What Are the Most Powerful Uses of Tech for Learning?
What's Worth Investing In? How to Decide What Technology You Need
What To Do If Your School Bans Useful Websites
Three Goals to Spark Innovation and Collaboration
School Will Change, With or Without Following Rules
Dispelling Myths About Blocked Websites in Schools
Four New Initiatives from the Department of Education
Straight from the DOE: Dispelling Myths About Blocked Sites
Zeroing in on the Achievement Gap
Sponsored
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She's worked at KPCC public radio in LA and has reported on air and online for KQED since 2010. She covered how teaching and learning is changing for MindShift between 2012 and 2020. She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | 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FM","link":"/"}},"mindshift_36953":{"type":"posts","id":"mindshift_36953","meta":{"index":"posts_1591205157","site":"mindshift","id":"36953","score":null,"sort":[1407338752000]},"guestAuthors":[],"slug":"what-are-the-most-powerful-uses-of-tech-for-learning","title":"What Are the Most Powerful Uses of Tech for Learning?","publishDate":1407338752,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36958\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601049454/in/set-72157641138259254\">\u003cimg class=\"size-full wp-image-36958\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/web-show.jpg\" alt=\"Student produce a web show with tablets (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student produce a web show with tablets (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.\u003c/p>\n\u003cp>There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.\u003c/p>\n\u003cp>That is the message Karen Cator, president and CEO of \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">former head of the Office of Technology at the US Department of Education\u003c/a>, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by \u003ca href=\"http://svforum.org/About-Us\" target=\"_blank\">SVForum\u003c/a>, a non-profit that organizes ed-tech events. From Cator's perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.\u003c/p>\n\u003cp>\u003cstrong>ACCESS AND PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>“Anybody growing up today without access to the internet and to this learning opportunity, I kind of equate it to growing up 40 years ago without a library,” Cator said. “It’s as if you only had the minds of the people around you to learn from.” Digital Promise is working to change that by providing more internet at libraries and community centers, making sure there’s wifi in schools and workplaces and working towards a goal of 24 hour access to both devices and broadband for everyone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem with education in America is not a lack of excellence. It's a lack of equity.\"\u003c/aside>\n\u003cp>Although that's being addressed with efforts like pilot programs that allow library patrons to check out wifi hotspots in \u003ca href=\"http://www.npr.org/blogs/ed/2014/06/26/325882544/move-over-books-libraries-let-patrons-check-out-the-internet\" target=\"_blank\">New York City and Chicago public libraries\u003c/a>, providing access is not enough.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In schools, Cator asks, does access to technology offer students more voice, for example, or allow them chances to become content creators, not just consumers? And is technology use in classrooms giving students experience on the professional tools they’ll need for work outside of school?\u003c/p>\n\u003cp>“We need to help kids engage in deeper learning experiences,” Cator said. “We need to move from answering questions and these light uses to a deeper way of using technology.” In her travels throughout the country, Cator sees powerful technology use in classrooms regularly. As teachers to continue to connect around professional development online, they can learn and share these ideas with one another.\u003c/p>\n\u003cp>[contextly_sidebar id=\"GSgwpSNb1V7VHPO7Ln5vfhCWzzLO4ZiN\"]\u003c/p>\n\u003cp>“The most powerful uses are where \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">people are producing\u003c/a>,” Cator said. “They’re answering questions that they are intimately involved with.” She gave an example of one social studies assignment to create a narrative for the Mississippi river. Students started at the headwaters in Bemidji, Minnesota and told stories of the people and places all the way down the river’s banks to the Gulf of Mexico. They used publishing tools to create multimedia presentations: “It’s something you couldn’t do very well without technology,” Cator said.\u003c/p>\n\u003cp>Another great example might be to dig into a thorny question like human water use and examine why it’s important to our lives (especially in states suffering from drought). Students could then work on ways to improve the school's water use, for example. This type of project could be done at any grade level. “There are so many questions associated with water use and then when they move into solutions they might do a campaign to conserve water,” Cator said. The learning would be relevant to their lives as students at the school, and technology facilitates the project, rather than being the central element.\u003c/p>\n\u003cfigure id=\"attachment_37245\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003cimg class=\"size-full wp-image-37245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/karen.cator_.jpg\" alt=\"Karen Cator, Digital Promise\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-128x128.jpg 128w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003cfigcaption class=\"wp-caption-text\">Karen Cator, Digital Promise\u003c/figcaption>\u003c/figure>\n\u003cp>Students can perform, compose and record themselves easily with technology, turning their work into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">digital products that can live on the internet\u003c/a> long after students have moved out of the class. And students are now able to connect globally in ways they’ve rarely been able to do before. Teachers can help students visualize complicated concepts with digital models, and students can learn to code or make robots -- projects that might have seemed fantastical when their parents were in school. The internet has made access to data and information about the world is unprecedented, letting teachers challenge students to deeply engage with the world around them.\u003c/p>\n\u003cp>Most often these powerful uses aren’t coming from a textbook or even a digital platform that tracks analytics, although that could be a powerful way for teachers to use technology, too. “I think it does come from the hearts and minds of teachers, especially when teachers collaborate with one another,” Cator said.\u003c/p>\n\u003cp>To that end, Digital Promise is pushing a new initiative called “micro-credentialing” to give teachers something to show for the many hours of learning put in around topics of interest that often don’t qualify for district sanctioned professional development. A micro-credential could be for skills like effective team building and would be displayed digitally. The micro-credential would have metadata showing who submitted it, how that person earned the badge and the artifacts that demonstrate learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Slowly, this effort could help legitimize the work teachers are doing voluntarily to become more effective, energized teachers. And, it brings professional development more in line with the kind of demonstrated mastery that educators expect from their students.\u003c/p>\n\n","blocks":[],"excerpt":"The digital divide is not just about access to devices -- a disparity in powerful uses of technology could be even more difficult to overcome.","status":"publish","parent":0,"modified":1407347934,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":971},"headData":{"title":"What Are the Most Powerful Uses of Tech for Learning? | KQED","description":"The digital divide is not just about access to devices -- a disparity in powerful uses of technology could be even more difficult to overcome.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Are the Most Powerful Uses of Tech for Learning?","datePublished":"2014-08-06T15:25:52.000Z","dateModified":"2014-08-06T17:58:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36953 http://blogs.kqed.org/mindshift/?p=36953","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/06/what-are-the-most-powerful-uses-of-tech-for-learning/","disqusTitle":"What Are the Most Powerful Uses of Tech for Learning?","path":"/mindshift/36953/what-are-the-most-powerful-uses-of-tech-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36958\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601049454/in/set-72157641138259254\">\u003cimg class=\"size-full wp-image-36958\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/web-show.jpg\" alt=\"Student produce a web show with tablets (Brad Flickinger/Flickr)\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/web-show-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Student produce a web show with tablets (Brad Flickinger/Flickr)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">When we talk about the digital divide in education, the discussions revolve mainly around two factors: lack of access to the internet and lack of knowing how to use that access in powerful ways that can fuel learning beyond consuming content.\u003c/p>\n\u003cp>There are a lot of powerful tools for change available to educators and plenty of creative, inspired educators working hard to put available technology to work in classrooms. A lack of excellence is not the problem in education; access to technology and guidance for participating in the digital space in powerful ways are much bigger challenges.\u003c/p>\n\u003cp>That is the message Karen Cator, president and CEO of \u003ca href=\"http://www.digitalpromise.org/\" target=\"_blank\">Digital Promise\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">former head of the Office of Technology at the US Department of Education\u003c/a>, is spreading around the country. “When we think about students who do not have access to these kinds of powered-up learning environments, that’s a problem,” Cator said at a presentation sponsored by \u003ca href=\"http://svforum.org/About-Us\" target=\"_blank\">SVForum\u003c/a>, a non-profit that organizes ed-tech events. From Cator's perspective, the digital learning gap can be broken down into three parts: access, participation and powerful use.\u003c/p>\n\u003cp>\u003cstrong>ACCESS AND PARTICIPATION\u003c/strong>\u003c/p>\n\u003cp>“Anybody growing up today without access to the internet and to this learning opportunity, I kind of equate it to growing up 40 years ago without a library,” Cator said. “It’s as if you only had the minds of the people around you to learn from.” Digital Promise is working to change that by providing more internet at libraries and community centers, making sure there’s wifi in schools and workplaces and working towards a goal of 24 hour access to both devices and broadband for everyone.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The problem with education in America is not a lack of excellence. It's a lack of equity.\"\u003c/aside>\n\u003cp>Although that's being addressed with efforts like pilot programs that allow library patrons to check out wifi hotspots in \u003ca href=\"http://www.npr.org/blogs/ed/2014/06/26/325882544/move-over-books-libraries-let-patrons-check-out-the-internet\" target=\"_blank\">New York City and Chicago public libraries\u003c/a>, providing access is not enough.\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>In schools, Cator asks, does access to technology offer students more voice, for example, or allow them chances to become content creators, not just consumers? And is technology use in classrooms giving students experience on the professional tools they’ll need for work outside of school?\u003c/p>\n\u003cp>“We need to help kids engage in deeper learning experiences,” Cator said. “We need to move from answering questions and these light uses to a deeper way of using technology.” In her travels throughout the country, Cator sees powerful technology use in classrooms regularly. As teachers to continue to connect around professional development online, they can learn and share these ideas with one another.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“The most powerful uses are where \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">people are producing\u003c/a>,” Cator said. “They’re answering questions that they are intimately involved with.” She gave an example of one social studies assignment to create a narrative for the Mississippi river. Students started at the headwaters in Bemidji, Minnesota and told stories of the people and places all the way down the river’s banks to the Gulf of Mexico. They used publishing tools to create multimedia presentations: “It’s something you couldn’t do very well without technology,” Cator said.\u003c/p>\n\u003cp>Another great example might be to dig into a thorny question like human water use and examine why it’s important to our lives (especially in states suffering from drought). Students could then work on ways to improve the school's water use, for example. This type of project could be done at any grade level. “There are so many questions associated with water use and then when they move into solutions they might do a campaign to conserve water,” Cator said. The learning would be relevant to their lives as students at the school, and technology facilitates the project, rather than being the central element.\u003c/p>\n\u003cfigure id=\"attachment_37245\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003cimg class=\"size-full wp-image-37245\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/karen.cator_.jpg\" alt=\"Karen Cator, Digital Promise\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_.jpg 150w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/karen.cator_-128x128.jpg 128w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003cfigcaption class=\"wp-caption-text\">Karen Cator, Digital Promise\u003c/figcaption>\u003c/figure>\n\u003cp>Students can perform, compose and record themselves easily with technology, turning their work into \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">digital products that can live on the internet\u003c/a> long after students have moved out of the class. And students are now able to connect globally in ways they’ve rarely been able to do before. Teachers can help students visualize complicated concepts with digital models, and students can learn to code or make robots -- projects that might have seemed fantastical when their parents were in school. The internet has made access to data and information about the world is unprecedented, letting teachers challenge students to deeply engage with the world around them.\u003c/p>\n\u003cp>Most often these powerful uses aren’t coming from a textbook or even a digital platform that tracks analytics, although that could be a powerful way for teachers to use technology, too. “I think it does come from the hearts and minds of teachers, especially when teachers collaborate with one another,” Cator said.\u003c/p>\n\u003cp>To that end, Digital Promise is pushing a new initiative called “micro-credentialing” to give teachers something to show for the many hours of learning put in around topics of interest that often don’t qualify for district sanctioned professional development. A micro-credential could be for skills like effective team building and would be displayed digitally. The micro-credential would have metadata showing who submitted it, how that person earned the badge and the artifacts that demonstrate learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Slowly, this effort could help legitimize the work teachers are doing voluntarily to become more effective, energized teachers. And, it brings professional development more in line with the kind of demonstrated mastery that educators expect from their students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36953/what-are-the-most-powerful-uses-of-tech-for-learning","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_721","mindshift_1040","mindshift_221"],"featImg":"mindshift_36958","label":"mindshift"},"mindshift_24276":{"type":"posts","id":"mindshift_24276","meta":{"index":"posts_1591205157","site":"mindshift","id":"24276","score":null,"sort":[1349979586000]},"guestAuthors":[],"slug":"whats-worth-investing-in-criteria-for-choosing-technology-for-learning","title":"What's Worth Investing In? How to Decide What Technology You Need ","publishDate":1349979586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1391212733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1467},"headData":{"title":"What's Worth Investing In? How to Decide What Technology You Need | KQED","description":"Lenny Gonzalez The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at $7.5 billion. With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Worth Investing In? How to Decide What Technology You Need ","datePublished":"2012-10-11T18:19:46.000Z","dateModified":"2014-01-31T23:58:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24276 http://blogs.kqed.org/mindshift/?p=24276","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/11/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/","disqusTitle":"What's Worth Investing In? How to Decide What Technology You Need ","path":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","authors":["180"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_307","mindshift_29","mindshift_221","mindshift_65","mindshift_20513"],"featImg":"mindshift_24326","label":"mindshift"},"mindshift_24138":{"type":"posts","id":"mindshift_24138","meta":{"index":"posts_1591205157","site":"mindshift","id":"24138","score":null,"sort":[1349269201000]},"guestAuthors":[],"slug":"what-to-do-if-your-school-bans-a-useful-website","title":"What To Do If Your School Bans Useful Websites","publishDate":1349269201,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349293824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1202},"headData":{"title":"What To Do If Your School Bans Useful Websites | KQED","description":"Today is Banned Website Awareness Day, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning. The dialogue around filtering must also include bring-your-own-device policies, appropriate use of social media in schools, and overall responsible use of technology in school. Each","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What To Do If Your School Bans Useful Websites","datePublished":"2012-10-03T13:00:01.000Z","dateModified":"2012-10-03T19:50:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24138 http://blogs.kqed.org/mindshift/?p=24138","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/03/what-to-do-if-your-school-bans-a-useful-website/","disqusTitle":"What To Do If Your School Bans Useful Websites","path":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\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>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\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>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195"],"tags":["mindshift_946","mindshift_20906","mindshift_427","mindshift_29","mindshift_227","mindshift_221"],"featImg":"mindshift_24159","label":"mindshift"},"mindshift_16757":{"type":"posts","id":"mindshift_16757","meta":{"index":"posts_1591205157","site":"mindshift","id":"16757","score":null,"sort":[1320864387000]},"guestAuthors":[],"slug":"three-goals-to-spur-innovation-and-collaboration","title":"Three Goals to Spark Innovation and Collaboration","publishDate":1320864387,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1320868397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":679},"headData":{"title":"Three Goals to Spark Innovation and Collaboration | KQED","description":"Flickr: Spacepleb It's been roughly two months since the launch of the Department of Education's Digital Promise, and though it's still very early in the process, a few pointed goals are emerging. The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Goals to Spark Innovation and Collaboration","datePublished":"2011-11-09T18:46:27.000Z","dateModified":"2011-11-09T19:53:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16757 http://blogs.kqed.org/mindshift/?p=16757","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/09/three-goals-to-spur-innovation-and-collaboration/","disqusTitle":"Three Goals to Spark Innovation and Collaboration","path":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\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>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_29","mindshift_721","mindshift_221","mindshift_765","mindshift_149"],"featImg":"mindshift_16770","label":"mindshift"},"mindshift_15445":{"type":"posts","id":"mindshift_15445","meta":{"index":"posts_1591205157","site":"mindshift","id":"15445","score":null,"sort":[1316639220000]},"guestAuthors":[],"slug":"school-will-change-with-or-without-following-rules","title":"School Will Change, With or Without Following Rules","publishDate":1316639220,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/crunchyfootsteps/4337785648/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15463\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/4337785648_87b22452cf-300x309.jpg\" alt=\"\" width=\"300\" height=\"309\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CrunchyFootsteps\u003c/p>\n\u003c/div>\n\u003cp>Public education is, by its very nature, tangled with policy, dependent on rules and regulations set by federal, state, and district mandates. What most students do in school at any given moment has been prescribed by legislation passed years before they -- or their parents -- entered kindergarten.\u003c/p>\n\u003cp>But things are changing -- and quickly. With access to the Internet and learning devices in the hands of kids and teachers, and with technology ever-evolving and becoming ever more affordable and ubiquitous, the school experience will have to change.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/aside>\n\u003cp>This was the big message echoed yesterday by folks like the Department of Education's Director of Technology Karen Cator, Innosight Institute's Michael Horn, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a> who's now president of the Alliance of Excellent Education, and former Governor Jeb Bush, of the \u003ca href=\"http://www.excelined.org/\">Foundation for Excellent Education\u003c/a>. They were gathered to talk to journalists from around the country about how and where these changes are happening.\u003c/p>\n\u003cp>What's unusual about this moment in time is the collision between a number of forces at work: a strong-voiced, growing grassroots movement of teachers who object to having their hands tied by \u003c!--more-->an obsolete testing system, a hungry tech industry eager to jump into the education sector, a receptive Secretary of Education who wants to provide incentives for innovations, and successful examples of school models that are showing signs of high student achievement AND engagement.\u003c/p>\n\u003cp>But these changes will happen whether or not government on any level or the entrenched public education system mandates them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"My recommendation is not to try to prescribe anything,\" Bush said in reply to my question about schools' trepidation in using fast-changing technology and the disruption of bring-your-own-devices models. \"I think we should not do what public education has done for over 100 years -- to prescribe how it needs to be. We need to make sure that we don't pick winners and losers. We need to assume that technology will change, assume that there will be adaptive software, assume that there will be demand and there will be supply fulfilled.\"\u003c/p>\n\u003cp>He continued: \"I think we have a tendency to try to take our core beliefs and prescribe rules around how it will work. But we can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/p>\n\u003cp>Wise added another important point: \"Legislators cannot legislate technology,\" he said. \"By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.\"\u003c/p>\n\u003cp>By far more important than waiting for rules to be created is to jump in. \"The alternative is not to, and that's a fatal mistake,\" Wise said.\u003c/p>\n\u003cp>Mistakes will be made, no question. As a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">new testing system is created\u003c/a>, how we measure learning will change, but all the steps to get to that ideal will go through lots of iterations, too. Whether we'll go to competency-based rather than age-based assessments (at the moment it's comparing apples to oranges), whether the textbook industry will crumble in the wake of free, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">open-source content\u003c/a> or if it will adapt, how teachers will respond to new blended-learning models, whether the majority of online schools will prove to provide high-quality education -- none of these issues will be resolved cleanly.\u003c/p>\n\u003cp>But from what I'm seeing, the momentum has been set in motion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1316639220,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":638},"headData":{"title":"School Will Change, With or Without Following Rules | KQED","description":"Flickr:CrunchyFootsteps Public education is, by its very nature, tangled with policy, dependent on rules and regulations set by federal, state, and district mandates. What most students do in school at any given moment has been prescribed by legislation passed years before they -- or their parents -- entered kindergarten. But things are changing -- and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"School Will Change, With or Without Following Rules","datePublished":"2011-09-21T21:07:00.000Z","dateModified":"2011-09-21T21:07:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15445 http://blogs.kqed.org/mindshift/?p=15445","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/21/school-will-change-with-or-without-following-rules/","disqusTitle":"School Will Change, With or Without Following Rules","path":"/mindshift/15445/school-will-change-with-or-without-following-rules","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/crunchyfootsteps/4337785648/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15463\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/4337785648_87b22452cf-300x309.jpg\" alt=\"\" width=\"300\" height=\"309\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:CrunchyFootsteps\u003c/p>\n\u003c/div>\n\u003cp>Public education is, by its very nature, tangled with policy, dependent on rules and regulations set by federal, state, and district mandates. What most students do in school at any given moment has been prescribed by legislation passed years before they -- or their parents -- entered kindergarten.\u003c/p>\n\u003cp>But things are changing -- and quickly. With access to the Internet and learning devices in the hands of kids and teachers, and with technology ever-evolving and becoming ever more affordable and ubiquitous, the school experience will have to change.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/aside>\n\u003cp>This was the big message echoed yesterday by folks like the Department of Education's Director of Technology Karen Cator, Innosight Institute's Michael Horn, former Governor \u003ca href=\"http://www.all4ed.org/about_the_alliance/bob-wise\">Bob Wise\u003c/a> who's now president of the Alliance of Excellent Education, and former Governor Jeb Bush, of the \u003ca href=\"http://www.excelined.org/\">Foundation for Excellent Education\u003c/a>. They were gathered to talk to journalists from around the country about how and where these changes are happening.\u003c/p>\n\u003cp>What's unusual about this moment in time is the collision between a number of forces at work: a strong-voiced, growing grassroots movement of teachers who object to having their hands tied by \u003c!--more-->an obsolete testing system, a hungry tech industry eager to jump into the education sector, a receptive Secretary of Education who wants to provide incentives for innovations, and successful examples of school models that are showing signs of high student achievement AND engagement.\u003c/p>\n\u003cp>But these changes will happen whether or not government on any level or the entrenched public education system mandates them.\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>\"My recommendation is not to try to prescribe anything,\" Bush said in reply to my question about schools' trepidation in using fast-changing technology and the disruption of bring-your-own-devices models. \"I think we should not do what public education has done for over 100 years -- to prescribe how it needs to be. We need to make sure that we don't pick winners and losers. We need to assume that technology will change, assume that there will be adaptive software, assume that there will be demand and there will be supply fulfilled.\"\u003c/p>\n\u003cp>He continued: \"I think we have a tendency to try to take our core beliefs and prescribe rules around how it will work. But we can create much more dynamic results that will change with time if we're flexible than if we take the top-down approach from the smartest people in the world.\"\u003c/p>\n\u003cp>Wise added another important point: \"Legislators cannot legislate technology,\" he said. \"By the time you get to a consensus, that technology has leapfrogged over you. What you have to do is to provide flexibility that allows systems to move. It’s recognizing that technology is like water, it finds its levels, it moves.\"\u003c/p>\n\u003cp>By far more important than waiting for rules to be created is to jump in. \"The alternative is not to, and that's a fatal mistake,\" Wise said.\u003c/p>\n\u003cp>Mistakes will be made, no question. As a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/beyond-the-bubble-test-how-will-we-measure-learning/\">new testing system is created\u003c/a>, how we measure learning will change, but all the steps to get to that ideal will go through lots of iterations, too. Whether we'll go to competency-based rather than age-based assessments (at the moment it's comparing apples to oranges), whether the textbook industry will crumble in the wake of free, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">open-source content\u003c/a> or if it will adapt, how teachers will respond to new blended-learning models, whether the majority of online schools will prove to provide high-quality education -- none of these issues will be resolved cleanly.\u003c/p>\n\u003cp>But from what I'm seeing, the momentum has been set in motion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15445/school-will-change-with-or-without-following-rules","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_708","mindshift_29","mindshift_710","mindshift_709","mindshift_221","mindshift_711"],"featImg":"mindshift_15463","label":"mindshift"},"mindshift_15411":{"type":"posts","id":"mindshift_15411","meta":{"index":"posts_1591205157","site":"mindshift","id":"15411","score":null,"sort":[1316550586000]},"guestAuthors":[],"slug":"dispelling-myths-about-blocked-websites-in-schools","title":"Dispelling Myths About Blocked Websites in Schools","publishDate":1316550586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1316550587,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1531},"headData":{"title":"Dispelling Myths About Blocked Websites in Schools | KQED","description":"Larry Gonzalez I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator. Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Dispelling Myths About Blocked Websites in Schools","datePublished":"2011-09-20T20:29:46.000Z","dateModified":"2011-09-20T20:29:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15411 http://blogs.kqed.org/mindshift/?p=15411","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/20/dispelling-myths-about-blocked-websites-in-schools/","disqusTitle":"Dispelling Myths About Blocked Websites in Schools","path":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_227","mindshift_226","mindshift_221","mindshift_35"],"featImg":"mindshift_15416","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":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four New Initiatives from the Department of Education","datePublished":"2011-06-28T21:48:56.000Z","dateModified":"2011-06-28T21:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"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_10902":{"type":"posts","id":"mindshift_10902","meta":{"index":"posts_1591205157","site":"mindshift","id":"10902","score":null,"sort":[1303840493000]},"guestAuthors":[],"slug":"straight-from-the-doe-facts-about-blocking-sites-in-schools","title":"Straight from the DOE: Dispelling Myths About Blocked Sites","publishDate":1303840493,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-10971\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Over the past few weeks, I've been hearing from frustrated teachers about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising websites their schools block\u003c/a> -- everything from National Geographic to Skype. One even wrote in to say that \u003ca href=\"http://commoncore.org\">CommonCore.org\u003c/a> was blocked.\u003c/p>\n\u003cp>A few readers questioned the judgment of teachers who use their own mobile devices to allow their students access to blocked sites. One reader,\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/#comments\"> identified as Cwells67\u003c/a>, goes so far as to claim: \"If we do not block inappropriate sites 'to the extent practicable,' meaning 'if you can block inappropriate sites, you are legally bound to block them,' we will lose ALL FEDERAL FUNDING.\"\u003c/p>\n\u003cp>To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong>\u003c/span> \"Absolutely it’s not circumventing the rules,\" Cator says. \"The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Websites don't have to be blocked for teachers\u003c/strong>.\u003c/span> \"Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,\" she says. \"They absolutely can. There’s nothing that says that sites have to be blocked for adults.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Broad filters are not helpful\u003c/strong>.\u003c/span> \"What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,\" she said. \"These broad filters aren’t actually very helpful, because we need much more nuanced filtering.\"\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites.\u003c/span> \u003c/strong>Cator said she's never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Kids need to be taught how to be responsible digital citizens.\u003c/span> \u003c/strong>\"[We need to] address the topic at school or home in the form of education,\" Cator says. \"How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Teachers should be trusted.\u003c/strong>\u003c/span> \"If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it,\" she said. \"Teachers need to impose their professional judgment on materials that are available to their students.\"\u003c/li>\n\u003c/ol>\n\u003cp>Here's the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students' access to content that could be harmful to minors.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The best way of thinking about this whole topic is in terms of \"rules, tools and schools.\"\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules -- usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.\" Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE's National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":"The Child Internet Protection Act requires that schools receiving federal funding from E-rate block inappropriate websites. But, as the D.O.E’s Karen Cator explains, that shouldn’t stop teachers from sharing rich educational resources with their students. ","status":"publish","parent":0,"modified":1308769356,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1551},"headData":{"title":"Straight from the DOE: Dispelling Myths About Blocked Sites | KQED","description":"The Child Internet Protection Act requires that schools receiving federal funding from E-rate block inappropriate websites. But, as the D.O.E’s Karen Cator explains, that shouldn’t stop teachers from sharing rich educational resources with their students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Straight from the DOE: Dispelling Myths About Blocked Sites","datePublished":"2011-04-26T17:54:53.000Z","dateModified":"2011-06-22T19:02:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10902 http://blogs.kqed.org/mindshift/?p=10902","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/26/straight-from-the-doe-facts-about-blocking-sites-in-schools/","disqusTitle":"Straight from the DOE: Dispelling Myths About Blocked Sites","path":"/mindshift/10902/straight-from-the-doe-facts-about-blocking-sites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-10971\" title=\"10_11.15_newtech_0606\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Over the past few weeks, I've been hearing from frustrated teachers about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising websites their schools block\u003c/a> -- everything from National Geographic to Skype. One even wrote in to say that \u003ca href=\"http://commoncore.org\">CommonCore.org\u003c/a> was blocked.\u003c/p>\n\u003cp>A few readers questioned the judgment of teachers who use their own mobile devices to allow their students access to blocked sites. One reader,\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/#comments\"> identified as Cwells67\u003c/a>, goes so far as to claim: \"If we do not block inappropriate sites 'to the extent practicable,' meaning 'if you can block inappropriate sites, you are legally bound to block them,' we will lose ALL FEDERAL FUNDING.\"\u003c/p>\n\u003cp>To clear up some of the confusion around these comments and assertions, I went straight to the top: the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong>\u003c/span> \"Absolutely it’s not circumventing the rules,\" Cator says. \"The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Websites don't have to be blocked for teachers\u003c/strong>.\u003c/span> \"Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,\" she says. \"They absolutely can. There’s nothing that says that sites have to be blocked for adults.\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Broad filters are not helpful\u003c/strong>.\u003c/span> \"What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,\" she said. \"These broad filters aren’t actually very helpful, because we need much more nuanced filtering.\"\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites.\u003c/span> \u003c/strong>Cator said she's never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>\u003cspan style=\"color: #3366ff;\">Kids need to be taught how to be responsible digital citizens.\u003c/span> \u003c/strong>\"[We need to] address the topic at school or home in the form of education,\" Cator says. \"How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?\"\u003c/li>\n\u003cli>\u003cspan style=\"color: #3366ff;\">\u003cstrong>Teachers should be trusted.\u003c/strong>\u003c/span> \"If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it,\" she said. \"Teachers need to impose their professional judgment on materials that are available to their students.\"\u003c/li>\n\u003c/ol>\n\u003cp>Here's the full transcript of my Q&A with Karen Cator.\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>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students' access to content that could be harmful to minors.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The best way of thinking about this whole topic is in terms of \"rules, tools and schools.\"\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules -- usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.\" Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003c!--more-->\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it's appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice -- they present learning opportunities that are really helpful.\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 style=\"padding-left: 30px;\">If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE's National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10902/straight-from-the-doe-facts-about-blocking-sites-in-schools","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227","mindshift_221"],"featImg":"mindshift_10971","label":"mindshift"},"mindshift_5660":{"type":"posts","id":"mindshift_5660","meta":{"index":"posts_1591205157","site":"mindshift","id":"5660","score":null,"sort":[1292980355000]},"guestAuthors":[],"slug":"zeroing-in-on-the-achievement-gap","title":"Zeroing in on the Achievement Gap","publishDate":1292980355,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/people/mwichary/\">\u003cimg class=\"size-medium wp-image-5667\" title=\"marcin wichery\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/marcin-wichery-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>In the final post of the series of interviews, Department of Education's Karen Cator discusses how the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> addresses the achievement gap and how the plan squares with Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- How is the achievement gap addressed in the National Education Technology Plan? How can technology bring the best education for students of all races and cultures?\u003c/strong>\u003c/p>\n\u003cp>I believe learning technologies can be designed and developed to increase the opportunity for every student to learn. We can create a much more productive system so that every student is doing what’s much more productive for them on any given day. There’s a lot of research about learning that has to do with ensuring that content is personalized, that it takes into consideration prior experience and development of languages, for example. There are a lot of things we can do if we're able to leverage digital technologies to personalize the learning environment.\u003c!--more-->\u003c/p>\n\u003cp>Also, there is an overwhelming need to make sure that we do fully believe that all students can learn and deserve the best possible opportunity. We’ve been focusing on that opportunity for people of all ages. There are something like 93 million under-educated adults. So if we think of building out that opportunity to learn for people of all ages, some of the tools and resources might be the same for a 33 year-old wanting to be retrained to be a medical technician, some of those tools might be the same as what they missed in high school, so they can be available to students of all ages to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We have a tremendous need to create a more productive education system and to improve the opportunity for people of all ages.\u003c/aside>\n\u003cp>And we must also understand the importance of early learning. The Department of Education just funded the \u003ca href=\"http://www2.ed.gov/about/offices/list/os/technology/edgrants.html\">Ready to Learn\u003c/a> grant, focused on taking to scale the use of media and trans-media and providing scaled opportunities for young children to develop language, a sense of story, skills of early literacy and early math. We know early learning is really important for addressing that achievement gap as well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We need to leverage learning technologies that will help us leapfrog where we are today to vastly improve the opportunity to learn.\u003c/p>\n\u003cp>\u003cstrong>- Do the guidelines that go along with Race to the Top align with the NETP?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Bottom-line priorities for Race to the Top are to improve opportunities to learn for teachers and for students. So they’re very aligned. Race to the Top talks about highly effective teachers and highly effective leaders, and the technology plan has an entire chapter on how technology can improve opportunities for teachers to be highly effective by making sure they have all the resources they need, the data they need, access to experts and expertise.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-5668\" href=\"http://ww2.kqed.org/mindshift/2010/12/zeroing-in-on-the-achievement-gap/cator-400-4/\">\u003cimg class=\"alignright size-thumbnail wp-image-5668\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4003-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>The best example of how they fit together is the allocation of funds set aside for assessment. There’s a whole section in the Technology Plan on assessments. And there's $350 million that Race to the Top awarded to two consortia to develop new assessments that will be entirely technology-based. So they have the opportunity to leverage technology to make sure they’re using the best of adaptive tools, best embedded assessment, best ways of making sure that assessment turns into really good information to help students, teachers, schools, and systems get better and better.\u003c/p>\n\u003cp>And that’s totally aligned with the plan. Though they weren’t done in tandem, these two things definitely come together, and the NETP definitely supports Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- With all the work that's been done on the grassroots level to push for many of the guidelines in the NETP, why do you think now is the time for it to come to pass?\u003c/strong>\u003c/p>\n\u003cp>I’m not a historian, but I really do think that now is the time. The new data about how we’re doing, the new PISA data, the assessment data that gets published, the growing understanding that we have an economic crisis in our country ... Secretary Duncan likes to say we need to educate our way out of the economic crisis. It’s a matter of social justice, of national security. The importance of education is one part of it.\u003c/p>\n\u003cp>The second part of it is the convergence of technologies. For one, it's better, faster, cheaper, more mobile. The second thing is the proliferation of digital content, like the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, very low-tech lessons, as well as the highly produced digital content that’s freely available online. And the third is the proliferation of social networks, people learning from each other online. Plus, you have the opportunity for new assessments.\u003c/p>\n\u003cp>These are the kinds of things, you put all this together and you have a huge opportunity. We have a tremendous need to create a more productive education system and to improve the opportunity for people of all ages, starting from early learning all the way to job and career training, for everyone. And the only way to scale is going digital.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Read the first three posts \u003ca href=\"http://ww2.kqed.org/mindshift/tag/karen-cator/?order=asc\">here\u003c/a>.]\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1292980356,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":873},"headData":{"title":"Zeroing in on the Achievement Gap | KQED","description":"In the final post of the series of interviews, Department of Education's Karen Cator discusses how the National Education Technology Plan addresses the achievement gap and how the plan squares with Race to the Top. - How is the achievement gap addressed in the National Education Technology Plan? How can technology bring the best education for","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Zeroing in on the Achievement Gap","datePublished":"2010-12-22T01:12:35.000Z","dateModified":"2010-12-22T01:12:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5660 http://blogs.kqed.org/mindshift/?p=5660","disqusUrl":"https://ww2.kqed.org/mindshift/2010/12/21/zeroing-in-on-the-achievement-gap/","disqusTitle":"Zeroing in on the Achievement Gap","path":"/mindshift/5660/zeroing-in-on-the-achievement-gap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/people/mwichary/\">\u003cimg class=\"size-medium wp-image-5667\" title=\"marcin wichery\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/marcin-wichery-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>In the final post of the series of interviews, Department of Education's Karen Cator discusses how the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a> addresses the achievement gap and how the plan squares with Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- How is the achievement gap addressed in the National Education Technology Plan? How can technology bring the best education for students of all races and cultures?\u003c/strong>\u003c/p>\n\u003cp>I believe learning technologies can be designed and developed to increase the opportunity for every student to learn. We can create a much more productive system so that every student is doing what’s much more productive for them on any given day. There’s a lot of research about learning that has to do with ensuring that content is personalized, that it takes into consideration prior experience and development of languages, for example. There are a lot of things we can do if we're able to leverage digital technologies to personalize the learning environment.\u003c!--more-->\u003c/p>\n\u003cp>Also, there is an overwhelming need to make sure that we do fully believe that all students can learn and deserve the best possible opportunity. We’ve been focusing on that opportunity for people of all ages. There are something like 93 million under-educated adults. So if we think of building out that opportunity to learn for people of all ages, some of the tools and resources might be the same for a 33 year-old wanting to be retrained to be a medical technician, some of those tools might be the same as what they missed in high school, so they can be available to students of all ages to learn.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We have a tremendous need to create a more productive education system and to improve the opportunity for people of all ages.\u003c/aside>\n\u003cp>And we must also understand the importance of early learning. The Department of Education just funded the \u003ca href=\"http://www2.ed.gov/about/offices/list/os/technology/edgrants.html\">Ready to Learn\u003c/a> grant, focused on taking to scale the use of media and trans-media and providing scaled opportunities for young children to develop language, a sense of story, skills of early literacy and early math. We know early learning is really important for addressing that achievement gap as well.\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>We need to leverage learning technologies that will help us leapfrog where we are today to vastly improve the opportunity to learn.\u003c/p>\n\u003cp>\u003cstrong>- Do the guidelines that go along with Race to the Top align with the NETP?\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Bottom-line priorities for Race to the Top are to improve opportunities to learn for teachers and for students. So they’re very aligned. Race to the Top talks about highly effective teachers and highly effective leaders, and the technology plan has an entire chapter on how technology can improve opportunities for teachers to be highly effective by making sure they have all the resources they need, the data they need, access to experts and expertise.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-5668\" href=\"http://ww2.kqed.org/mindshift/2010/12/zeroing-in-on-the-achievement-gap/cator-400-4/\">\u003cimg class=\"alignright size-thumbnail wp-image-5668\" title=\"cator-400\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/cator-4003-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>The best example of how they fit together is the allocation of funds set aside for assessment. There’s a whole section in the Technology Plan on assessments. And there's $350 million that Race to the Top awarded to two consortia to develop new assessments that will be entirely technology-based. So they have the opportunity to leverage technology to make sure they’re using the best of adaptive tools, best embedded assessment, best ways of making sure that assessment turns into really good information to help students, teachers, schools, and systems get better and better.\u003c/p>\n\u003cp>And that’s totally aligned with the plan. Though they weren’t done in tandem, these two things definitely come together, and the NETP definitely supports Race to the Top.\u003c/p>\n\u003cp>\u003cstrong>- With all the work that's been done on the grassroots level to push for many of the guidelines in the NETP, why do you think now is the time for it to come to pass?\u003c/strong>\u003c/p>\n\u003cp>I’m not a historian, but I really do think that now is the time. The new data about how we’re doing, the new PISA data, the assessment data that gets published, the growing understanding that we have an economic crisis in our country ... Secretary Duncan likes to say we need to educate our way out of the economic crisis. It’s a matter of social justice, of national security. The importance of education is one part of it.\u003c/p>\n\u003cp>The second part of it is the convergence of technologies. For one, it's better, faster, cheaper, more mobile. The second thing is the proliferation of digital content, like the \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy\u003c/a>, very low-tech lessons, as well as the highly produced digital content that’s freely available online. And the third is the proliferation of social networks, people learning from each other online. Plus, you have the opportunity for new assessments.\u003c/p>\n\u003cp>These are the kinds of things, you put all this together and you have a huge opportunity. We have a tremendous need to create a more productive education system and to improve the opportunity for people of all ages, starting from early learning all the way to job and career training, for everyone. And the only way to scale is going digital.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>[Read the first three posts \u003ca href=\"http://ww2.kqed.org/mindshift/tag/karen-cator/?order=asc\">here\u003c/a>.]\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5660/zeroing-in-on-the-achievement-gap","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_179","mindshift_29","mindshift_221","mindshift_232"],"featImg":"mindshift_5667","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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