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FM","link":"/"}},"mindshift_37146":{"type":"posts","id":"mindshift_37146","meta":{"index":"posts_1591205157","site":"mindshift","id":"37146","score":null,"sort":[1409752854000]},"guestAuthors":[],"slug":"one-teacher-lets-students-prove-theyre-trustworthy-with-devices","title":"One Teacher Lets Students Prove They're Trustworthy With Devices","publishDate":1409752854,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>[contextly_sidebar id=\"OCz7lIkiJpW9BHYQpgd3IMhtXzYqODUf\"]\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Meet a teacher who's ready to shift responsibility to her low-income students.","status":"publish","parent":0,"modified":1409761431,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1089},"headData":{"title":"One Teacher Lets Students Prove They're Trustworthy With Devices | KQED","description":"Meet a teacher who's ready to shift responsibility to her low-income students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"One Teacher Lets Students Prove They're Trustworthy With Devices","datePublished":"2014-09-03T14:00:54.000Z","dateModified":"2014-09-03T16:23:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37146 http://blogs.kqed.org/mindshift/?p=37146","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/03/one-teacher-lets-students-prove-theyre-trustworthy-with-devices/","disqusTitle":"One Teacher Lets Students Prove They're Trustworthy With Devices","path":"/mindshift/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-37188\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/454139809-e1407193423344.jpg\" alt=\"454139809\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/454139809-e1407193423344-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. In a recent series, MindShift has been examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/\" target=\"_blank\">teachers try to put student-centered \u003c/a>learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>Meet a teacher who's ready to shift responsibility to her students: (\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>, and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/access-to-technology-for-immigrant-students/\" target=\"_blank\">Part 2: Access to Technology For Immigrant Students\u003c/a>)\u003c/p>\n\u003cp>\u003cstrong>Part 3: Mutual Trust Helps BYOD Work\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://marionville.us/?page_id=340\" target=\"_blank\">Marionville High School\u003c/a> only has 200 students, but more than half of them qualify for free and reduced-price lunch. This rural community in southwest Missouri has several teachers who are fairly traditional and have little interest in integrating technology, a few early adopters and a supportive principal that wants to see new solutions to help students graduate ready for college or work.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Try it and understand that it may work and it may not work. But if you don't try you won't make any progress.\"\u003c/aside>\n\u003cp>“I wanted to make my classroom mobile device friendly because that’s where kids are, especially in high school,” said Amy Walker, a Spanish teacher who is studying for a masters' degree in education that focuses on effective ways to use technology. Despite her openness to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device policies \u003c/a>(BYOD), Walker’s students can't access the internet with their phones because the wireless system can't handle the load. They can only go online with school-issued tablets or computers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The school's policy around personal devices and cell phones in the classroom is evolving. Walker says a few years ago cell phone use in class was getting out of control so the school banned them entirely. Now, the administration is starting to ease that policy, allowing phones in school, but only if they are face down on students' desks. Walker is pushing back against that rule, allowing students to use phones all the time in her class with the hope the technology can help her bridge the gap between kids lives in and outside the classroom.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>She's found some success by giving students a chance to prove they can be responsible and relying on mutual trust to maintain classroom order. She knows that teenagers are bound to mess up sometimes, that's part of their developmental process. \"As long as you are learning from your mistakes it's all good in my book,\" Walker said. She does have some students who aren't as mature about device use or completing assignments independently. She works more diligently to keep those few engaged and supported.\u003c/p>\n\u003cp>As a Spanish teacher, Walker doesn't have to worry about high stakes tests the way English or Math teachers do. She's under less institutional pressure and has more freedom to create a classroom culture that's comfortable for students. That starts with the classroom design; there are couches in her room and students are rarely found sitting at desks. She also assigns lots of online, creative and collaborative work. \"By giving them more online assignments I'm free to meet with students individually,\" Walker said. \"I know who needs help and who's being more responsible.\"\u003c/p>\n\u003cp>She also makes it clear that kids start with a blank slate when they enter her class on the first day; they each have the opportunity to prove to her they can handle the independence and freedom she's offering. \"I think that we as a population, not just educators, do a poor job of looking past bias,\" Walker said. \"In the teaching world, you hear from the eighth-grade teacher about how terrible the kids are and so it's already predetermined that we're going to have problems.\"\u003c/p>\n\u003cp>Walker is trying to change that bias in her classroom. \"I'm not going to form an opinion about you based on what someone else said,\" she said. \"It has to do with mutual respect, I think.\" That respect is what allows Walker to give students open-ended learning opportunities, which they don't always appreciate. \"The first couple times they really struggled with it because they wanted me to tell them what to do,\" Walker said. \"Now they like it. We just kept doing it and eventually they realized that it wasn't going away.\"\u003c/p>\n\u003cfigure id=\"attachment_37180\" class=\"wp-caption alignleft\" style=\"max-width: 247px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\">\u003cimg class=\"wp-image-37180 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/amy-walker2.jpg\" alt=\"Amy Walker teaches high school spanish in Missouri. (Courtesy of Amy Walker)\" width=\"247\" height=\"248\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2.jpg 247w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/amy-walker2-128x128.jpg 128w\" sizes=\"(max-width: 247px) 100vw, 247px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Amy Walker teaches high school Spanish in Missouri. (Courtesy of Amy Walker)\u003c/figcaption>\u003c/figure>\n\u003cp>Walker has been mentoring less confident teachers in more collaborative approaches to good success. She helped a veteran, but traditional teacher implement a creative project on \u003ca href=\"http://www.sophia.org/\" target=\"_blank\">Sophia Learning\u003c/a>, encouraging her to co-create the rubric alongside her students. \"Students who don't normally engage were very engaged because they got to work on something that was meaningful to them on a medium they like,\" Walker said.\u003c/p>\n\u003cp>Because Spanish isn't a mandated topic in Missouri, Walker has more freedom than other teachers. She’s sympathetic to teachers who are having trouble getting started with technology in the classroom, but ultimately believes everyone needs to take the plunge.\u003c/p>\n\u003cp>\"Be willing to take a chance and change it up slowly,\" Walker said. \"Try it and understand that it may work and it may not work. But if you don't try you won’t make any progress.\" She's also found that \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/\" target=\"_blank\">staying connected to other inspiring educators is a huge motivator\u003c/a> to continue when there are stumbling blocks. \"Collaborate with someone who is having positive results in their classroom, whether that's through social media or another teacher in the building,\" Walker said.\u003c/p>\n\u003cp>Walker has had success with devices in the classroom because she's excited about making it work, doesn't feel the same pressures to produce test scores as other teachers and truly believes kids can learn a lot from leveraging technology in the classroom. All those qualities make her an active teacher, fired up about what she's doing, and that shows through. She says her students are willing to work hard in her class because they see she is doing the same. It's that mutual respect that has given her good classroom control and that makes BYOD work smoothly.\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/37146/one-teacher-lets-students-prove-theyre-trustworthy-with-devices","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_20701","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37188","label":"mindshift"},"mindshift_37139":{"type":"posts","id":"mindshift_37139","meta":{"index":"posts_1591205157","site":"mindshift","id":"37139","score":null,"sort":[1409061644000]},"guestAuthors":[],"slug":"access-to-technology-for-immigrant-students","title":"Access to Technology for Immigrant Students","publishDate":1409061644,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220.jpg\">\u003cimg class=\"alignleft size-medium wp-image-37190\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220-300x168.jpg\" alt=\"6999459456_38f532a9b2_z\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for school-owned devices. We are examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>In this article, we learn how a ninth-grade teacher handles BYOD issues with a mostly immigrant population.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>(\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>.)\u003c/p>\n\u003ch3>PART 2: BYOD AND IMMIGRANT STUDENTS\u003c/h3>\n\u003cp>At \u003ca href=\"http://washington.spps.org/\" target=\"_blank\">Washington Technology Magnet School \u003c/a> in St. Paul Minnesota, many students are recent immigrants from Burma, Bhutan, and East African countries like Somalia and Ethiopia. There’s also a sizable Hmong population. The school's diverse student population represents a shift experienced in schools across the country towards more immigrant children and English Language Learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They don't have the academic language yet to show any critical thinking because that's where they're at in their language development.\"\u003c/aside>\n\u003cp>In Stephanie Erickson’s ninth-grade Life Science class, students speak four or five different languages and have different levels of access to technology. Many newer immigrants have no phones at all. Other low-income students have devices, but not access to the internet at home. “It needs to be school-provided because they don’t have them and they can’t get them,” Erickson said.\u003c/p>\n\u003cp>The official school policy on BYOD allows students to use personal devices to aid learning, but it hasn't become a huge part of instruction because only some students have them. A few students use their phones to take pictures of notes or to use flashcard apps, but most of the technology in the classroom is school-issued. The leadership at Washington Tech is supportive of teachers trying to integrate student-owned devices, even sending along articles and ideas to the whole staff, but Erickson has been hesitant to embrace that freedom because of concerns that not all her students will be able to participate.\u003c/p>\n\u003cp>Equitable access to devices comes up a lot in discussions of BYOD, but teachers committed to making technology work for them in the classroom often find learning can be just as powerful without one-to-one programs. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\" target=\"_blank\">MindShift article\u003c/a> from several years ago, sixth grade teacher \u003ca href=\"http://blog.williamferriter.com/\" target=\"_blank\">Bill Ferriter \u003c/a>noted that teachers are always dealing with a deficit of resources, but that shouldn't prevent change. \"If I can have kids work in groups of three—something that I do 9 days out of 10 anyway–then I really only need one student to have a cell phone with unlimited texting,\" Ferriter writes. \"The odds of that are pretty high in most middle schools. From there, groups can do anything.\"\u003c/p>\n\u003cp>Erickson isn't entirely sure how many kids have devices, but she knows that only 30 percent of her 150 students use \u003ca href=\"https://www.remind.com/\" target=\"_blank\">Remind\u003c/a>, an app that lets teachers text students reminders en masse. The wide range of experience with technology has made Erickson wary of making devices central to her teaching. She did an informal survey with her students after trying to flip a lesson, asking students to watch a video at home so class time could be devoted to discussion and real-world problems. She found that 95 percent of her students liked the flip model, but only 50 percent could watch videos at home.\u003c/p>\n\u003cp>[contextly_sidebar id=\"j14zEk1mjQz5znbmkh0MQxsjDrUvPMkl\"]\u003c/p>\n\u003cp>Still, she's found some value in her experiments. “I think a major shift I've made is that everyday, the kids get immediate feedback,” Erickson said. She uses clicker apps to ascertain whether students are following and understanding the lesson, for example. But she hasn't been able to turn control over to students so they can have more input into how they will learn.\u003c/p>\n\u003cp>\"My concern -- and maybe it’s just a fear rather than a real thing -- is my English Language Learners who have only been here one or two years,” Erickson said. “I think they wouldn’t know where to start.\" Students have trouble designing their own science experiments and Erickson doesn’t want to saddle them with the responsibility of directing their own learning when they're adjusting to a new language and school system at the same time.\u003c/p>\n\u003cp>“They don’t have the academic language yet to show any critical thinking because that’s where they’re at in their language development,” Erickson said. “To do student-centered, you need to do some critical thinking and show it.” This is a common dilemma for teachers who don’t speak the same first language as their students. But educators at schools in the \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">Internationals Network\u003c/a> would disagree with Erickson’s hesitation to ask students to demonstrate critical thinking skills for fear their grasp of the language isn't strong enough.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of the Internationals Network during a Deeper Learning MOOC. Instead, she suggests \u003ca href=\"engaging%20students%20with%20complex%20thinking%20on%20projects\" target=\"_blank\">engaging students with complex thinking\u003c/a> on projects that use both English and a student's’ native language. \"Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,\" she said. The pedagogy behind the Internationals Network focuses on helping students develop literacy and critical thinking skills simultaneously by giving them more freedom to explore their interests in school.\u003c/p>\n\u003cp>While Erickson hasn’t seen how BYOD or even school-provided iPads have helped to engender student-centered learning, or put learning in the hands of students, she has used school-issued devices to help differentiate learning for the wide variety of learners in her classroom. She gives students extra research options so they can delve more deeply into lab work, and takes time to process what they’ve learned with her later. One day a week she has an intervention day, asking students to review topics they find difficult through video and discussion.\u003c/p>\n\u003cp>Meanwhile, her school is moving towards an approach that favors technology in the classroom. The goal is to have a Chromebook cart in every classroom to help make sure students have the tools to work at their own pace. In this vision, students would get individualized homework, based on where they are in the course. Erickson says the IT team needs to do significant upgrades to the wireless system before the vision can be implemented.\u003c/p>\n\u003cp>\"My dream is that the kids grab a device and they’re on right away,\" Erickson said. \"There's no logging in and no delay because of the wifi. The kids can get what they need to learn for that day. They get the slides and what’s going to be projected. They get some sort of way to get formative assessment with teacher feedback, and if it’s more of an intervention lesson, the kids know exactly what they need to do that day.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That dream is within sight, but Erickson's frustration with the technical performance of devices in the classroom have kept her from embracing it wholeheartedly.\u003c/p>\n\n","blocks":[],"excerpt":"How a ninth-grade teacher handles BYOD issues with a largely immigrant classroom.","status":"publish","parent":0,"modified":1409086879,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1419},"headData":{"title":"Access to Technology for Immigrant Students | KQED","description":"How a ninth-grade teacher handles BYOD issues with a largely immigrant classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Access to Technology for Immigrant Students","datePublished":"2014-08-26T14:00:44.000Z","dateModified":"2014-08-26T21:01:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37139 http://blogs.kqed.org/mindshift/?p=37139","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/26/access-to-technology-for-immigrant-students/","disqusTitle":"Access to Technology for Immigrant Students","path":"/mindshift/37139/access-to-technology-for-immigrant-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220.jpg\">\u003cimg class=\"alignleft size-medium wp-image-37190\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/6999459456_38f532a9b2_z-e1407197454220-300x168.jpg\" alt=\"6999459456_38f532a9b2_z\" width=\"300\" height=\"168\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for school-owned devices. We are examining how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>In this article, we learn how a ninth-grade teacher handles BYOD issues with a mostly immigrant population.\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>(\u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/trust-equity-and-student-centered-learning-with-fourth-graders/\" target=\"_blank\">Read Part 1: Trust, Equity, and Student-Centered Learning With Fourth-Graders\u003c/a>.)\u003c/p>\n\u003ch3>PART 2: BYOD AND IMMIGRANT STUDENTS\u003c/h3>\n\u003cp>At \u003ca href=\"http://washington.spps.org/\" target=\"_blank\">Washington Technology Magnet School \u003c/a> in St. Paul Minnesota, many students are recent immigrants from Burma, Bhutan, and East African countries like Somalia and Ethiopia. There’s also a sizable Hmong population. The school's diverse student population represents a shift experienced in schools across the country towards more immigrant children and English Language Learners.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"They don't have the academic language yet to show any critical thinking because that's where they're at in their language development.\"\u003c/aside>\n\u003cp>In Stephanie Erickson’s ninth-grade Life Science class, students speak four or five different languages and have different levels of access to technology. Many newer immigrants have no phones at all. Other low-income students have devices, but not access to the internet at home. “It needs to be school-provided because they don’t have them and they can’t get them,” Erickson said.\u003c/p>\n\u003cp>The official school policy on BYOD allows students to use personal devices to aid learning, but it hasn't become a huge part of instruction because only some students have them. A few students use their phones to take pictures of notes or to use flashcard apps, but most of the technology in the classroom is school-issued. The leadership at Washington Tech is supportive of teachers trying to integrate student-owned devices, even sending along articles and ideas to the whole staff, but Erickson has been hesitant to embrace that freedom because of concerns that not all her students will be able to participate.\u003c/p>\n\u003cp>Equitable access to devices comes up a lot in discussions of BYOD, but teachers committed to making technology work for them in the classroom often find learning can be just as powerful without one-to-one programs. In a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/how-do-we-address-the-needs-of-kids-without-mobile-access/\" target=\"_blank\">MindShift article\u003c/a> from several years ago, sixth grade teacher \u003ca href=\"http://blog.williamferriter.com/\" target=\"_blank\">Bill Ferriter \u003c/a>noted that teachers are always dealing with a deficit of resources, but that shouldn't prevent change. \"If I can have kids work in groups of three—something that I do 9 days out of 10 anyway–then I really only need one student to have a cell phone with unlimited texting,\" Ferriter writes. \"The odds of that are pretty high in most middle schools. From there, groups can do anything.\"\u003c/p>\n\u003cp>Erickson isn't entirely sure how many kids have devices, but she knows that only 30 percent of her 150 students use \u003ca href=\"https://www.remind.com/\" target=\"_blank\">Remind\u003c/a>, an app that lets teachers text students reminders en masse. The wide range of experience with technology has made Erickson wary of making devices central to her teaching. She did an informal survey with her students after trying to flip a lesson, asking students to watch a video at home so class time could be devoted to discussion and real-world problems. She found that 95 percent of her students liked the flip model, but only 50 percent could watch videos at home.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Still, she's found some value in her experiments. “I think a major shift I've made is that everyday, the kids get immediate feedback,” Erickson said. She uses clicker apps to ascertain whether students are following and understanding the lesson, for example. But she hasn't been able to turn control over to students so they can have more input into how they will learn.\u003c/p>\n\u003cp>\"My concern -- and maybe it’s just a fear rather than a real thing -- is my English Language Learners who have only been here one or two years,” Erickson said. “I think they wouldn’t know where to start.\" Students have trouble designing their own science experiments and Erickson doesn’t want to saddle them with the responsibility of directing their own learning when they're adjusting to a new language and school system at the same time.\u003c/p>\n\u003cp>“They don’t have the academic language yet to show any critical thinking because that’s where they’re at in their language development,” Erickson said. “To do student-centered, you need to do some critical thinking and show it.” This is a common dilemma for teachers who don’t speak the same first language as their students. But educators at schools in the \u003ca href=\"http://internationalsnps.org/\" target=\"_blank\">Internationals Network\u003c/a> would disagree with Erickson’s hesitation to ask students to demonstrate critical thinking skills for fear their grasp of the language isn't strong enough.\u003c/p>\n\u003cp>“You don’t have to know how to read and write to think deeply,” said Claire Sylvan, founding executive director of the Internationals Network during a Deeper Learning MOOC. Instead, she suggests \u003ca href=\"engaging%20students%20with%20complex%20thinking%20on%20projects\" target=\"_blank\">engaging students with complex thinking\u003c/a> on projects that use both English and a student's’ native language. \"Provide them with on-ramps that allow them to develop literacy in the environment that they now inhabit,\" she said. The pedagogy behind the Internationals Network focuses on helping students develop literacy and critical thinking skills simultaneously by giving them more freedom to explore their interests in school.\u003c/p>\n\u003cp>While Erickson hasn’t seen how BYOD or even school-provided iPads have helped to engender student-centered learning, or put learning in the hands of students, she has used school-issued devices to help differentiate learning for the wide variety of learners in her classroom. She gives students extra research options so they can delve more deeply into lab work, and takes time to process what they’ve learned with her later. One day a week she has an intervention day, asking students to review topics they find difficult through video and discussion.\u003c/p>\n\u003cp>Meanwhile, her school is moving towards an approach that favors technology in the classroom. The goal is to have a Chromebook cart in every classroom to help make sure students have the tools to work at their own pace. In this vision, students would get individualized homework, based on where they are in the course. Erickson says the IT team needs to do significant upgrades to the wireless system before the vision can be implemented.\u003c/p>\n\u003cp>\"My dream is that the kids grab a device and they’re on right away,\" Erickson said. \"There's no logging in and no delay because of the wifi. The kids can get what they need to learn for that day. They get the slides and what’s going to be projected. They get some sort of way to get formative assessment with teacher feedback, and if it’s more of an intervention lesson, the kids know exactly what they need to do that day.”\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>That dream is within sight, but Erickson's frustration with the technical performance of devices in the classroom have kept her from embracing it wholeheartedly.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37139/access-to-technology-for-immigrant-students","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37190","label":"mindshift"},"mindshift_37131":{"type":"posts","id":"mindshift_37131","meta":{"index":"posts_1591205157","site":"mindshift","id":"37131","score":null,"sort":[1408456835000]},"guestAuthors":[],"slug":"trust-equity-and-student-centered-learning-with-fourth-graders","title":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","publishDate":1408456835,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35272\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-35272 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing-300x168.jpg\" alt=\"computing\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. We will examine how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>This article focuses on a fourth grade teacher's use of BYOD to give her students the freedom to work at their own pace, with her guidance.\u003c/p>\n\u003cp>\u003cstrong>Part One: DIFFERENTIATING -- BUT NOT TOTALLY TRANSFORMING\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Alisca Harris, a fourth-grade teacher at \u003ca href=\"http://craighead.mce.schoolinsites.com/\">Craighead Elementary\u003c/a> in Mobile, Alabama, has had to try different tactics before finding what sticks. Craighead has a predominantly African-American population and 95 percent of its students are eligible for free and reduced lunch. Harris has been steadily trying to integrate devices into her teaching practice, while being aware that kids and their families have different comfort levels with technology.\u003c/p>\n\u003cp>Parents were receptive to letting their children bring tablets from home, but don’t always understand the nature of the digital work. “Parents just wanted to see it in black and white,” Harris said, \"because some of my students are being raised by grandparents and they really didn't know what these digital assignments were.” Some grandparents didn't believe their students were doing their reading on their devices. To strike a balance, Harris does paper and pencil creative projects, along with digital ones. She also sends all information home in various formats so everyone feels informed.\u003c/p>\n\u003cp>Harris has found that student-owned tablets -- cell phones aren't allowed by the district in elementary school -- are most helpful for increasing engagement, allowing students opportunities for creative expression and for giving her more information about when students understand a concept and when they’re struggling. Even though she teaches fourth grade, some students are reading at a second-grade level, while others are charging ahead to seventh-grade content. The devices help bridge the broad gap.\u003c/p>\n\u003cp>“[Students] can use the device to do research, they can move at their own pace, they’re not waiting on the slower ones,” Harris said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"JgXJjTnpApJcyvc6rCxddoXM6mfFtnTS\"]\u003c/p>\n\u003cp>Harris’ school uses an adaptive software called \u003ca href=\"http://strideacademy.com/\">Stride Academy\u003c/a> for reading, math and science. “They all like the sounds and animation,” Harris said. “They loved that because it was customized to them, no one else knew what they were doing.” Harris receives weekly updates on each student’s progress in the program, including whether they're just guessing, have clearly not understood concepts or if they're surpassing expectations. She can tailor her instruction to provide support to students who struggle and help the advanced students continue to challenge themselves.\u003c/p>\n\u003cp>For example, a few of Harris’ fourth graders leveled up to reading \u003cem>Harry Potter\u003c/em>. To those who wanted to remember each of the plot twists and turns, Harris showed them how to use sticky note apps to keep notes. And though they could follow most of the story, there were often vocabulary words that they had trouble with. “It brought on a lot of dialogue,” Harris said. Together Harris and her students would discuss the meaning of words in context and how it impacted their understanding of the plot and context.\u003c/p>\n\u003cp>“That’s a lot better than taking a fourth grade book because they’re in the fourth grade and not challenging themselves,” Harris said.\u003c/p>\n\u003cp>\u003cstrong>BLOCKING SITES\u003c/strong>\u003c/p>\n\u003cp>Still, the strict web filters favored by the school district in elementary schools have hindered those same precocious students from directing their own learning in many cases.\u003c/p>\n\u003cp>One day Harris noticed that a student was frowning at his screen. Thinking he was confused about a concept, she went over to help him. Instead, she found that he was frowning because the filter was blocking him from accessing a book he wanted to check out from the library. “He was trying to access his own books from the library and his personal library card number wouldn't work,” Harris said. “Only the school's would, and they’re only allowed to check out certain books.\"\u003c/p>\n\u003cp>Harris admits that sometimes a book will be banned based on a very cursory search of keywords, but she thinks it’s a fair price to pay to protect younger kids from seeing inappropriate content – things they’re just not ready for.\u003c/p>\n\u003cp>“It’s a good thing they have a very strong block,” Harris said. “I trust them, but then I have to keep in mind that they are fourth graders. They're children and they're going to try to do things and they’re going to get off task as any child would do.” She knows they've already caught onto the trick of switching screens when a teacher isn't looking.\u003c/p>\n\u003cp>Harris helped pioneer BYOD at her school, but she approves of the strict filters her school sets on the web, even though they can block her from useful sites. “Our children, the environment they’re in, it teaches them more than they should know at that age,” Harris said. Many of her students have older brothers and sisters who teach their younger siblings inappropriate language or ideas. For example, a new drug “spice” has become popular in the neighborhoods where her students live. One student wanted to look it up on the internet, but Harris worried photos and descriptions of the drug's effects on the body would be too much for him.\u003c/p>\n\u003cp>“If I was a high school teacher, I wouldn't use the devices for apps, I would only use it for clicking a response or to look up something on a specific topic,” Harris said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She knows students can easily maneuver around filters and doesn't necessarily trust them to use their devices responsibly.\u003c/p>\n\n","blocks":[],"excerpt":"We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.","status":"publish","parent":0,"modified":1408409396,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1188},"headData":{"title":"Trust, Equity, and Student-Centered Learning With Fourth-Graders | KQED","description":"We examine how three different teachers in three completely different communities are dealing with BYOD issues, including trust, equity, and what happens when you try to put student-centered learning in the hands of students who’ve never experienced it.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","datePublished":"2014-08-19T14:00:35.000Z","dateModified":"2014-08-19T00:49:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37131 http://blogs.kqed.org/mindshift/?p=37131","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/19/trust-equity-and-student-centered-learning-with-fourth-graders/","disqusTitle":"Trust, Equity, and Student-Centered Learning With Fourth-Graders","path":"/mindshift/37131/trust-equity-and-student-centered-learning-with-fourth-graders","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35272\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-35272 size-medium\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/computing-300x168.jpg\" alt=\"computing\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Tom Woodward/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">School administrators are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\">Bring Your Own Device (BYOD)\u003c/a> policies as a way to bring technology resources in the community to bear in the classroom when there is little funding for classroom devices. We will examine how three different teachers in three completely different communities -- urban, rural, and immigrant -- are dealing with BYOD issues, including trust, equity, and what happens when teachers try to put student-centered learning in the hands of students who've never experienced it.\u003c/p>\n\u003cp>The advantage of BYOD has always been flexibility -- educators don’t have to wait until a school board approves funds for mobile technology, rolls out a policy and implements a training program. Instead, teachers began experimenting with technology to engage learners and allow them to have more ownership over their learning. Using student-owned devices has the added benefit of helping students to see their phones as learning tools that can be used for research at home. And while not all kids own smartphones or tablets to access the internet outside of school, many do.\u003c/p>\n\u003cp>School districts that can afford it are opting to issue school-owned devices to students that stay at school. But the drawback to these types of one-to-one programs is that they don’t allow for anytime/anywhere learning. Other schools are \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">combining BYOD with school devices\u003c/a> as a way to help mitigate equity gaps.\u003c/p>\n\u003cp>This article focuses on a fourth grade teacher's use of BYOD to give her students the freedom to work at their own pace, with her guidance.\u003c/p>\n\u003cp>\u003cstrong>Part One: DIFFERENTIATING -- BUT NOT TOTALLY TRANSFORMING\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Alisca Harris, a fourth-grade teacher at \u003ca href=\"http://craighead.mce.schoolinsites.com/\">Craighead Elementary\u003c/a> in Mobile, Alabama, has had to try different tactics before finding what sticks. Craighead has a predominantly African-American population and 95 percent of its students are eligible for free and reduced lunch. Harris has been steadily trying to integrate devices into her teaching practice, while being aware that kids and their families have different comfort levels with technology.\u003c/p>\n\u003cp>Parents were receptive to letting their children bring tablets from home, but don’t always understand the nature of the digital work. “Parents just wanted to see it in black and white,” Harris said, \"because some of my students are being raised by grandparents and they really didn't know what these digital assignments were.” Some grandparents didn't believe their students were doing their reading on their devices. To strike a balance, Harris does paper and pencil creative projects, along with digital ones. She also sends all information home in various formats so everyone feels informed.\u003c/p>\n\u003cp>Harris has found that student-owned tablets -- cell phones aren't allowed by the district in elementary school -- are most helpful for increasing engagement, allowing students opportunities for creative expression and for giving her more information about when students understand a concept and when they’re struggling. Even though she teaches fourth grade, some students are reading at a second-grade level, while others are charging ahead to seventh-grade content. The devices help bridge the broad gap.\u003c/p>\n\u003cp>“[Students] can use the device to do research, they can move at their own pace, they’re not waiting on the slower ones,” Harris said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Harris’ school uses an adaptive software called \u003ca href=\"http://strideacademy.com/\">Stride Academy\u003c/a> for reading, math and science. “They all like the sounds and animation,” Harris said. “They loved that because it was customized to them, no one else knew what they were doing.” Harris receives weekly updates on each student’s progress in the program, including whether they're just guessing, have clearly not understood concepts or if they're surpassing expectations. She can tailor her instruction to provide support to students who struggle and help the advanced students continue to challenge themselves.\u003c/p>\n\u003cp>For example, a few of Harris’ fourth graders leveled up to reading \u003cem>Harry Potter\u003c/em>. To those who wanted to remember each of the plot twists and turns, Harris showed them how to use sticky note apps to keep notes. And though they could follow most of the story, there were often vocabulary words that they had trouble with. “It brought on a lot of dialogue,” Harris said. Together Harris and her students would discuss the meaning of words in context and how it impacted their understanding of the plot and context.\u003c/p>\n\u003cp>“That’s a lot better than taking a fourth grade book because they’re in the fourth grade and not challenging themselves,” Harris said.\u003c/p>\n\u003cp>\u003cstrong>BLOCKING SITES\u003c/strong>\u003c/p>\n\u003cp>Still, the strict web filters favored by the school district in elementary schools have hindered those same precocious students from directing their own learning in many cases.\u003c/p>\n\u003cp>One day Harris noticed that a student was frowning at his screen. Thinking he was confused about a concept, she went over to help him. Instead, she found that he was frowning because the filter was blocking him from accessing a book he wanted to check out from the library. “He was trying to access his own books from the library and his personal library card number wouldn't work,” Harris said. “Only the school's would, and they’re only allowed to check out certain books.\"\u003c/p>\n\u003cp>Harris admits that sometimes a book will be banned based on a very cursory search of keywords, but she thinks it’s a fair price to pay to protect younger kids from seeing inappropriate content – things they’re just not ready for.\u003c/p>\n\u003cp>“It’s a good thing they have a very strong block,” Harris said. “I trust them, but then I have to keep in mind that they are fourth graders. They're children and they're going to try to do things and they’re going to get off task as any child would do.” She knows they've already caught onto the trick of switching screens when a teacher isn't looking.\u003c/p>\n\u003cp>Harris helped pioneer BYOD at her school, but she approves of the strict filters her school sets on the web, even though they can block her from useful sites. “Our children, the environment they’re in, it teaches them more than they should know at that age,” Harris said. Many of her students have older brothers and sisters who teach their younger siblings inappropriate language or ideas. For example, a new drug “spice” has become popular in the neighborhoods where her students live. One student wanted to look it up on the internet, but Harris worried photos and descriptions of the drug's effects on the body would be too much for him.\u003c/p>\n\u003cp>“If I was a high school teacher, I wouldn't use the devices for apps, I would only use it for clicking a response or to look up something on a specific topic,” Harris said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She knows students can easily maneuver around filters and doesn't necessarily trust them to use their devices responsibly.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37131/trust-equity-and-student-centered-learning-with-fourth-graders","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_20701","mindshift_1040","mindshift_20719"],"featImg":"mindshift_35272","label":"mindshift"},"mindshift_37006":{"type":"posts","id":"mindshift_37006","meta":{"index":"posts_1591205157","site":"mindshift","id":"37006","score":null,"sort":[1407938420000]},"guestAuthors":[],"slug":"how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","title":"How to Get the Most Out of Student-Owned Devices in Any Classroom","publishDate":1407938420,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37232\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667294683/in/gallery-7357749@N03-72157635829325454/\">\u003cimg class=\"size-full wp-image-37232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/ipad-crowd.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Allowing students to bring their own devices to class can be a cost-effective way to quickly get access to the internet and to the many useful tools those devices carry. But students don’t always get the chance to use their devices, especially in low-income schools.\u003c/p>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\">previously reported\u003c/a>, a \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>But it's not a lost cause -- the disparity \u003cem>can\u003c/em> be addressed, according to \u003ca href=\"http://uca.edu/teaching/facultystaff/michael-mills/\">Michael Mills\u003c/a>, assistant professor of teaching and learning at University of Central Arkansas, who trains in-service teachers and works in a seventh-grade classroom. Mills has spoken openly about how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">race and expectations may be playing into how teachers use devices\u003c/a> in the classroom. For him, this is a crucial issue, because without access to powerful tech use in school, kids who come from disadvantaged backgrounds will continue to fall behind.\u003c/p>\n\u003cp>The bottom line for any teacher: technology works best as an extension of what's already happening in class. At the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, Mills outlined some essential ideas for successfully leveraging the power of technology for learning, regardless of a school's income status.\u003c/p>\n\u003cp>\u003cstrong>DEVELOP TRUST\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The kids who 'have' are going to keep having and the kids who 'have-not' are going to keep being over there,\" Mills said. He suggests the best way to build equitable classroom technology use is to create a culture of trust. That takes time, but Mills said teachers need to give students a chance to prove themselves before displaying mistrust. “Instead of automatically saying, 'I don’t trust you,' why not create opportunities where you can trust them,” he said.\u003c/p>\n\u003cp>To do that, Mills recommends developing engaging lessons that use technology in collaborative and creative ways. \"We've got to make sure the kids are doing the work, but we have to provide them with guidance,\" Mills said. The best way to make sure kids are on task is to move about the room and check on their work -- one of the oldest classroom management tools around -- but effective even in a high-tech classroom. \"Instead of relying on tech to be the policeman, cultivate a culture of responsibility,\" Mills said. \"You can’t fake that.\"\u003c/p>\n\u003cp>Providing guidance on how devices can be used for learning is an essential role for teachers in this era. Despite their facility with the technology itself, kids need direction. \"The research says that if you hand kids a device, they aren't going to inherently use it for an educational purpose,\" Mills said. They need a teacher to guide them along that path.\u003c/p>\n\u003cp>\u003cstrong>SHOW YOUR WORK\u003c/strong>\u003c/p>\n\u003cp>Creating an environment of trust in the classroom extends beyond its walls and into the community. Not only will a transparent classroom make it easier to engage with parents, but it also helps the community come to grips with a different style of education from what they experienced as children. And being transparent about classroom practices opens up the door for more collaboration with colleagues.\u003c/p>\n\u003cp>If a teacher doesn't feel what they're doing in the classroom is strong enough to be seen by others, he or she probably shouldn't be doing it. \"If it's not good enough for everybody, it's not good enough for the kids,\" Mills said.\u003c/p>\n\u003cp>[contextly_sidebar id=\"M5d333h0dzJz3s1vWoSNNFWRdVzK44E3\"]\u003c/p>\n\u003cp>\u003cstrong>SET GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>Technical issues with devices can be a headache, so setting some ground rules for device management helps mitigate some hiccups. Mills recommends making it clear that it is students' responsibility to bring their device to school charged and ready to go. Designating a spot on student desks or tables where devices go when they aren't being used for a specific assignment is also a great way to deter students from succumbing to distraction.\u003c/p>\n\u003cp>\"Instead of relying on tech to be the policeman, cultivate a culture of responsibility.\"\u003c/p>\n\u003cp>\u003cstrong>BE COMFORTABLE WITH DEVICE DIVERSITY \u003c/strong>\u003c/p>\n\u003cp>Mills is not bothered by students bringing a variety of types of devices, with varying levels of computing powers. It shouldn't matter if students are working in groups and sharing their devices. “We need to make sure students have individual tasks asked of them within each group,” Mills said. “The beauty of that is the kids don’t all have to have the same device.”\u003c/p>\n\u003cp>Mills is a firm believer that a powerful use of devices turns students into producers, not consumers of content. “The most important aspect of teaching is to give students an opportunity to create,” Mills said. Sometimes technology will be the perfect tool for that, but in other cases the wireless may give out, an app will go on the fritz or any number of other obstacles might arise.\u003c/p>\n\u003cp>In those cases, have a back-up plan so the lesson and its creative energy isn't lost to the whims of malfunctioning technology. Mills described one project he planned for his class around \u003cem>The Diary of Anne Frank\u003c/em>. He wanted students to analyze primary and secondary sources, so he made QR codes to accompany various images relevant to the book. He put so much information into the codes that they didn't work.\u003c/p>\n\u003cp>As an alternative, students researched topics on their phones and cut and paste relevant passages to match the images. In the end, the backup plan required more critical thinking and collaboration than the original project and students had a good time doing it.\u003c/p>\n\u003cp>\u003cstrong>ALLOW SPACE FOR COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Though many have lauded the benefits of one-to-one device initiatives, Mills isn't a proponent. \"I like a one-to-three [ratio] because it forces kids to collaborate more and the technology gives us an awesome way to facilitate collaboration,\" Mills said. \"We can’t let that laptop or iPad be the centerpiece of our instruction.\"\u003c/p>\n\u003cp>\u003cstrong>FAVORITE APPS\u003c/strong>\u003c/p>\n\u003cp>Mills is a fan of simple, creative tools that he can use in lots of different ways. He worries that too many apps provide little added-value to the classroom and believes teachers should carefully analyze how and why a new app will be used.\u003c/p>\n\u003cp>“We really have to think about our instructional objective,” Mills said. \"What is it we need our students to do or know? Without that [focus] we become product marketers.\" The standard he sets for himself is to ask whether the activity has students creating, synthesizing and analyzing. If it does those three things, it’s probably worthwhile.\u003c/p>\n\u003cp>Mills also suggests teachers try out new apps on the school network, with a student account before planning a lesson around them. Some apps are blocked, or require too much bandwidth for the wireless. He also says it’s important to read the terms of service for any new product. Tumblr, for example, says it is not appropriate for students under 13 -- important information for a seventh grade teacher.\u003c/p>\n\u003cp>Mills has a go-to list of apps he uses regularly.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.infuselearning.com/\">Infuse Learning\u003c/a>: This is a free, formative assessment tool. Teachers can ask students multiple choice or written answer questions to assess how well or poorly they are understanding concepts. The teacher can also hover over a student’s name to see how long he or she took to answer the question. If there are a lot of wrong answers, the teacher knows she probably didn't teach it well enough the first time and needs to rethink her approach.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://padlet.com/\">Padlet\u003c/a>: Mills uses this app like a class Twitter account or a poster board. It has both display options, although some devices won’t show the poster view. Students can collaborate on different \"notes\" and drag in multimedia, images and documents from other places.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google Docs: Aside from the obvious use of Google Docs to collaborate on writing projects, Mills likes the sheer amount of information that can be uploaded onto this platform, allowing kids to work on it at the same time. In a lesson about point of view, Mills started a \u003ca href=\"http://www.google.com/sheets/about/\">Google Sheet\u003c/a> and gave each student a column. He asked each student to write down the significant words that demonstrated a literary character's point of view in their column and then took all of them and made a word map with \u003ca href=\"http://www.wordle.net/\">Wordle\u003c/a>. This sparked a vibrant discussion about the words that rose to the top. And it was easy to do the exercise again from a different character’s point of view. “The tech gave us an opportunity to have a conversation and to really compare and contrast,” Mills said. While it’s a simple exercise, there wouldn’t have been enough space on a whiteboard and it would have been much more time consuming.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Mills used\u003ca href=\"http://www.google.com/trends/\"> Google Trends\u003c/a> to have students analyze who is more popular -- Jay Z or Beyonce. “What’s exciting is they start analyzing the graph instead of arguing about what they think they know,” Mills said. The quick Google Trend search got them talking about a topic they love from an academic point of view.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Another favorite tool is Instagram, which Mills often integrates into math class by having students photograph and share different shapes around town. In one high school project he even had students snap images of grammatical errors on signs in the community. “When students have to create something and put something out there, they work a lot harder,” Mills said. “If they know their peers are going to see it, they care.\" That doesn't mean teachers should share the results of formative assessment polling all the time. Mills strongly believes that kids have been told too often that they aren’t smart, so being shamed in front of the whole class doesn’t motivate them. Instead, teachers should try to be sensitive to students’ feelings.\u003c/li>\n\u003c/ul>\n\u003cp>Ultimately, Mills sees BYOD as a great way to engage kids through the tools that they use everyday. “My 'nefarious' purpose is for kids to see the device in their pocket as a learning device,\" he said. And if they learn some ways their phones can help them navigate life beyond Snapchat and selfies, that’s a good thing.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Tips to make sure classroom technology is focused on asking students to be creative, collaborative and analytical.","status":"publish","parent":0,"modified":1407883898,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1788},"headData":{"title":"How to Get the Most Out of Student-Owned Devices in Any Classroom | KQED","description":"Tips to make sure classroom technology is focused on asking students to be creative, collaborative and analytical.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Get the Most Out of Student-Owned Devices in Any Classroom","datePublished":"2014-08-13T14:00:20.000Z","dateModified":"2014-08-12T22:51:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37006 http://blogs.kqed.org/mindshift/?p=37006","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/13/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom/","disqusTitle":"How to Get the Most Out of Student-Owned Devices in Any Classroom","path":"/mindshift/37006/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37232\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/5667294683/in/gallery-7357749@N03-72157635829325454/\">\u003cimg class=\"size-full wp-image-37232\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/ipad-crowd.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/ipad-crowd-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Allowing students to bring their own devices to class can be a cost-effective way to quickly get access to the internet and to the many useful tools those devices carry. But students don’t always get the chance to use their devices, especially in low-income schools.\u003c/p>\n\u003cp>As we \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/the-struggles-and-realities-of-student-driven-learning-and-byod/\">previously reported\u003c/a>, a \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high-income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>But it's not a lost cause -- the disparity \u003cem>can\u003c/em> be addressed, according to \u003ca href=\"http://uca.edu/teaching/facultystaff/michael-mills/\">Michael Mills\u003c/a>, assistant professor of teaching and learning at University of Central Arkansas, who trains in-service teachers and works in a seventh-grade classroom. Mills has spoken openly about how \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\">race and expectations may be playing into how teachers use devices\u003c/a> in the classroom. For him, this is a crucial issue, because without access to powerful tech use in school, kids who come from disadvantaged backgrounds will continue to fall behind.\u003c/p>\n\u003cp>The bottom line for any teacher: technology works best as an extension of what's already happening in class. At the recent \u003ca href=\"https://www.isteconference.org/2014/\" target=\"_blank\">ISTE conference\u003c/a>, Mills outlined some essential ideas for successfully leveraging the power of technology for learning, regardless of a school's income status.\u003c/p>\n\u003cp>\u003cstrong>DEVELOP TRUST\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The kids who 'have' are going to keep having and the kids who 'have-not' are going to keep being over there,\" Mills said. He suggests the best way to build equitable classroom technology use is to create a culture of trust. That takes time, but Mills said teachers need to give students a chance to prove themselves before displaying mistrust. “Instead of automatically saying, 'I don’t trust you,' why not create opportunities where you can trust them,” he said.\u003c/p>\n\u003cp>To do that, Mills recommends developing engaging lessons that use technology in collaborative and creative ways. \"We've got to make sure the kids are doing the work, but we have to provide them with guidance,\" Mills said. The best way to make sure kids are on task is to move about the room and check on their work -- one of the oldest classroom management tools around -- but effective even in a high-tech classroom. \"Instead of relying on tech to be the policeman, cultivate a culture of responsibility,\" Mills said. \"You can’t fake that.\"\u003c/p>\n\u003cp>Providing guidance on how devices can be used for learning is an essential role for teachers in this era. Despite their facility with the technology itself, kids need direction. \"The research says that if you hand kids a device, they aren't going to inherently use it for an educational purpose,\" Mills said. They need a teacher to guide them along that path.\u003c/p>\n\u003cp>\u003cstrong>SHOW YOUR WORK\u003c/strong>\u003c/p>\n\u003cp>Creating an environment of trust in the classroom extends beyond its walls and into the community. Not only will a transparent classroom make it easier to engage with parents, but it also helps the community come to grips with a different style of education from what they experienced as children. And being transparent about classroom practices opens up the door for more collaboration with colleagues.\u003c/p>\n\u003cp>If a teacher doesn't feel what they're doing in the classroom is strong enough to be seen by others, he or she probably shouldn't be doing it. \"If it's not good enough for everybody, it's not good enough for the kids,\" Mills said.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SET GROUND RULES\u003c/strong>\u003c/p>\n\u003cp>Technical issues with devices can be a headache, so setting some ground rules for device management helps mitigate some hiccups. Mills recommends making it clear that it is students' responsibility to bring their device to school charged and ready to go. Designating a spot on student desks or tables where devices go when they aren't being used for a specific assignment is also a great way to deter students from succumbing to distraction.\u003c/p>\n\u003cp>\"Instead of relying on tech to be the policeman, cultivate a culture of responsibility.\"\u003c/p>\n\u003cp>\u003cstrong>BE COMFORTABLE WITH DEVICE DIVERSITY \u003c/strong>\u003c/p>\n\u003cp>Mills is not bothered by students bringing a variety of types of devices, with varying levels of computing powers. It shouldn't matter if students are working in groups and sharing their devices. “We need to make sure students have individual tasks asked of them within each group,” Mills said. “The beauty of that is the kids don’t all have to have the same device.”\u003c/p>\n\u003cp>Mills is a firm believer that a powerful use of devices turns students into producers, not consumers of content. “The most important aspect of teaching is to give students an opportunity to create,” Mills said. Sometimes technology will be the perfect tool for that, but in other cases the wireless may give out, an app will go on the fritz or any number of other obstacles might arise.\u003c/p>\n\u003cp>In those cases, have a back-up plan so the lesson and its creative energy isn't lost to the whims of malfunctioning technology. Mills described one project he planned for his class around \u003cem>The Diary of Anne Frank\u003c/em>. He wanted students to analyze primary and secondary sources, so he made QR codes to accompany various images relevant to the book. He put so much information into the codes that they didn't work.\u003c/p>\n\u003cp>As an alternative, students researched topics on their phones and cut and paste relevant passages to match the images. In the end, the backup plan required more critical thinking and collaboration than the original project and students had a good time doing it.\u003c/p>\n\u003cp>\u003cstrong>ALLOW SPACE FOR COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>Though many have lauded the benefits of one-to-one device initiatives, Mills isn't a proponent. \"I like a one-to-three [ratio] because it forces kids to collaborate more and the technology gives us an awesome way to facilitate collaboration,\" Mills said. \"We can’t let that laptop or iPad be the centerpiece of our instruction.\"\u003c/p>\n\u003cp>\u003cstrong>FAVORITE APPS\u003c/strong>\u003c/p>\n\u003cp>Mills is a fan of simple, creative tools that he can use in lots of different ways. He worries that too many apps provide little added-value to the classroom and believes teachers should carefully analyze how and why a new app will be used.\u003c/p>\n\u003cp>“We really have to think about our instructional objective,” Mills said. \"What is it we need our students to do or know? Without that [focus] we become product marketers.\" The standard he sets for himself is to ask whether the activity has students creating, synthesizing and analyzing. If it does those three things, it’s probably worthwhile.\u003c/p>\n\u003cp>Mills also suggests teachers try out new apps on the school network, with a student account before planning a lesson around them. Some apps are blocked, or require too much bandwidth for the wireless. He also says it’s important to read the terms of service for any new product. Tumblr, for example, says it is not appropriate for students under 13 -- important information for a seventh grade teacher.\u003c/p>\n\u003cp>Mills has a go-to list of apps he uses regularly.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.infuselearning.com/\">Infuse Learning\u003c/a>: This is a free, formative assessment tool. Teachers can ask students multiple choice or written answer questions to assess how well or poorly they are understanding concepts. The teacher can also hover over a student’s name to see how long he or she took to answer the question. If there are a lot of wrong answers, the teacher knows she probably didn't teach it well enough the first time and needs to rethink her approach.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003ca href=\"http://padlet.com/\">Padlet\u003c/a>: Mills uses this app like a class Twitter account or a poster board. It has both display options, although some devices won’t show the poster view. Students can collaborate on different \"notes\" and drag in multimedia, images and documents from other places.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Google Docs: Aside from the obvious use of Google Docs to collaborate on writing projects, Mills likes the sheer amount of information that can be uploaded onto this platform, allowing kids to work on it at the same time. In a lesson about point of view, Mills started a \u003ca href=\"http://www.google.com/sheets/about/\">Google Sheet\u003c/a> and gave each student a column. He asked each student to write down the significant words that demonstrated a literary character's point of view in their column and then took all of them and made a word map with \u003ca href=\"http://www.wordle.net/\">Wordle\u003c/a>. This sparked a vibrant discussion about the words that rose to the top. And it was easy to do the exercise again from a different character’s point of view. “The tech gave us an opportunity to have a conversation and to really compare and contrast,” Mills said. While it’s a simple exercise, there wouldn’t have been enough space on a whiteboard and it would have been much more time consuming.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Mills used\u003ca href=\"http://www.google.com/trends/\"> Google Trends\u003c/a> to have students analyze who is more popular -- Jay Z or Beyonce. “What’s exciting is they start analyzing the graph instead of arguing about what they think they know,” Mills said. The quick Google Trend search got them talking about a topic they love from an academic point of view.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Another favorite tool is Instagram, which Mills often integrates into math class by having students photograph and share different shapes around town. In one high school project he even had students snap images of grammatical errors on signs in the community. “When students have to create something and put something out there, they work a lot harder,” Mills said. “If they know their peers are going to see it, they care.\" That doesn't mean teachers should share the results of formative assessment polling all the time. Mills strongly believes that kids have been told too often that they aren’t smart, so being shamed in front of the whole class doesn’t motivate them. Instead, teachers should try to be sensitive to students’ feelings.\u003c/li>\n\u003c/ul>\n\u003cp>Ultimately, Mills sees BYOD as a great way to engage kids through the tools that they use everyday. “My 'nefarious' purpose is for kids to see the device in their pocket as a learning device,\" he said. And if they learn some ways their phones can help them navigate life beyond Snapchat and selfies, that’s a good thing.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37006/how-to-get-the-most-out-of-student-owned-devices-in-any-classroom","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20590","mindshift_20906","mindshift_20714","mindshift_252","mindshift_1040"],"featImg":"mindshift_37232","label":"mindshift"},"mindshift_35726":{"type":"posts","id":"mindshift_35726","meta":{"index":"posts_1591205157","site":"mindshift","id":"35726","score":null,"sort":[1405432820000]},"guestAuthors":[],"slug":"5-essential-insights-about-mobile-learning","title":"5 Essential Insights About Mobile Learning","publishDate":1405432820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>[contextly_sidebar id=\"bbc86d0e49f0b2ed278b2c409f765c1d\"]\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n","blocks":[],"excerpt":"As mobile learning becomes more common, district leaders are working hard to juggle nimble adaptation in a changing environment and the desire to get it right.","status":"publish","parent":0,"modified":1405434642,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1676},"headData":{"title":"5 Essential Insights About Mobile Learning | KQED","description":"As mobile learning becomes more common, district leaders are working hard to juggle nimble adaptation in a changing environment and the desire to get it right.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Essential Insights About Mobile Learning","datePublished":"2014-07-15T14:00:20.000Z","dateModified":"2014-07-15T14:30:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35726 http://blogs.kqed.org/mindshift/?p=35726","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/15/5-essential-insights-about-mobile-learning/","disqusTitle":"5 Essential Insights About Mobile Learning","path":"/mindshift/35726/5-essential-insights-about-mobile-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\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>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35726/5-essential-insights-about-mobile-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20906","mindshift_544","mindshift_1040","mindshift_187"],"featImg":"mindshift_36709","label":"mindshift"},"mindshift_36244":{"type":"posts","id":"mindshift_36244","meta":{"index":"posts_1591205157","site":"mindshift","id":"36244","score":null,"sort":[1404746291000]},"guestAuthors":[],"slug":"the-struggles-and-realities-of-student-driven-learning-and-byod","title":"The Struggles and Realities of Student-Driven Learning and BYOD","publishDate":1404746291,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If the promise of mobile technology in classrooms has been to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\" target=\"_blank\">equalize opportunities for all students through access to the internet, \u003c/a>that potential has yet to be realized.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\" target=\"_blank\">National surveys consistently show\u003c/a> that students in low-income schools are getting short-changed when it comes to using technology in school. A \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>The reality is that while some teachers have found powerful ways to use mobile devices -- both those owned by students and those purchased by the school -- teachers at schools in very low-income areas are often battling a persistent student culture of disengagement. Many students have learning gaps that make it hard for them to stay interested in grade level materials and little desire to be in school at all.\u003c/p>\n\u003cp>\u003cstrong>IN FAVOR OF MOBILE DEVICES\u003c/strong>\u003c/p>\n\u003cp>A common refrain among teachers successfully using mobile devices in class is that there is \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">no excuse for failing to use any and all resources \u003c/a>to help kids learn. “You can teach a kid from every background how to use a device responsibly,” said Yolanda Wilcox-Gonzalez, a middle school history teacher at the elite \u003ca href=\"http://www.bcdschool.org/\" target=\"_blank\">Beaver Country Day Independent School\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There is a different perception of what a teacher should be in different cultures, and in the African-American community in the South the teacher is supposed to do direct instruction.\"\u003c/aside>\n\u003cp>While Wilcox-Gonzalez now works in a well-resourced, private school that gives teachers the time and training to assimilate new technologies into teaching in authentic ways, she used to teach in the Philadelphia public schools where she also grew up. She believes that if kids are coming from poverty, poor schooling earlier in life or any of the other challenges low-income children face, teachers should not withhold any resource that might help them catch up and succeed. “I think it's really up to the comfort level of the teacher,” Wilcox-Gonzalez said. “I’ve always been comfortable with technology and with trying something new, so I’ve always been able to take kids to another level.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Many advocates of using mobile technologies say the often cited issues of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">student distraction\u003c/a> are just excuses not to try something new. Mark Giuliucci, a freshmen social studies teacher at \u003ca href=\"http://www.sau17.org/schools/high-school\" target=\"_blank\">Sanborn High School\u003c/a> in New Hampshire, said it’s not the end of the world if a kid sends a text in class. “The way you discourage it is engage them in the activity so they don’t even think of sending a text,” Giuliucci said. “You’ve got to jump in and play their game or you’re going to lose them.”\u003c/p>\n\u003cp>\u003cstrong>A DIFFERENT REALITY IN THE POOREST NEIGHBORHOODS\u003c/strong>\u003c/p>\n\u003cp>Angela Crawford has heard all the arguments of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">BYOD evangelists\u003c/a>, but doesn't see how they match the reality of her classroom. “BYOD is very problematic in many schools, mine included, because we have a prominent engagement problem,” Crawford said. She’s an AP English teacher at \u003ca href=\"http://rain.mcs.schoolinsites.com/\" target=\"_blank\">BC Rain High School\u003c/a> in Mobile, Alabama, a school where all the students are eligible for free and reduced price lunch.\u003c/p>\n\u003cp>\"My first day on the job at this new school, my classroom door opens behind me and an adult from the street started beating a 10th grade girl,” Crawford said, in reference to a previous school.* It turned into a brawl. Crawford can’t keep track of how many of her former students have been arrested for murder, but she can point out which ones are known gang members or drug dealers. As a Title I school, BC Rain has the funds to buy lots of technology for use within school walls, but the administration doesn’t dare try a one-to-one take-home program for fear its students will become targets as they walk to and from school. Many teachers working in inner city or violent neighborhoods voiced that concern.\u003c/p>\n\u003cp>Crawford has found that in the high poverty communities where she has always chosen to work, there are low expectations for achievement from families and the community at large. “So many of our students are from very low achieving families, they are reading so far below grade level that behavior becomes a problem,” Crawford said.\u003c/p>\n\u003cp>Tactics to improve engagement like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">making work relevant\u003c/a> to her students' lives or letting them use their phones in class to look up information, haven’t worked for Crawford, although she’s tried. She was originally persuaded by the idea that allowing students to work on the devices they like so much would increase engagement, but instead she found them texting, sending Snapchats to one another and tweeting about their personal lives. It was hard to reign them back in. “I’ve tried to make it relevant and for many of them it still doesn’t matter,” Crawford said. “The reason I’ve been able to thrive in this environment is because I don’t try to do things that I know will just frustrate me and make me question why I’m unsuccessful in the classroom.”\u003c/p>\n\u003cp>When she first started, Crawford was enthusiastic about jumping into collaborative, project-based learning. “I thought my colleagues were monsters because of how they were teaching,” she said of a school where she previously worked and where teachers lectured all the time. She tried to teach students through projects, but found it was a disaster. To her students’ parents, her efforts to make the classroom “student-centered” looked like she wasn’t teaching. “There is a different perception of what a teacher should be in different cultures,” Crawford said. “And in the African-American community in the South the teacher is supposed to do direct instruction.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"57db50f126aa7cae31b03f2455c88b16\"]\u003c/p>\n\u003cp>Crawford eventually gave into the parent pressure, reasoning that it was their school and their community -- she was there to serve them. In the ensuing years, she has found ways to be engaging and interactive that satisfy her own requirements for good teaching, while also maintaining a strict classroom with fairly traditional teaching methods.\u003c/p>\n\u003cp>“What works best for each student is really the heart of student-centered learning,” Crawford said. “Sometimes what the student needs best is direct instruction. They need that authoritative, in-control figure who is directing their learning and will get them where they need to go.” Many of Crawford’s students come from homes run by single mothers who rule with an iron hand. She tries to replicate that attitude and presence. “They respond to that; they like it,” Crawford said. “It’s comforting to them.”\u003c/p>\n\u003cp>\u003cstrong>BUILDING A CULTURE OF TRUST\u003c/strong>\u003c/p>\n\u003cp>That doesn’t mean Crawford has given up all attempts to be innovative, but it takes time to build a classroom culture of respect and to teach students new ways of learning. Many of them are coming from middle schools that asked them to sit and fill out worksheets all day. “You can’t yank it from them immediately because it makes them feel insecure in an educational environment,” Crawford said. Instead she tries to slowly build up students' confidence and trust in her so that she can do more engaging activities later in the year.\u003c/p>\n\u003cp>“It really depends on the teacher and on their ability to have really good classroom management and really scaffold students towards these kinds of activities,” Crawford said. She takes the opportunities when they arise. Like the time a common, everyday altercation in the hallways got written up in the local newspaper with hyperbolic language that made it sound like a war had broken out at the high school. Crawford used it as an opportunity to discuss connotation and the responsibility of journalists to accurately report facts, not rumor.\u003c/p>\n\u003cp>“It ended up turning into students choosing their own writing task,” Crawford said. Some wrote letters to the editor highlighting the article’s errors, while others wrote to the reporter with a more accurate introduction to their school. “Since they knew we were really going to mail these, they did work much much harder,” Crawford said. “If this is real, not just learning to take a test that’s disconnected from reality, they do care.”\u003c/p>\n\u003cp>Still, Crawford will not be experimenting with a bring-your-own-device program. “My problem with education innovation is we tend to want to take a new technology or a new idea and go forth with it as if it’s the silver bullet,” Crawford said. “What happens is that teachers who teach in my type of environment realize this would be a disaster in my classroom.”\u003c/p>\n\u003cp>\u003cstrong>A QUESTION OF PERCEPTION\u003c/strong>\u003c/p>\n\u003cp>Crawford is skeptical that kids in higher income areas aren’t misusing technology too. Her children attend school in a more affluent district and they tell her that kids are constantly messing around on their devices. They just switch screens when a teacher comes by. They get away with it because their teachers trust them to do their work.\u003c/p>\n\u003cp>“I think teachers may assume that the higher performing kids are on task because they are better at mimicking or getting by,” Crawford said. “Whereas students at lower performing schools aren’t able to pass.”\u003c/p>\n\u003cp>This issue of perception, or bias, pervades the school system and could explain the disparity in the Pew survey numbers. “I think kids in middle class or upper middle class schools are equally distracted as low-income students,” said Bob Lenz, director of innovation at \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">Envision Schools\u003c/a>, a small charter network that’s part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">deeper learning movement\u003c/a>. “It’s just that because of the privilege of their background the content and the skills that they need to gain in school -- they’re coming with a lot of those skills already-- so it’s not as urgently needed.”\u003c/p>\n\u003cp>Ultimately, poverty and a persistent culture of low achievement that often begins in a student’s earliest school years are hard to overcome by the time he or she gets to high school. Administrators and education officials tend to focus on high school graduation rates, an important measure, but one that is affected by every year a child is in school from pre-k onwards. “I don’t think mainstream America wants to see my classroom,” Crawford said. “They are going to see some shocking things.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This article has been updated to reflect that the brawl did not occur at BC Rain High School, but rather at a previous school.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The promise of technology in the classroom has long been equal access to resources on the internet, but a digital divide still exists largely because of the other issues poverty raises in schools.","status":"publish","parent":0,"modified":1404924777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1891},"headData":{"title":"The Struggles and Realities of Student-Driven Learning and BYOD | KQED","description":"The promise of technology in the classroom has long been equal access to resources on the internet, but a digital divide still exists largely because of the other issues poverty raises in schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Struggles and Realities of Student-Driven Learning and BYOD","datePublished":"2014-07-07T15:18:11.000Z","dateModified":"2014-07-09T16:52:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36244 http://blogs.kqed.org/mindshift/?p=36244","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/07/the-struggles-and-realities-of-student-driven-learning-and-byod/","disqusTitle":"The Struggles and Realities of Student-Driven Learning and BYOD","path":"/mindshift/36244/the-struggles-and-realities-of-student-driven-learning-and-byod","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36719\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36719\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg\" alt=\"Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift2_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">If the promise of mobile technology in classrooms has been to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/for-low-income-kids-access-to-devices-could-be-the-equalizer/\" target=\"_blank\">equalize opportunities for all students through access to the internet, \u003c/a>that potential has yet to be realized.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/by-the-numbers-teachers-tech-and-the-digital-divide/\" target=\"_blank\">National surveys consistently show\u003c/a> that students in low-income schools are getting short-changed when it comes to using technology in school. A \u003ca href=\"http://www.pewinternet.org/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/\" target=\"_blank\">2013 Pew study\u003c/a> revealed that only 35 percent of teachers at the lowest income schools allow their students to look up information on their mobile devices, as compared to 52 percent of teachers at wealthier schools. And while 70 percent of teachers working in high income areas say their schools do a good job providing resources and support to effectively integrate technology into the classroom, only 50 percent of teachers in low-income areas agree.\u003c/p>\n\u003cp>The reality is that while some teachers have found powerful ways to use mobile devices -- both those owned by students and those purchased by the school -- teachers at schools in very low-income areas are often battling a persistent student culture of disengagement. Many students have learning gaps that make it hard for them to stay interested in grade level materials and little desire to be in school at all.\u003c/p>\n\u003cp>\u003cstrong>IN FAVOR OF MOBILE DEVICES\u003c/strong>\u003c/p>\n\u003cp>A common refrain among teachers successfully using mobile devices in class is that there is \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">no excuse for failing to use any and all resources \u003c/a>to help kids learn. “You can teach a kid from every background how to use a device responsibly,” said Yolanda Wilcox-Gonzalez, a middle school history teacher at the elite \u003ca href=\"http://www.bcdschool.org/\" target=\"_blank\">Beaver Country Day Independent School\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There is a different perception of what a teacher should be in different cultures, and in the African-American community in the South the teacher is supposed to do direct instruction.\"\u003c/aside>\n\u003cp>While Wilcox-Gonzalez now works in a well-resourced, private school that gives teachers the time and training to assimilate new technologies into teaching in authentic ways, she used to teach in the Philadelphia public schools where she also grew up. She believes that if kids are coming from poverty, poor schooling earlier in life or any of the other challenges low-income children face, teachers should not withhold any resource that might help them catch up and succeed. “I think it's really up to the comfort level of the teacher,” Wilcox-Gonzalez said. “I’ve always been comfortable with technology and with trying something new, so I’ve always been able to take kids to another level.”\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>Many advocates of using mobile technologies say the often cited issues of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/age-of-distraction-why-its-crucial-for-students-to-learn-to-focus/\" target=\"_blank\">student distraction\u003c/a> are just excuses not to try something new. Mark Giuliucci, a freshmen social studies teacher at \u003ca href=\"http://www.sau17.org/schools/high-school\" target=\"_blank\">Sanborn High School\u003c/a> in New Hampshire, said it’s not the end of the world if a kid sends a text in class. “The way you discourage it is engage them in the activity so they don’t even think of sending a text,” Giuliucci said. “You’ve got to jump in and play their game or you’re going to lose them.”\u003c/p>\n\u003cp>\u003cstrong>A DIFFERENT REALITY IN THE POOREST NEIGHBORHOODS\u003c/strong>\u003c/p>\n\u003cp>Angela Crawford has heard all the arguments of \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">BYOD evangelists\u003c/a>, but doesn't see how they match the reality of her classroom. “BYOD is very problematic in many schools, mine included, because we have a prominent engagement problem,” Crawford said. She’s an AP English teacher at \u003ca href=\"http://rain.mcs.schoolinsites.com/\" target=\"_blank\">BC Rain High School\u003c/a> in Mobile, Alabama, a school where all the students are eligible for free and reduced price lunch.\u003c/p>\n\u003cp>\"My first day on the job at this new school, my classroom door opens behind me and an adult from the street started beating a 10th grade girl,” Crawford said, in reference to a previous school.* It turned into a brawl. Crawford can’t keep track of how many of her former students have been arrested for murder, but she can point out which ones are known gang members or drug dealers. As a Title I school, BC Rain has the funds to buy lots of technology for use within school walls, but the administration doesn’t dare try a one-to-one take-home program for fear its students will become targets as they walk to and from school. Many teachers working in inner city or violent neighborhoods voiced that concern.\u003c/p>\n\u003cp>Crawford has found that in the high poverty communities where she has always chosen to work, there are low expectations for achievement from families and the community at large. “So many of our students are from very low achieving families, they are reading so far below grade level that behavior becomes a problem,” Crawford said.\u003c/p>\n\u003cp>Tactics to improve engagement like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/how-to-help-students-develop-the-motivation-to-learn/\" target=\"_blank\">making work relevant\u003c/a> to her students' lives or letting them use their phones in class to look up information, haven’t worked for Crawford, although she’s tried. She was originally persuaded by the idea that allowing students to work on the devices they like so much would increase engagement, but instead she found them texting, sending Snapchats to one another and tweeting about their personal lives. It was hard to reign them back in. “I’ve tried to make it relevant and for many of them it still doesn’t matter,” Crawford said. “The reason I’ve been able to thrive in this environment is because I don’t try to do things that I know will just frustrate me and make me question why I’m unsuccessful in the classroom.”\u003c/p>\n\u003cp>When she first started, Crawford was enthusiastic about jumping into collaborative, project-based learning. “I thought my colleagues were monsters because of how they were teaching,” she said of a school where she previously worked and where teachers lectured all the time. She tried to teach students through projects, but found it was a disaster. To her students’ parents, her efforts to make the classroom “student-centered” looked like she wasn’t teaching. “There is a different perception of what a teacher should be in different cultures,” Crawford said. “And in the African-American community in the South the teacher is supposed to do direct instruction.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Crawford eventually gave into the parent pressure, reasoning that it was their school and their community -- she was there to serve them. In the ensuing years, she has found ways to be engaging and interactive that satisfy her own requirements for good teaching, while also maintaining a strict classroom with fairly traditional teaching methods.\u003c/p>\n\u003cp>“What works best for each student is really the heart of student-centered learning,” Crawford said. “Sometimes what the student needs best is direct instruction. They need that authoritative, in-control figure who is directing their learning and will get them where they need to go.” Many of Crawford’s students come from homes run by single mothers who rule with an iron hand. She tries to replicate that attitude and presence. “They respond to that; they like it,” Crawford said. “It’s comforting to them.”\u003c/p>\n\u003cp>\u003cstrong>BUILDING A CULTURE OF TRUST\u003c/strong>\u003c/p>\n\u003cp>That doesn’t mean Crawford has given up all attempts to be innovative, but it takes time to build a classroom culture of respect and to teach students new ways of learning. Many of them are coming from middle schools that asked them to sit and fill out worksheets all day. “You can’t yank it from them immediately because it makes them feel insecure in an educational environment,” Crawford said. Instead she tries to slowly build up students' confidence and trust in her so that she can do more engaging activities later in the year.\u003c/p>\n\u003cp>“It really depends on the teacher and on their ability to have really good classroom management and really scaffold students towards these kinds of activities,” Crawford said. She takes the opportunities when they arise. Like the time a common, everyday altercation in the hallways got written up in the local newspaper with hyperbolic language that made it sound like a war had broken out at the high school. Crawford used it as an opportunity to discuss connotation and the responsibility of journalists to accurately report facts, not rumor.\u003c/p>\n\u003cp>“It ended up turning into students choosing their own writing task,” Crawford said. Some wrote letters to the editor highlighting the article’s errors, while others wrote to the reporter with a more accurate introduction to their school. “Since they knew we were really going to mail these, they did work much much harder,” Crawford said. “If this is real, not just learning to take a test that’s disconnected from reality, they do care.”\u003c/p>\n\u003cp>Still, Crawford will not be experimenting with a bring-your-own-device program. “My problem with education innovation is we tend to want to take a new technology or a new idea and go forth with it as if it’s the silver bullet,” Crawford said. “What happens is that teachers who teach in my type of environment realize this would be a disaster in my classroom.”\u003c/p>\n\u003cp>\u003cstrong>A QUESTION OF PERCEPTION\u003c/strong>\u003c/p>\n\u003cp>Crawford is skeptical that kids in higher income areas aren’t misusing technology too. Her children attend school in a more affluent district and they tell her that kids are constantly messing around on their devices. They just switch screens when a teacher comes by. They get away with it because their teachers trust them to do their work.\u003c/p>\n\u003cp>“I think teachers may assume that the higher performing kids are on task because they are better at mimicking or getting by,” Crawford said. “Whereas students at lower performing schools aren’t able to pass.”\u003c/p>\n\u003cp>This issue of perception, or bias, pervades the school system and could explain the disparity in the Pew survey numbers. “I think kids in middle class or upper middle class schools are equally distracted as low-income students,” said Bob Lenz, director of innovation at \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/redesigning-school-to-graduate-capable-confident-learners-deeper-learning/\" target=\"_blank\">Envision Schools\u003c/a>, a small charter network that’s part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/how-do-we-create-rich-learning-opportunities-for-all-students/\" target=\"_blank\">deeper learning movement\u003c/a>. “It’s just that because of the privilege of their background the content and the skills that they need to gain in school -- they’re coming with a lot of those skills already-- so it’s not as urgently needed.”\u003c/p>\n\u003cp>Ultimately, poverty and a persistent culture of low achievement that often begins in a student’s earliest school years are hard to overcome by the time he or she gets to high school. Administrators and education officials tend to focus on high school graduation rates, an important measure, but one that is affected by every year a child is in school from pre-k onwards. “I don’t think mainstream America wants to see my classroom,” Crawford said. “They are going to see some shocking things.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*This article has been updated to reflect that the brawl did not occur at BC Rain High School, but rather at a previous school.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36244/the-struggles-and-realities-of-student-driven-learning-and-byod","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_484","mindshift_20906","mindshift_252","mindshift_1040"],"label":"mindshift"},"mindshift_34336":{"type":"posts","id":"mindshift_34336","meta":{"index":"posts_1591205157","site":"mindshift","id":"34336","score":null,"sort":[1394031640000]},"guestAuthors":[],"slug":"how-real-world-technology-use-has-inflitrated-change-classrooms","title":"How Technology Trends Have Influenced the Classroom","publishDate":1394031640,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.","status":"publish","parent":0,"modified":1393975629,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":1118},"headData":{"title":"How Technology Trends Have Influenced the Classroom | KQED","description":"Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Technology Trends Have Influenced the Classroom","datePublished":"2014-03-05T15:00:40.000Z","dateModified":"2014-03-04T23:27:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34336 http://blogs.kqed.org/mindshift/?p=34336","disqusUrl":"https://ww2.kqed.org/mindshift/2014/03/05/how-real-world-technology-use-has-inflitrated-change-classrooms/","disqusTitle":"How Technology Trends Have Influenced the Classroom","path":"/mindshift/34336/how-real-world-technology-use-has-inflitrated-change-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34357\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34357\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/03/465128421-e1393720098208.jpg\" alt=\"465128421\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/03/465128421-e1393720098208-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/mrhooker\">Carl Hooker\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Between societal changes and technological breakthroughs, it’s become abundantly clear that the human brain is transforming the way it processes and learns information. While there are many \u003ca href=\"http://www.npr.org/blogs/theprotojournalist/2014/02/11/268876281/we-are-just-not-here-anymore\" target=\"_blank\">discussions \u003c/a>about whether or not this is good or bad for us as a society, it’s definitely a change.\u003c/p>\n\u003cp>As educators, it’s our job to make sure that students (and adults) are learning. Part of that process isn’t only about making an engaging activity or lesson, but also realizing how the modern brain learns. Teachers all over America are faced with this challenge of keeping students engaged in the classroom when their world outside of school is one of constant engagement and stimulation. Knowing the world outside of our institutional walls is only one step in addressing modern learning styles. How to act and adjust schools today is the next step in making the classroom of today ready for tomorrow.\u003c/p>\n\u003cp>To do that, let's examine which features of society (and media) have changed and then consider what we can do in education to use it as an advantage for learning.\u003c/p>\n\u003ch3>\u003cstrong>The Increase of Interactivity\u003cbr>\n\u003c/strong>\u003c/h3>\n\u003cp>One only need to look at the gaming market to see the evolution of how our brains crave interaction. We went from Backgammon to Atari and realized that with some simple interaction, like a yellow circle eating dots, our brains could stay occupied for hours. The recent shift to touch screen and even motion-based interaction means that we now involve our whole body when interacting with games.\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>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> We might notice that our students seem more “antsy,” but in reality, sitting still in a seat for several hours has never been ideal for learning. Research is now becoming \u003ca href=\"http://www.naeyc.org/files/yc/file/200807/BTJTomHunter.pdf\" target=\"_blank\">more abundant\u003c/a> to back that statement. Incorporating regular brain breaks or mini-activities that require kids to move every 15-30 minutes re-invigorate the brain and get them refocused in the tasks at hand.\u003c/p>\n\u003ch3>\u003cstrong>On-Demand Living\u003c/strong>\u003c/h3>\n\u003cp>Most of us grew up in an era of either three basic television channels or the privilege of many via paid cable. With the digital era, television and movies have seen an exponential change in how they are distributed and accessed. You no longer have to wait for that favorite re-run of \u003cem>Moonlighting\u003c/em>; today, you can just pull it up on your phone. Better yet, you can pause it on one device and then watch it on another when you choose. If you really get hooked on a show, why wait a week when you can just \u003ca href=\"http://www.techradar.com/us/news/internet/the-netflix-effect-how-binge-watching-is-changing-television-1215808\" target=\"_blank\">binge view \u003c/a>it?\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> \u003ca href=\"http://en.wikipedia.org/wiki/Flip_teaching\" target=\"_blank\">Flipped-teaching\u003c/a> comes to mind when thinking of the “on-demand” model of learning. Not everyone has the time or energy for a full-fledged flipped-teaching model (not to mention at-home access for all students), but recording some lessons or concepts for later viewing, even in class, would be one way to let students have access to information when they want it. Wouldn’t it be nice if kids wanted to binge learn?\u003c/p>\n\u003ch3>\u003cstrong>Self-Publishing the World As We See It\u003c/strong>\u003c/h3>\n\u003cp>They ways we viewed and read the news was previously distributed to us through a filter. Publisher, editor, advertisers, and corporations decided what we should watch and read when it came to content. In some ways, the classroom has followed a similar path. Look at the world now when it comes to news. We are all publishing to the world around us in blogs, tweets, posts and...yes...even Instagram \u003ca href=\"http://www.oxforddictionaries.com/us/definition/american_english/selfie\">selfies.\u003c/a> Our brains are no longer designed to sit back and take what is given to us. We want to create and share what we see and learn too.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome:\u003c/em>\u003c/strong> This is one area where I feel that education has excelled, but there is still room for improvement. We’ve always encouraged students to write and report on what they think or believe. As students, we learned to play the game of “know your audience” when it came to writing a paper for a certain professor. Our purpose was writing for writing’s sake. Now we no longer have to limit ourselves to one recipient. Our students have access to a global audience and don’t have to write just to please one teacher. They can write based on what they see and believe to be true.\u003c/p>\n\u003ch3>\u003cstrong>Everything is Mobile (and Instant)\u003c/strong>\u003c/h3>\n\u003cp>As fast as the internet took the world by storm, the mobile revolution dropped a bomb of societal change and practice. People can now have all of their media in the palm of their hand. They can connect with anyone, anywhere. While there isn’t always value to why we use our devices, having that instant access means our brains can now outsource menial facts and focus on application and creation rather than retention.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>Classroom Outcome\u003c/em>\u003c/strong>\u003cem>:\u003c/em> One of the greatest challenges to the classrooms of today is mobile technology. Do we fund a 1:1 program? Allow a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policy? Won’t this just add the distraction of the outside world into a classroom? Rather than avoid or ban the use of mobile devices, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\" target=\"_blank\">some are embracing it\u003c/a> as a way to not only engage learners, but also dig deeper into learning. This isn’t without its pitfalls, and can be quite messy, but setting expectations of use can be a powerful way to model how our kids use these in the non-school setting. Maybe instead of whipping out their phones when at a restaurant, kids will actually sit and have a conversation with the grown-ups around them. Of course, this is assuming the grown-ups have put down their devices too.\u003c/p>\n\u003ch3>\u003cstrong>Embracing the Digital Brain\u003c/strong>\u003c/h3>\n\u003cp>As we can see from these few examples, the world around us is changing. This change affects the way we think, learn, and connect. In education, we have three options when dealing with these changes: avoid it, struggle with it, or embrace it. Technology would seem to be the panacea for solving all of these issues when it comes to engaging the digital brain. However, while it does have an impact in the classroom, the greatest impact still lies within the teacher and the content that they are trying to get their students to learn. Until the pedagogy and purpose align with this new world, we are all left fighting a battle rather than embracing it.\u003c/p>\n\u003cp>\u003cem>Carl Hooker is the Director of Instructional Technology for Eanes ISD in Texas, an Apple Distinguished Educator, an EdTechTeacher consultant/trainer, and founder of iPadpalooza. \u003c/em>\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/34336/how-real-world-technology-use-has-inflitrated-change-classrooms","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_1040","mindshift_187"],"featImg":"mindshift_34357","label":"mindshift"},"mindshift_25899":{"type":"posts","id":"mindshift_25899","meta":{"index":"posts_1591205157","site":"mindshift","id":"25899","score":null,"sort":[1356537618000]},"guestAuthors":[],"slug":"top-10-posts-of-2012-deeper-more-meaningful-and-creative-learning","title":"Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ","publishDate":1356537618,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1387487831,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":899},"headData":{"title":"Top 10 Posts of 2012: Deep, Meaningful and Creative Learning | KQED","description":"Flickr: CriCristina It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ","datePublished":"2012-12-26T16:00:18.000Z","dateModified":"2013-12-19T21:17:11.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"25899 http://blogs.kqed.org/mindshift/?p=25899","disqusUrl":"https://ww2.kqed.org/mindshift/2012/12/26/top-10-posts-of-2012-deeper-more-meaningful-and-creative-learning/","disqusTitle":"Top 10 Posts of 2012: Deep, Meaningful and Creative Learning ","path":"/mindshift/25899/top-10-posts-of-2012-deeper-more-meaningful-and-creative-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25985\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/cricristina/5542560570/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-25985\" title=\"kid\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/kid.png\" alt=\"\" width=\"620\" height=\"338\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid.png 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-400x218.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/12/kid-320x174.png 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: CriCristina\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">It may come as no surprise that the ideas that are top-of-mind for educators, parents, and policymakers are the very topics conveyed in the most popular MindShift posts this year. Giving kids the tools to create, teachers the freedom to innovate, making students' work relevant in the real world, giving them access to valuable technology. These are the aspirations that have resonated most with MindShift readers this year. Here are the top 10 posts from 2012.\u003c/p>\n\u003cp> \u003c/p>\n\u003ch4>\u003cstrong>1. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">EASY WAYS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>.\u003cbr>\n\u003c/strong>\u003c/h4>\n\u003cp>Being able to use the Internet and operate computers is one thing, but it may be just as valuable to teach students how to code. Giving students an introduction to programming helps peel back the layers of what happens inside computers and how computers communicate with one another online. Programming knowledge, even at a very basic level, makes technology seem less magical and more manageable. Programming also teaches other important skills, including math and logic.\u003c/p>\n\u003ch4>\u003cstrong>2. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/10-things-in-school-that-should-be-obsolete/\">10 THINGS IN SCHOOL THAT SHOULD BE OBSOLETE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So much about how and where kids learn has changed over the years, but the physical structure of schools has not. Looking around most school facilities — even those that aren't old and crumbling – it’s obvious that so much of it is obsolete today, and yet still in wide use.\u003c!--more-->\u003c/p>\n\u003ch4>\u003cstrong>3. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/why-kids-need-schools-to-change/\">WHY KIDS NEED SCHOOLS TO CHANGE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>The conversation in education has shifted towards outcomes and training kids for jobs of the future, and in many ways the traditional classroom has become obsolete. And yet many people fear change, preferring to hunker down and take the conservative route. Yet, it’s exactly during these uncertain times when people \u003cem>must\u003c/em> be willing to try new things, to be more open, curious and experimental, said educator Madeline Levine.\u003c/p>\n\u003ch4>\u003cstrong>4. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">LEARNING SHOULD BE MESSY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it’s time to crack that shell. It’s time to abolish silos and subjects.\u003c/p>\n\u003ch4>\u003cstrong>5. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">MAKING CELL PHONES WORK IN THE CLASSROOM\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they've found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas.\u003c/p>\n\u003ch4>\u003cstrong>6. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/how-to-turn-your-classroom-into-an-idea-factory/\">TURN YOUR CLASSROOM INTO AN IDEA FACTORY\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>If we’re serious about preparing students to become innovators, educators have some hard work ahead. Getting students ready to tackle tomorrow’s challenges means helping them develop a new set of skills and fresh ways of thinking that they won’t acquire through textbook-driven instruction. Students need opportunities to practice these skills on right-sized projects, with supports in place to scaffold learning. They need to persist and learn from setbacks. That’s how they’ll develop the confidence to tackle difficult problems.\u003c/p>\n\u003ch4>\u003cstrong>7. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\">OPEN EDUCATION RESOURCES FOR ALL\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>As open educational resources and OpenCourseWare (OCW) increase in popularity and usage, there are a number of new resources out there that do offer opportunity for interaction and engagement with the material.\u003c/p>\n\u003ch4>\u003cstrong>8. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/for-students-why-the-question-is-more-important-than-the-answer/\">FOR STUDENTS, WHY THE QUESTION IS MORE IMPORTANT THAN THE ANSWER\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In a traditional classroom, the teacher is the center of attention, the owner of knowledge and information. Teachers often ask questions of their students to gauge comprehension, but it’s a passive model that relies on students to absorb information they need to reproduce on tests. What would happen if the roles were flipped and students asked the questions?\u003c/p>\n\u003ch4>\u003cstrong>9. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-do-we-define-and-measure-deeper-learning/\">DEFINING DEEPER LEARNING\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>In preparing students for the world outside school, what skills are important to learn? This goes to the heart of the research addressed in the \u003ca href=\"http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html\">Deeper Learning Report \u003c/a>released by the National Research Council of the National Academies of Science in Washington. Simply defined, “deeper learning” is the “process of learning for transfer,” meaning it allows a student to take what’s learned in one situation and apply it to another, explained James Pellegrino, one of the authors of the report. “You can use knowledge in ways that make it useful in new situations,” he said.\u003c/p>\n\u003ch4>\u003cstrong>10. \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">HOW CAN WE CONNECT SCHOOL LIFE TO REAL LIFE\u003c/a>.\u003c/strong>\u003c/h4>\n\u003cp>So what if we were to say that, starting this year, even with our children in K– 5, at least half of the time they spend on schoolwork must be on stuff that can’t end up in a folder we put away? That the reason they’re doing their schoolwork isn't just for a grade or for it to be pinned up in the hallway? It should be because their work is something they create on their own, or with others, that has real value in the real world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25899/top-10-posts-of-2012-deeper-more-meaningful-and-creative-learning","authors":["234"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_484","mindshift_20906","mindshift_121","mindshift_862","mindshift_939","mindshift_187","mindshift_499"],"featImg":"mindshift_25985","label":"mindshift"},"mindshift_20350":{"type":"posts","id":"mindshift_20350","meta":{"index":"posts_1591205157","site":"mindshift","id":"20350","score":null,"sort":[1333130732000]},"guestAuthors":[],"slug":"amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail","title":"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?","publishDate":1333130732,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n","blocks":[],"excerpt":"The first of a multi-part series exploring mobile learning, a look at what teaching practices are being used to integrate cell phones and other mobile devices into classrooms.","status":"publish","parent":0,"modified":1347475937,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3002},"headData":{"title":"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | KQED","description":"The first of a multi-part series exploring mobile learning, a look at what teaching practices are being used to integrate cell phones and other mobile devices into classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?","datePublished":"2012-03-30T18:05:32.000Z","dateModified":"2012-09-12T18:52:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20350 http://blogs.kqed.org/mindshift/?p=20350","disqusUrl":"https://ww2.kqed.org/mindshift/2012/03/30/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/","disqusTitle":"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?","path":"/mindshift/20350/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20398\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 396px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-30-at-10-48-31-am/\" rel=\"attachment wp-att-20398\">\u003cimg class=\"size-full wp-image-20398\" title=\"cell phones\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png\" alt=\"\" width=\"396\" height=\"255\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM.png 396w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/Screen-shot-2012-03-30-at-10.48.31-AM-320x206.png 320w\" sizes=\"(max-width: 396px) 100vw, 396px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.\u003c/p>\n\u003cp>But these days, it's not unusual to hear a teacher say, \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">Class, turn on your cell\u003c/a>. It's time to work.\"\u003c/p>\n\u003cp>Harvard professor \u003ca href=\"http://isites.harvard.edu/icb/icb.do?keyword=chris_dede\">Chris Dede\u003c/a> has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.\u003c/p>\n\u003cp>That's not necessarily surprising, given that a staggering \u003ca href=\"http://www.washingtonpost.com/blogs/post-tech/post/teens-clamor-to-smartphones-texting-and-girls-lead-the-way/2012/03/19/gIQAIxiLNS_blog.html\">80 percent of teens\u003c/a> have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a \"sea change\" in the education landscape.\u003c/p>\n\u003cp>\"People are talking about this being an inflection point,\" said \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Elliot Soloway\u003c/a>. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. \"It feels like something major is about to happen. It went from a silly idea, to, 'Of course it’s inevitable.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>The \u003ca href=\"http://www.pewinternet.org/Reports/2010/Teens-and-Mobile-Phones/Chapter-4/Mobile-phones-and-schools.aspx\">most recent data available\u003c/a> is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But both Dede and Solloway, who are closely involved in coaching schools on how to use mobile learning techniques, said a lot of progress has been made in just the past couple of years.\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>\"What I'm hearing from schools more is that they've eliminated policies restricting using mobile devices for learning and they're interested in developing mobile learning programs as fast as possible,\" Dede said. \"We're going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.\"\u003c/p>\n\u003cp>More than \u003ca href=\"http://thenextweb.com/apple/2012/01/19/apple-1-5-million-ipads-in-use-in-educational-programs-offering-over-20000-education-apps/\">1.5 million iPads have been deployed\u003c/a> in schools. That's not counting school-supplied \u003cem>non-\u003c/em>Apple devices, or the most ubiquitous device of all -- students’ own mobile phones.\u003c/p>\n\u003cp>Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. Kindergarteners are \u003c!--more-->\u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">learning to read using an iPad app\u003c/a>. Teachers are using tablets to \u003ca href=\"http://mineola.patch.com/articles/mineola-students-show-off-ipad-classroom-impact\">monitor student progress on “dashboards”\u003c/a> that show moment-by-moment test scores. Others are using cell phones to take \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/class-turn-on-your-cell-phones-its-time-to-text/\">instant polls in class\u003c/a> to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>GUIDE TO MOBILE LEARNING\u003c/strong>\u003c/p>\n\u003cp>This\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon.png\">\u003cimg class=\"alignleft size-thumbnail wp-image-21054\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"76\" height=\"76\">\u003c/a> article is part one of a multi-part series exploring mobile learning co-produced by \u003ca href=\"http://mindshift.kqed.org\">MindShift\u003c/a> and \u003ca href=\"http://www.spotlight.macfound.org\">Spotlight on Digital Media & Learning\u003c/a>. In the coming weeks, we'll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms.\u003c/p>\n\u003cp>\u003cstrong>\u003cem>\u003c/em>\u003c/strong>\u003c/p>\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?\u003c/p>\n\u003cp>For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here's an opportunity to reach every student in a meaningful way. But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.\u003c/p>\n\u003cp>“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”\u003c/p>\n\u003cp> \u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/are-we-wired-for-mobile-learning/\">ARE WE WIRED FOR MOBILE LEARNING?\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">IN SOME CASH-STRAPPED SCHOOLS, KIDS BRING THEIR OWN DEVICES\u003c/a>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/to-ban-or-not-to-ban-schools-must-decide-cell-phone-policies/\">TO BAN OR NOT TO BAN, SCHOOLS WEIGH CELL PHONE POLICY\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”\u003c/p>\n\u003cp>Even with the latest available technology, schools are still using old delivery tactics -- like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student. But that’s exactly the kind of short-term thinking that drives Soloway mad.\u003c/p>\n\u003cp>“A cart of iPads will have as much impact on student achievement as a cart of laptops had -- which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”\u003c/p>\n\u003cp>Actually some schools \u003cem>are\u003c/em> seeing gains. A couple of very early findings show somewhat higher test scores; Houghton Mifflin Harcourt reported that students in one class who \u003ca href=\"http://mindshift.kqed.org/tag/houghton-mifflin-harcourt/\">used its algebra iPad app\u003c/a> showed \u003ca href=\"http://www.hmhco.com/content/student-math-scores-jump-20-percent-hmh-algebra-curriculum-apple-ipad-app-transforms-class\">a 20% increase\u003c/a> compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a \u003ca href=\"http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/\">Bangor Daily News article\u003c/a>. “We are seeing it’s making an impact in learning.”\u003c/p>\n\u003cdiv id=\"attachment_20426\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660084813/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20426\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6660084813_d684b0e298-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.\u003c/p>\n\u003cp>“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can't admit that their model is broken, that they are in the process of being disrupted,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”\u003c/p>\n\u003cp>Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”\u003c/p>\n\u003cp>But what about student engagement, the buzzword that’s dominated edu-speak especially in reference to technology? Soloway said engagement \u003cem>will\u003c/em> go up when the iPad is used. “But engagement always goes up when technology is used -- laptops, even electronic whiteboards. School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”\u003c/p>\n\u003cp>\u003cstrong>POSSIBILITIES AND POTENTIAL\u003c/strong>\u003c/p>\n\u003cp>So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it's educational -- how can mobile devices add relevance and value to how kids learn?\u003c/p>\n\u003cp>There's not just one explanation. As mobile devices evolve and become ever more powerful and multi-functional, the answers will change. In the meantime, there are some things educators know for certain do make a big impact on learning.\u003c/p>\n\u003cp>“There's something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer\u003cbr>\nin the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.\"\u003c/p>\n\u003cp>In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.\u003c/p>\n\u003cp>A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"To say that iPads result in increased engagement is to say nothing.\"\u003c/p>\n\u003c/aside>\n\u003cp>But can’t a camera do the same thing -- or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”\u003c/p>\n\u003cp>Shelley Pasnik, director of \u003ca href=\"http://cct.edc.org/person.asp?id=46\">Center for Children & Technology\u003c/a> agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”\u003c/p>\n\u003cp>The closest students came to personalizing their learning before mobile devices was changing fonts on Microsoft Word programs. “Now you have your own collection of apps to choose from,” she said.\u003c/p>\n\u003cdiv id=\"attachment_20423\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659988943/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20423\" title=\"6659988943_48abe01d49\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/6659988943_48abe01d49-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Flickingerbrad\u003c/p>\n\u003c/div>\n\u003cp>But the apps shouldn't be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,\" she said. \"It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning.”\u003c/p>\n\u003cp>And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.\u003c/p>\n\u003cp>“That’s a common first step -- it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”\u003c/p>\n\u003cp>Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. Seniors at the school are using their phones to \u003ca href=\"http://thejournal.com/articles/2012/03/28/revisiting-cell-phones-bans-in-schools.aspx.\">convert historical information\u003c/a> they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.\u003c/p>\n\u003cp>This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about \u003ca href=\"http://mindshift.kqed.org/2011/06/why-should-fifth-graders-learn-to-program/\">teaching tech\u003c/a>). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\"Polling devices are based on lecture. I would like to see teachers using different pedagogy.\"\u003c/p>\n\u003c/aside>\n\u003cp>Students could have just as easily created individual print brochures that featured historical sites around town -- and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.\u003c/p>\n\u003cp>But when it comes to using cell phones for things like taking polls, that may not necessarily change traditional lecture-based teaching tactics. “I personally think there are better things to do in the \u003c!--more-->classroom than lecture,” Chris Dede said. “Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/screen-shot-2012-03-28-at-10-02-19-pm/\" rel=\"attachment wp-att-20405\">\u003cimg class=\"alignleft size-thumbnail wp-image-20405\" title=\"Screen shot 2012-03-28 at 10.02.19 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/Screen-shot-2012-03-28-at-10.02.19-PM-140x140.png\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>As a college professor, Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,” Dede said.\u003c/p>\n\u003cp>These are the kinds of issues that are still being hashed out in schools: What's more distracting than helpful, what's just straight up utilitarian, what's helping students understand concepts better? What's allowing them to make a particular lesson more personal and relevant?\u003c/p>\n\u003cp>\u003cstrong>THE SOCIAL QUOTIENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect -- relationships in the context of which you're motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>It's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.\u003c/p>\n\u003c/aside>\n\u003cp>Mobile devices seem to be -- at least in theory -- a real enabler of social interaction. \"They’re social learning objects,\" he said. \"Kids plug into their friends and families and important social networks. When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities.”\u003c/p>\n\u003cp>This social connection is what helped at-risk kids do better and enjoy math more in \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/mobile-learning-proves-to-benefit-at-risk-students/\">a pilot study called Project K-Nect last year\u003c/a>. Students collaborated with each other through blogs, instant messaging and email on their mobile phones.\u003c/p>\n\u003cp>\u003cstrong>THE MOBILE FUTURE\u003c/strong>\u003c/p>\n\u003cp>From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it's imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.\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>\"Because mobile devices are the new piece here, people want to know does it make a difference,\" Pasnik said. \"When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20350/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_484","mindshift_20906","mindshift_187","mindshift_421"],"featImg":"mindshift_23797","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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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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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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