_18a15287ac_o-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Another ISTE attendee.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"wp-media-credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://www.iste.org\">International Society for Technology in Education\u003c/a> held its \u003ca href=\"http://www.isteconference.org/2011/\">annual conference and exhibition\u003c/a> this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000.\u003c/p>\n\u003cp>In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some of the announcements that came out of ISTE 2011.\u003c/p>\n\u003cul>\n\u003cli>Educational animation site \u003ca href=\"http://www.brainpop.com/\">BrainPOP\u003c/a> launched \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a>, a free resource that integrates educational games into the BrainPOP platform. The game titles include \"Battleship Numberline\" and \"Microbes\" and come from organizations like iCivics, Filament Games, and Nobelprize.org. The games focus on topics like science, math, and social studies, and like the rest of the BrainPOP materials include supplemental information for teachers such as how to use the game in a lesson, which curriculum standards the game is aligned to, as well as a link to one related BrainPOP topic.\u003c/li>\n\u003cli>\u003ca href=\"http://pbs.org\">PBS\u003c/a> launched \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, an online resource with over 14,000 pieces of digital content, including video, audio, photos, and more. The content comes from various local public broadcasting stations, as well as other public agencies, such as the National Archives, the Library of Congress, and NASA. The site is available to teachers and parents, and the material is all tagged and searchable, so that information can be found by content type, age type or topic. See our full story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">here\u003c/a>.\u003c/li>\n\u003cli>ISTE itself released a \u003ca href=\"http://www.iste.org/news/11-06-29/New_White_Paper_New_Standards_for_Technology_Coaching_Debut_at_ISTE_2011_in_Philadelphia.aspx\">white paper\u003c/a> this week that offers a first look at ISTE's new standards for technology coaching. The proposed NETS*C won't be finalized until this fall, but the white paper discusses ISTE's latest set of standards and the organization's recommendations for helping integrate technology more fully into professional development.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> released a new report examining the rapid acceleration in online learning at the middle and high school level in the U.S. The survey found that the number of high school students who have been involved with online learning has tripled and the number of middle school students who've done so has doubled over the last three years. Furthermore, 36% of classroom teachers say that they too have taken some sort of online class. More than 40% of the students surveyed said they see online classes as an essential part of their learning experience, and more parents and administrators are starting to agree. The demand for online learning opportunities is growing, with a third of 3rd through 5th graders saying they'd like to have the opportunity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.studysync.com\">StudySync\u003c/a> announced that it was expanding its supplemental curriculum from the high school to the middle school level. The company provides a library of more than 300 videos that help teach literature and writing. The video lessons serve to help students learn how to analyze and appreciate literature, and the StudySync system also includes peer-to-peer interaction, so that students learn to engage in written discussions around literature. In expanding to the middle school level, StudySync has added new level-appropriate titles, including \u003cem>Alice in Wonderland\u003c/em> and \u003cem>Anne Frank, Diary of a Young Girl.\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://www.sokikom.com\">Sokikom\u003c/a> announced the launch of what it's calling the first massively multiplayer online math game. Geared to students grades 1 through 6, Sokikom's game lets up to 30 students in a classroom play a game together. Currently Sokikom has 3 games: Frachine, which focuses on fractions, decimals and percentages; Opirate, which focuses on algebra; and Treeching, which deals with measurement, time, and money.\u003c/li>\n\u003cli>\u003ca href=\"http://www.mcgraw-hill.com/\">McGraw-Hill\u003c/a> introduced CINCH, an all-digital, cloud-based curriculum for K-12 math and grade 7 through 12 science. The content is available through the browser, meaning that students will be able to access it on any Internet-enabled device. CINCH includes not just digital text but also education games, an assessment component, and social networking elements (such as commenting within the curriculum). McGraw-Hill says that the content in CINCH is customizable by districts and teachers and is aligned to Common Core State Standards.\u003c/li>\n\u003cli>Interactive whiteboard maker \u003ca href=\"http://www.prometheanworld.com/\">Promethean\u003c/a> announced a partnership with the \u003ca href=\"http://www.channelone.com/\">Channel One Network\u003c/a>. Promethean Activboards will get access to the daily Channel One news, supplemented with various interactive tools.\u003c/li>\n\u003c/ul>\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/13360/weekly-news-roundup-iste-2011-edition","authors":["4352"],"categories":["mindshift_1"],"tags":["mindshift_466","mindshift_613","mindshift_546","mindshift_605","mindshift_537","mindshift_150","mindshift_602","mindshift_429","mindshift_614"],"featImg":"mindshift_13361","label":"mindshift"},"mindshift_13285":{"type":"posts","id":"mindshift_13285","meta":{"index":"posts_1591205157","site":"mindshift","id":"13285","score":null,"sort":[1309297736000]},"guestAuthors":[],"slug":"four-new-initiatives-from-the-department-of-education","title":"Four New Initiatives from the Department of Education","publishDate":1309297736,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_13292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13292\" href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/screen-shot-2011-06-28-at-2-45-44-pm/\">\u003cimg class=\"size-medium wp-image-13292\" title=\"Screen shot 2011-06-28 at 2.45.44 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-28-at-2.45.44-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Interactive map on data.ed.gov\u003c/figcaption>\u003c/figure>\n\u003cp>“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.”\u003c/p>\n\u003cp>Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday.\u003c/p>\n\u003cp>1. \u003cstrong>TRANSPARENCY\u003c/strong>. \u003ca href=\"http://Data.Ed.Gov\">Data.Ed.Gov\u003c/a> is an interactive map that pintpoints which schools in the U.S. have broadband. It’s a collaboration with the Federal Communications Commission and the National Telecommunications and Inofrmation Administration. “If we can build those kinds of maps that we can layer on what’s happening in all these schools around country, that provides transparency and something that people can aspire to, follow,” Cator \u003ca href=\"http://kqed.argoproject.org/2010/12/20/how-to-push-for-progress-the-key-is-tranparency/\">told me late last year.\u003c/a>\u003c/p>\n\u003cp>2. \u003cstrong>DIGITAL LITERACY.\u003c/strong> \u003ca href=\"http://DigitalLiteracy.Gov.\">DigitalLiteracy.gov\u003c/a> was recently launched by a group of federal government agencies to help build computer and Internet skills, a free resource for anyone. A description from the site: “To provide librarians, teachers, workforce trainers, and others a central location to share digital literacy content and best practices. These trusted groups can, in turn, better reach out to their communities in providing them the skills today’s employers need.” Educators have their \u003ca href=\"http://www.digitalliteracy.gov/content/educator\">own dedicated link\u003c/a>.\u003c/p>\n\u003cp>3. \u003cstrong>BRING YOUR OWN DEVICE ADVICE.\u003c/strong> For educators who want to find the best way to leverage their students’ devices, whether it’s their mobile phones or home laptops, \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>’s newly launched \u003ca href=\"http://Access4ed.net\">Access4ed\u003c/a> provides a host of resources about working experiments. From the site: “It will include conversations around key issues, case studies from districts addressing them, discussion of policy issues and how to address them, and opportunities to connect with education leaders in districts similar to and different from yours.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. \u003cstrong>CLEARING HOUSE FOR PROFESSIONAL NETWORKS.\u003c/strong> Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-to-push-for-progress-the-key-is-tranparency/\">described it to me this way\u003c/a>: \"If I’m a teacher, I maintain a profile, I let others into my professional learning network to see the conversations and the communities I’m a part of. I can follow fellow educators that might be involved in interesting projects and trying new projects in the classroom. So it goes beyond just following people on Twitter, but creating a profile for professional educators.\" The idea of this \"persistent online profile\" is the \u003c!--more-->premise behind \u003cstrong>\u003ca href=\"http://EDCOCP.ORG\">Connected Online Communities of Practice\u003c/a>\u003c/strong>, a directory of professional teachers networks created by the D.O.E. and the American Institutes for Research. The organization aims to launch new online communities of practice, conduct design experiments, undertake case studies, and develop ideas about new designs and infrastructure. After reviewing all the nominated online professional networks, the organization’s \u003ca href=\"http://edcocp.org/about/twg/\">technical working group\u003c/a>, a who’s who of innovative education thinkers, will produce a report about best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other goals on the horizon for the D.O.E.:\u003c/p>\n\u003cul>\n\u003cli>Equity of access to all Americans. If schools are able to provide access to technology, Cator said the goal is provide the same access at home, as well as teach them \u003cem>how\u003c/em> to use the technology so they can \"fully participate.\"\u003c/li>\n\u003cli>Connect basic research to the marketplace. With all the research and development that's being done in government agencies, the goal is to connect that knowledge to those who create products.\u003c/li>\n\u003cli>Connect entrepreneurs to investors. Through organizations like \u003ca href=\"http://www.startupamericapartnership.org/about\">Startup America\u003c/a>, a way for smart ideas to find their way to those who can bring it to life.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1309297741,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":593},"headData":{"title":"Four New Initiatives from the Department of Education | KQED","description":"“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.” Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday. 1.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"13285 http://blogs.kqed.org/mindshift/?p=13285","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/28/four-new-initiatives-from-the-department-of-education/","disqusTitle":"Four New Initiatives from the Department of Education","path":"/mindshift/13285/four-new-initiatives-from-the-department-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13292\" href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/screen-shot-2011-06-28-at-2-45-44-pm/\">\u003cimg class=\"size-medium wp-image-13292\" title=\"Screen shot 2011-06-28 at 2.45.44 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-28-at-2.45.44-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Interactive map on data.ed.gov\u003c/figcaption>\u003c/figure>\n\u003cp>“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.”\u003c/p>\n\u003cp>Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday.\u003c/p>\n\u003cp>1. \u003cstrong>TRANSPARENCY\u003c/strong>. \u003ca href=\"http://Data.Ed.Gov\">Data.Ed.Gov\u003c/a> is an interactive map that pintpoints which schools in the U.S. have broadband. It’s a collaboration with the Federal Communications Commission and the National Telecommunications and Inofrmation Administration. “If we can build those kinds of maps that we can layer on what’s happening in all these schools around country, that provides transparency and something that people can aspire to, follow,” Cator \u003ca href=\"http://kqed.argoproject.org/2010/12/20/how-to-push-for-progress-the-key-is-tranparency/\">told me late last year.\u003c/a>\u003c/p>\n\u003cp>2. \u003cstrong>DIGITAL LITERACY.\u003c/strong> \u003ca href=\"http://DigitalLiteracy.Gov.\">DigitalLiteracy.gov\u003c/a> was recently launched by a group of federal government agencies to help build computer and Internet skills, a free resource for anyone. A description from the site: “To provide librarians, teachers, workforce trainers, and others a central location to share digital literacy content and best practices. These trusted groups can, in turn, better reach out to their communities in providing them the skills today’s employers need.” Educators have their \u003ca href=\"http://www.digitalliteracy.gov/content/educator\">own dedicated link\u003c/a>.\u003c/p>\n\u003cp>3. \u003cstrong>BRING YOUR OWN DEVICE ADVICE.\u003c/strong> For educators who want to find the best way to leverage their students’ devices, whether it’s their mobile phones or home laptops, \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>’s newly launched \u003ca href=\"http://Access4ed.net\">Access4ed\u003c/a> provides a host of resources about working experiments. From the site: “It will include conversations around key issues, case studies from districts addressing them, discussion of policy issues and how to address them, and opportunities to connect with education leaders in districts similar to and different from yours.”\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>4. \u003cstrong>CLEARING HOUSE FOR PROFESSIONAL NETWORKS.\u003c/strong> Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-to-push-for-progress-the-key-is-tranparency/\">described it to me this way\u003c/a>: \"If I’m a teacher, I maintain a profile, I let others into my professional learning network to see the conversations and the communities I’m a part of. I can follow fellow educators that might be involved in interesting projects and trying new projects in the classroom. So it goes beyond just following people on Twitter, but creating a profile for professional educators.\" The idea of this \"persistent online profile\" is the \u003c!--more-->premise behind \u003cstrong>\u003ca href=\"http://EDCOCP.ORG\">Connected Online Communities of Practice\u003c/a>\u003c/strong>, a directory of professional teachers networks created by the D.O.E. and the American Institutes for Research. The organization aims to launch new online communities of practice, conduct design experiments, undertake case studies, and develop ideas about new designs and infrastructure. After reviewing all the nominated online professional networks, the organization’s \u003ca href=\"http://edcocp.org/about/twg/\">technical working group\u003c/a>, a who’s who of innovative education thinkers, will produce a report about best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other goals on the horizon for the D.O.E.:\u003c/p>\n\u003cul>\n\u003cli>Equity of access to all Americans. If schools are able to provide access to technology, Cator said the goal is provide the same access at home, as well as teach them \u003cem>how\u003c/em> to use the technology so they can \"fully participate.\"\u003c/li>\n\u003cli>Connect basic research to the marketplace. With all the research and development that's being done in government agencies, the goal is to connect that knowledge to those who create products.\u003c/li>\n\u003cli>Connect entrepreneurs to investors. Through organizations like \u003ca href=\"http://www.startupamericapartnership.org/about\">Startup America\u003c/a>, a way for smart ideas to find their way to those who can bring it to life.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13285/four-new-initiatives-from-the-department-of-education","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_544","mindshift_29","mindshift_546","mindshift_605","mindshift_221"],"featImg":"mindshift_13292","label":"mindshift"},"mindshift_12392":{"type":"posts","id":"mindshift_12392","meta":{"index":"posts_1591205157","site":"mindshift","id":"12392","score":null,"sort":[1307734238000]},"guestAuthors":[],"slug":"games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","title":"Games, Gadgets and the Cloud: Coming Soon to a School Near You","publishDate":1307734238,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1307988229,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":800},"headData":{"title":"Games, Gadgets and the Cloud: Coming Soon to a School Near You | KQED","description":"Cloud computing and mobile learning: That's the way of the near future in education, according to the New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition. Released by the NMC's Horizon Project, the report distills current trends, challenges, and emerging technologies in K-12 education. "There are so many things to pay attention to in the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12392 http://blogs.kqed.org/mindshift/?p=12392","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/10/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you/","disqusTitle":"Games, Gadgets and the Cloud: Coming Soon to a School Near You","path":"/mindshift/12392/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\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>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12392/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","authors":["4351"],"categories":["mindshift_192"],"tags":["mindshift_547","mindshift_543","mindshift_544","mindshift_545","mindshift_546","mindshift_187","mindshift_540","mindshift_542"],"featImg":"mindshift_11579","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. 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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. 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