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The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n","blocks":[],"excerpt":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","status":"publish","parent":0,"modified":1435585926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1703},"headData":{"title":"What Education Technology Could Look Like Over the Next Five Years | KQED","description":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40956 http://ww2.kqed.org/mindshift/?p=40956","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/29/what-education-technology-could-look-like-over-the-next-five-years/","disqusTitle":"What Education Technology Could Look Like Over the Next Five Years","path":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\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>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_561","mindshift_775","mindshift_20906","mindshift_544","mindshift_20784","mindshift_1040","mindshift_980","mindshift_820","mindshift_421"],"featImg":"mindshift_40988","label":"mindshift"},"mindshift_38164":{"type":"posts","id":"mindshift_38164","meta":{"index":"posts_1591205157","site":"mindshift","id":"38164","score":null,"sort":[1415109832000]},"guestAuthors":[],"slug":"why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","title":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners","publishDate":1415109832,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Preparing students to be “college and career ready” is a catch phrase in many schools, but those same institutions often \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">block large swaths of the internet\u003c/a> in an attempt to protect students from acting inappropriately online. While well-intentioned, blocking useful digital tools prevents educators from guiding students through appropriate online behavior while still in the relative safety of school. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">College and job recruiters are seeking students\u003c/a> who are creative problem solvers, collaborative workers and independent thinkers, but in many cases, rules prevent students from practicing those skills online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'If we trust them to engage with the content then we have the power to teach them the digital citizenship.'\u003c/aside>\n\u003cp>“When you try to use a computer in a school, it’s shocking what is blocked,” said \u003ca href=\"https://twitter.com/mluhtala\" target=\"_blank\">Michelle Luhtala\u003c/a>, head librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “That is not 21st century learning.” Luhtala doesn’t believe schools can make good on their promise to prepare kids for the world that awaits them outside school walls if they don’t first prepare them to use the tools to operate online in safe ways. She acknowledges that letting students direct their own learning in virtual spaces can be scary and that it takes a lot of trust.\u003c/p>\n\u003cp>In many ways, trust underlies much of what happens in school each day. The job of helping young people grow into well-educated and independent adults rests upon the relationship between teachers and students, teachers and their administrators, the community and its school staff. And yet many of the rules governing schools are about control. Psychologist David DeSteno explores the tension between risk and reward inherent in trust in his book \u003ca href=\"http://www.amazon.com/exec/obidos/ASIN/1594631239/braipick-20\" target=\"_blank\">\"The Truth About Trust: How It Determines Success in Life, Love, Learning and More.\"\u003c/a> Maria Popova summarizes some of the key points in \u003ca href=\"http://www.brainpickings.org/2014/02/03/david-desteno-truth-about-trust/\">Brain Pickings\u003c/a>.\u003c/p>\n\u003cp>\"At the most basic level, the need to trust implies one fundamental fact: you're vulnerable,\" DeSteno writes. \"The ability to satisfy your needs or obtain the outcomes you desire is not entirely under your control.\" That loss of control is part of what intimidates educators, who have been conditioned to take responsibility for the learning of their students, no matter what. \u003c/p>\n\u003cp>\"Trust, then, is simply a bet, and like all bets, it contains an element of risk,\" DeSteno writes. Removing filters, changing device policies and empowering teachers to try new things in the classroom require the kind of risk that DeSteno says makes humans uncomfortable. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While Luhtala understands the risk educators take when it comes to trusting kids with digital tools, she has also seen the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">rich rewards of taking that leap\u003c/a>. Ultimately, DeSteno writes, trust is crucial to human evolution:\u003c/p>\n\u003cblockquote>\u003cp>The potential benefits from trusting others considerably outweigh the potential losses on average. The ever-increasing complexity and resources of human society — its technological advancement, interconnected social capital, and burgeoning economic resources — all depend on trust and cooperation. . . . More can be achieved by working together than by working alone. That’s why we trust — plain and simple. \u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>REACHING A DIFFERENT GENERATION\u003c/strong>\u003c/p>\n\u003cp>The millennial generation of students is often criticized for being impatient, unfocused, entitled and lazy, but Luhtala said that’s an old-school way of looking at a group of kids who have grown up in a dramatically different world than their teachers. “I don’t think kids are unfocused,” she said. “I think they can be super focused if you give them something to do. And I really mean DO, not listening or watching, but really physically doing something.”\u003c/p>\n\u003cp>Creating learning opportunities that don’t rely on lectures, textbooks or sitting quietly goes against established educational patterns and can feel foreign to many adults who learned that way themselves. It requires trust, but once given, can often produce incredible projects from students that might never have materialized without giving them the freedom to think and act independently, Luhtala said.\u003c/p>\n\u003cp>“Passive learning is really not an effective way to teach these kids,” Luhtala said. “The reality is that kids will retain less than ten percent of what we say in a lecture setting. So we need to empower them to become independent learners.”\u003c/p>\n\u003cp>At New Caanan High School, students are allowed to use their phones and other devices anytime during school. Each year, the current seniors make a “We Trust You” video that freshmen watch in their first week of school. It highlights the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">school culture of trust and the responsibility \u003c/a>that comes along with it.\u003c/p>\n\u003cp>“The subtext is, ‘don’t break it; we like it this way,’” Luhtala said. She and her colleagues actively give students opportunities to use digital tools for learning that otherwise might only be used for texting or social networking, helping them to become responsible digital citizens along the way.\u003c/p>\n\u003cp>https://vimeo.com/79674425\u003c/p>\n\u003cp>\u003cstrong>REPORTING ON MODEL UN DAY\u003c/strong>\u003c/p>\n\u003cp>One way New Canaan teachers showed trust for their students was during a Model United Nations day. The 120 students actively involved in Model UN club organized a mock conference at the school to give everyone a chance to experience their passion. The entire event is student run and it engages most of the student body. When there were more participants than roles, unassigned kids became the press corp for the conference.\u003c/p>\n\u003cp>Students choose to report on Twitter, Facebook or Flickr, documenting the conference as it progresses through the day. “We watch the backchannel on devices,” Luhtala said. “And in six years of doing this we’ve only had one instance of an inappropriate tweet.” Trusting students to behave correctly on informal networks like this has the added benefit of bringing the broader community into the activities happening at school.\u003c/p>\n\u003cp>[contextly_sidebar id=\"PY3RyllcTMiOtEHk5INBBZV5j2pKlZhB\"]\u003c/p>\n\u003cp>Luhtala highlighted another example of how trusting students opens learning doors when she described the “text a librarian” program she runs. Students have a Google Voice number for the library that they can text anytime, day or night. The texts show up in an email account that all the librarians can access. Luhtala is proud that in just one year, student use of the system has exploded. The library dealt with 172 queries in the 2013-2014 school year. In just the first three weeks of the 2014 school year, it had already received 54 queries through text, most of which came in during the evening.\u003c/p>\n\u003cp>“This is saying that given the opportunity to have real time learning experiences, kids want to learn,” Luhtala said. Teachers at the school are assigning complicated tasks that can be difficult to complete, but students are rising to the challenge, navigating their way through complex work and asking for help when they need it.\u003c/p>\n\u003cp>\u003cstrong>OPENING THE DOOR TO TEACH DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003cbr>\n“If we trust them to engage with the content, then we have the power to teach them the digital citizenship,” Luhtala said. As with most learning, students understand the necessity of responsible behavior online when they are confronted with real choices as part of their school work. “We have to let them go to places that may feel scary at a lot of levels, but digital citizenship is an important part of 21st century learning,” Luhtala said.\u003c/p>\n\u003cp>At this point in any discussion about technology in education, there will be many parents and educators who raise questions of equity and the digital divide. While it is true that the digital divide exists, some studies suggest the gap in access to devices themselves may be narrowing rapidly, especially when it comes to mobile access. In 2011, 27 percent of low income families surveyed by \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013/key-finding-5%3A-reduced-but-persistent-mobile-digital-divide\" target=\"_blank\">Common Sense Media\u003c/a> had access to a smartphone, but by 2013 that number had grown to 51 percent. Similarly tablet ownership among low income families grew to 20 percent in 2013. That still doesn’t match access for higher income children, but it shows rapid growth in access to some kind of device.\u003c/p>\n\u003cp>The more troubling divide lies in how devices are being used and the amount of guidance and direction children get from the adults in their lives. The same \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\" target=\"_blank\">Common Sense Media Zero to Eight Study\u003c/a> found that in 2013, 31 percent of low-income parents had downloaded an app for their children, whereas 75 percent of higher income parents had done the same. Educators can play a big role in helping to close that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">gap in powerful use\u003c/a> that could end up being a crucial part of educational equity.\u003c/p>\n\u003cp>“Kids really need to have safe passage and access to content in order to use and experiment with it with guided instruction,” Luhtala said. She’s adamant that educators have a responsibility to recognize their potential for great influence in this area and make the tools available to students.\u003c/p>\n\u003cp>While New Canaan High School is progressive in its approach to devices and internet access, Luhtala recognizes that many educators work in environments with much less freedom.\u003c/p>\n\u003cp>“The frustrated people have gone silent to a large extent,” Luhtala said. She encourages them to voice their opinions to their districts and advocate for the right to teach these important skills so their students don’t miss out on an opportunity. ”There are some kids who are getting a very different learning experience than the kids in those blocked schools and environments,” Luhtala said. “And that’s a digital divide we really could fix. All it takes is trust.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a school wants to encourage students to follow their natural inclination towards learning, school materials need to be digital, and available on mobile devices 24/7, Luhtala said. When educators make the materials accessible in these ways, students can find answers to their questions as they arise, and have no excuse for not taking responsibility for their work.\u003c/p>\n\n","blocks":[],"excerpt":"Without trust, students don't have the space to build the skills they'll need to learn on their own.","status":"publish","parent":0,"modified":1427409877,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1679},"headData":{"title":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners | KQED","description":"Without trust, students don't have the space to build the skills they'll need to learn on their own.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38164 http://blogs.kqed.org/mindshift/?p=38164","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/04/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners/","disqusTitle":"Why Trust Is A Crucial Ingredient in Shaping Independent Learners","path":"/mindshift/38164/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36701\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\">\u003cimg class=\"size-full wp-image-36701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg\" alt=\"By Jane Mount/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/Mindshift1_illo2_72-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">By Jane Mount/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Preparing students to be “college and career ready” is a catch phrase in many schools, but those same institutions often \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\" target=\"_blank\">block large swaths of the internet\u003c/a> in an attempt to protect students from acting inappropriately online. While well-intentioned, blocking useful digital tools prevents educators from guiding students through appropriate online behavior while still in the relative safety of school. \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\">College and job recruiters are seeking students\u003c/a> who are creative problem solvers, collaborative workers and independent thinkers, but in many cases, rules prevent students from practicing those skills online.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'If we trust them to engage with the content then we have the power to teach them the digital citizenship.'\u003c/aside>\n\u003cp>“When you try to use a computer in a school, it’s shocking what is blocked,” said \u003ca href=\"https://twitter.com/mluhtala\" target=\"_blank\">Michelle Luhtala\u003c/a>, head librarian at New Caanan High School in Connecticut during an \u003ca href=\"http://home.edweb.net/\" target=\"_blank\">edWeb\u003c/a> webinar. “That is not 21st century learning.” Luhtala doesn’t believe schools can make good on their promise to prepare kids for the world that awaits them outside school walls if they don’t first prepare them to use the tools to operate online in safe ways. She acknowledges that letting students direct their own learning in virtual spaces can be scary and that it takes a lot of trust.\u003c/p>\n\u003cp>In many ways, trust underlies much of what happens in school each day. The job of helping young people grow into well-educated and independent adults rests upon the relationship between teachers and students, teachers and their administrators, the community and its school staff. And yet many of the rules governing schools are about control. Psychologist David DeSteno explores the tension between risk and reward inherent in trust in his book \u003ca href=\"http://www.amazon.com/exec/obidos/ASIN/1594631239/braipick-20\" target=\"_blank\">\"The Truth About Trust: How It Determines Success in Life, Love, Learning and More.\"\u003c/a> Maria Popova summarizes some of the key points in \u003ca href=\"http://www.brainpickings.org/2014/02/03/david-desteno-truth-about-trust/\">Brain Pickings\u003c/a>.\u003c/p>\n\u003cp>\"At the most basic level, the need to trust implies one fundamental fact: you're vulnerable,\" DeSteno writes. \"The ability to satisfy your needs or obtain the outcomes you desire is not entirely under your control.\" That loss of control is part of what intimidates educators, who have been conditioned to take responsibility for the learning of their students, no matter what. \u003c/p>\n\u003cp>\"Trust, then, is simply a bet, and like all bets, it contains an element of risk,\" DeSteno writes. Removing filters, changing device policies and empowering teachers to try new things in the classroom require the kind of risk that DeSteno says makes humans uncomfortable. \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>While Luhtala understands the risk educators take when it comes to trusting kids with digital tools, she has also seen the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">rich rewards of taking that leap\u003c/a>. Ultimately, DeSteno writes, trust is crucial to human evolution:\u003c/p>\n\u003cblockquote>\u003cp>The potential benefits from trusting others considerably outweigh the potential losses on average. The ever-increasing complexity and resources of human society — its technological advancement, interconnected social capital, and burgeoning economic resources — all depend on trust and cooperation. . . . More can be achieved by working together than by working alone. That’s why we trust — plain and simple. \u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>REACHING A DIFFERENT GENERATION\u003c/strong>\u003c/p>\n\u003cp>The millennial generation of students is often criticized for being impatient, unfocused, entitled and lazy, but Luhtala said that’s an old-school way of looking at a group of kids who have grown up in a dramatically different world than their teachers. “I don’t think kids are unfocused,” she said. “I think they can be super focused if you give them something to do. And I really mean DO, not listening or watching, but really physically doing something.”\u003c/p>\n\u003cp>Creating learning opportunities that don’t rely on lectures, textbooks or sitting quietly goes against established educational patterns and can feel foreign to many adults who learned that way themselves. It requires trust, but once given, can often produce incredible projects from students that might never have materialized without giving them the freedom to think and act independently, Luhtala said.\u003c/p>\n\u003cp>“Passive learning is really not an effective way to teach these kids,” Luhtala said. “The reality is that kids will retain less than ten percent of what we say in a lecture setting. So we need to empower them to become independent learners.”\u003c/p>\n\u003cp>At New Caanan High School, students are allowed to use their phones and other devices anytime during school. Each year, the current seniors make a “We Trust You” video that freshmen watch in their first week of school. It highlights the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/teach-kids-to-be-their-own-filter/\" target=\"_blank\">school culture of trust and the responsibility \u003c/a>that comes along with it.\u003c/p>\n\u003cp>“The subtext is, ‘don’t break it; we like it this way,’” Luhtala said. She and her colleagues actively give students opportunities to use digital tools for learning that otherwise might only be used for texting or social networking, helping them to become responsible digital citizens along the way.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"vimeoLink","attributes":{"named":{"vimeoId":"79674425"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>REPORTING ON MODEL UN DAY\u003c/strong>\u003c/p>\n\u003cp>One way New Canaan teachers showed trust for their students was during a Model United Nations day. The 120 students actively involved in Model UN club organized a mock conference at the school to give everyone a chance to experience their passion. The entire event is student run and it engages most of the student body. When there were more participants than roles, unassigned kids became the press corp for the conference.\u003c/p>\n\u003cp>Students choose to report on Twitter, Facebook or Flickr, documenting the conference as it progresses through the day. “We watch the backchannel on devices,” Luhtala said. “And in six years of doing this we’ve only had one instance of an inappropriate tweet.” Trusting students to behave correctly on informal networks like this has the added benefit of bringing the broader community into the activities happening at school.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Luhtala highlighted another example of how trusting students opens learning doors when she described the “text a librarian” program she runs. Students have a Google Voice number for the library that they can text anytime, day or night. The texts show up in an email account that all the librarians can access. Luhtala is proud that in just one year, student use of the system has exploded. The library dealt with 172 queries in the 2013-2014 school year. In just the first three weeks of the 2014 school year, it had already received 54 queries through text, most of which came in during the evening.\u003c/p>\n\u003cp>“This is saying that given the opportunity to have real time learning experiences, kids want to learn,” Luhtala said. Teachers at the school are assigning complicated tasks that can be difficult to complete, but students are rising to the challenge, navigating their way through complex work and asking for help when they need it.\u003c/p>\n\u003cp>\u003cstrong>OPENING THE DOOR TO TEACH DIGITAL CITIZENSHIP\u003cbr>\n\u003c/strong>\u003cbr>\n“If we trust them to engage with the content, then we have the power to teach them the digital citizenship,” Luhtala said. As with most learning, students understand the necessity of responsible behavior online when they are confronted with real choices as part of their school work. “We have to let them go to places that may feel scary at a lot of levels, but digital citizenship is an important part of 21st century learning,” Luhtala said.\u003c/p>\n\u003cp>At this point in any discussion about technology in education, there will be many parents and educators who raise questions of equity and the digital divide. While it is true that the digital divide exists, some studies suggest the gap in access to devices themselves may be narrowing rapidly, especially when it comes to mobile access. In 2011, 27 percent of low income families surveyed by \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013/key-finding-5%3A-reduced-but-persistent-mobile-digital-divide\" target=\"_blank\">Common Sense Media\u003c/a> had access to a smartphone, but by 2013 that number had grown to 51 percent. Similarly tablet ownership among low income families grew to 20 percent in 2013. That still doesn’t match access for higher income children, but it shows rapid growth in access to some kind of device.\u003c/p>\n\u003cp>The more troubling divide lies in how devices are being used and the amount of guidance and direction children get from the adults in their lives. The same \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\" target=\"_blank\">Common Sense Media Zero to Eight Study\u003c/a> found that in 2013, 31 percent of low-income parents had downloaded an app for their children, whereas 75 percent of higher income parents had done the same. Educators can play a big role in helping to close that \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/what-are-the-most-powerful-uses-of-tech-for-learning/\" target=\"_blank\">gap in powerful use\u003c/a> that could end up being a crucial part of educational equity.\u003c/p>\n\u003cp>“Kids really need to have safe passage and access to content in order to use and experiment with it with guided instruction,” Luhtala said. She’s adamant that educators have a responsibility to recognize their potential for great influence in this area and make the tools available to students.\u003c/p>\n\u003cp>While New Canaan High School is progressive in its approach to devices and internet access, Luhtala recognizes that many educators work in environments with much less freedom.\u003c/p>\n\u003cp>“The frustrated people have gone silent to a large extent,” Luhtala said. She encourages them to voice their opinions to their districts and advocate for the right to teach these important skills so their students don’t miss out on an opportunity. ”There are some kids who are getting a very different learning experience than the kids in those blocked schools and environments,” Luhtala said. “And that’s a digital divide we really could fix. All it takes is trust.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a school wants to encourage students to follow their natural inclination towards learning, school materials need to be digital, and available on mobile devices 24/7, Luhtala said. When educators make the materials accessible in these ways, students can find answers to their questions as they arise, and have no excuse for not taking responsibility for their work.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38164/why-trust-is-a-crucial-ingredient-to-shaping-independent-learners","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20906","mindshift_822","mindshift_1040","mindshift_20719"],"featImg":"mindshift_37072","label":"mindshift"},"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":""},"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":""},"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":""},"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":""},"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":""},"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":""},"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_33844":{"type":"posts","id":"mindshift_33844","meta":{"index":"posts_1591205157","site":"mindshift","id":"33844","score":null,"sort":[1392051915000]},"guestAuthors":[],"slug":"think-big-how-to-jumpstart-tech-use-in-low-income-schools","title":"Think Big: How to Jumpstart Tech Use In Low-Income Schools","publishDate":1392051915,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33935\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-33935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/cellphone1-620x344.jpg\" alt=\"cellphone1-620x344\" width=\"620\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-320x178.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways.\u003c/p>\n\u003cp>But these hurdles did not deter \u003ca href=\"http://daisydyerduerr.com/\" target=\"_blank\">Daisy Dyer Duerr\u003c/a>, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.\u003c/p>\n\u003cp>“Every child deserves an amazing education no matter who they are, no matter where they come from,” said Duerr, who was recently named National Digital Principal. She's been working hard to bring new devices and related pedagogy around technology use to teachers. “If you don’t have relationships you can have every bit of tech in the world and it won’t matter,” Duerr said.\u003c/p>\n\u003cp>Here’s how Duerr brought new ideas and devices to her 225 students and started to transform student attitudes about their futures and teacher attitudes about what a rural public education can offer.\u003c/p>\n\u003cp>\u003cstrong>1. JUST START\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not about what you have, it’s about being awesome,” Duerr said. When Duerr started at St. Paul Schools three years ago, the school culture did not encourage risk taking. The technology available to teachers was limited to a few smartboards, two computer labs with shared PC desktops and a laptop cart with 10 MacBooks still in their boxes. Technology wasn’t part of the school culture and teachers hadn’t been trained on anything. Duerr started out by training them with the tools she had available and started writing grants to raise the money for more updated technology.\u003c/p>\n\u003cp>\u003cstrong>2. DEVELOP A SHARED VISION\u003c/strong>\u003c/p>\n\u003cp>Duerr worked alongside her teachers to create a shared vision of using technology to enhance classroom instruction, provide learning opportunities that wouldn’t otherwise be available to students and to deepen student-teacher relationships. “They had to have ownership of that learning and they had to share with each other,” Duerr said. “Sometimes as educators we aren’t the best sharers.”\u003c/p>\n\u003cp>Together the teaching staff came up with ideas about how to bring technology into the classroom and set a goal of using tech support once a week in class. They documented the use and how it improved learning. Teachers asked Duerr to hold them accountable to those goals as she visited and observed classrooms.\u003c/p>\n\u003cp>[contextly_sidebar id=\"42d98ae44c0d1eb22746131649286df8\"]\u003c/p>\n\u003cp>One teacher set the goal of using technology to engage students more meaningfully with key vocabulary. She used Educreations to have students draw and create word connections. That activity has become a weekly fixture in her classroom.\u003c/p>\n\u003cp>Another teacher -- prone to lecturing at the front of the room -- wanted to try and give up control. She planned one day a week for students to design the lesson themselves or gave them project work. She could have let go sooner, but technology gave her the impetus and willingness to try it out, said Duerr.\u003c/p>\n\u003cp>\u003cstrong>3. WRITE GRANTS\u003c/strong>\u003c/p>\n\u003cp>\"Not everyone can be a one-to-one school, but that's not what it has to be for you to do amazing things with kids,\" Duerr said. She's been aiming for a one-to-three ratio and has gradually applied for grants to bring more devices and better broadband access to her school. Her fundraising has paid off. She was able to give all her teachers iPads in June and after one professional development day to learn the basics, sent them home for the summer to experiment. “I just said, 'Come back in August and be on fire with using this technology to teach,'” Duerr said. She also fundraised for two laptop carts to offer more opportunities for teachers to engage with the tactics they were excited to try.\u003c/p>\n\u003cp>\u003cstrong>4. TAKE ADVANTAGE OF BYOD\u003c/strong>\u003c/p>\n\u003cp>Between 80 and 88 percent of St. Paul Schools students receive free or reduced lunch (the range reflects different accounting for elementary and high school students). Still, a poll of students showed that three quarters of 7-12th graders had mobile phones and half of those were smartphones.\u003c/p>\n\u003cp>“They are connected, socio-economic barriers be darned,” Duerr said. “People are connected and we don’t need to cut off our nose to spite our face. We need to use what we have.” She’s adamant that letting students \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">bring their own devices\u003c/a> to school gives them a chance to have a global education that the meager resources of the school wouldn't otherwise be able to supply to everyone. Some students at the school have never left the county, let alone the state, and online access has allowed them to go on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/\" target=\"_blank\">virtual field trips\u003c/a>, talk to classrooms in vastly different places and explore what makes them curious. It has expanded their experience of what the world can offer.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER HOTSPOTS\u003c/strong>\u003c/p>\n\u003cp>When families in the \u003ca href=\"http://eagle.nwsc.k12.ar.us/\" target=\"_blank\">Huntsville School District\u003c/a> were surveyed in 2012, only 10 percent of students had access to the internet at home, a function of high poverty and geography. After getting basic technology into schools, Duerr is turning her attention to mobile hotspots for students so that they can use devices at home.\u003c/p>\n\u003cp>\u003cstrong>6. INVEST IN PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>\"You can’t just throw it up out there and expect it to work,\" Duerr said. \"Having tech and using it successfully are two very different things.\" She spends a lot of time discussing the benefits and drawbacks with her teachers, giving them training, freeing them up to help one another implement in the classroom and creating safe places to talk about what works and what doesn't so her teachers learn from one another.\u003c/p>\n\u003cp>Technology has become a motivator and a tool for empowerment at St. Paul Schools. “I believe bringing in this technology was a huge boost to the self-worth of our school and community,” Duerr wrote in an email. It has galvanized teachers to become leaders, to show one another tips and to take pride in the school.\u003c/p>\n\u003cp>\u003cstrong>7. TRY SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>For one hour every week, fourth-through-twelfth graders at St. Paul get to work on a passion project. It's called \u003ca href=\"http://www.geniushour.com/\" target=\"_blank\">Genius Hour\u003c/a>, an idea that is taking root across the country on the heels of research about passion-based learning and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a>. Participation in Genius Hour is based on attendance and good behavior and kids look forward to it all week, Duerr said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Since Genius Hour started, absences at the school are down 25 percent and Duerr sees a third fewer students for disciplinary action. Students are working on projects that include gourmet cooking, blogging, learning guitar, even tracking monarch butterflies around the world. The project has also brought community members into the school to volunteer, helping to create a vibrant school community.\u003c/p>\n\n","blocks":[],"excerpt":"The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways. But these hurdles did not deter Daisy Dyer Duerr, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.","status":"publish","parent":0,"modified":1392054923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1148},"headData":{"title":"Think Big: How to Jumpstart Tech Use In Low-Income Schools | KQED","description":"The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways. But these hurdles did not deter Daisy Dyer Duerr, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33844 http://blogs.kqed.org/mindshift/?p=33844","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/10/think-big-how-to-jumpstart-tech-use-in-low-income-schools/","disqusTitle":"Think Big: How to Jumpstart Tech Use In Low-Income Schools","path":"/mindshift/33844/think-big-how-to-jumpstart-tech-use-in-low-income-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33935\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-full wp-image-33935\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/cellphone1-620x344.jpg\" alt=\"cellphone1-620x344\" width=\"620\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-400x222.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/cellphone1-620x344-320x178.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The challenges of rural schools are many of the same (though not all) that low-income public schools face across the country: inadequate access to technology and broadband, tight budgets, and educators who have not been trained in using technology in meaningful ways.\u003c/p>\n\u003cp>But these hurdles did not deter \u003ca href=\"http://daisydyerduerr.com/\" target=\"_blank\">Daisy Dyer Duerr\u003c/a>, Prek-12 Principal of St. Paul Public Schools in St. Paul, Arkansas.\u003c/p>\n\u003cp>“Every child deserves an amazing education no matter who they are, no matter where they come from,” said Duerr, who was recently named National Digital Principal. She's been working hard to bring new devices and related pedagogy around technology use to teachers. “If you don’t have relationships you can have every bit of tech in the world and it won’t matter,” Duerr said.\u003c/p>\n\u003cp>Here’s how Duerr brought new ideas and devices to her 225 students and started to transform student attitudes about their futures and teacher attitudes about what a rural public education can offer.\u003c/p>\n\u003cp>\u003cstrong>1. JUST START\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>\"It's not about what you have, it’s about being awesome,” Duerr said. When Duerr started at St. Paul Schools three years ago, the school culture did not encourage risk taking. The technology available to teachers was limited to a few smartboards, two computer labs with shared PC desktops and a laptop cart with 10 MacBooks still in their boxes. Technology wasn’t part of the school culture and teachers hadn’t been trained on anything. Duerr started out by training them with the tools she had available and started writing grants to raise the money for more updated technology.\u003c/p>\n\u003cp>\u003cstrong>2. DEVELOP A SHARED VISION\u003c/strong>\u003c/p>\n\u003cp>Duerr worked alongside her teachers to create a shared vision of using technology to enhance classroom instruction, provide learning opportunities that wouldn’t otherwise be available to students and to deepen student-teacher relationships. “They had to have ownership of that learning and they had to share with each other,” Duerr said. “Sometimes as educators we aren’t the best sharers.”\u003c/p>\n\u003cp>Together the teaching staff came up with ideas about how to bring technology into the classroom and set a goal of using tech support once a week in class. They documented the use and how it improved learning. Teachers asked Duerr to hold them accountable to those goals as she visited and observed classrooms.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>One teacher set the goal of using technology to engage students more meaningfully with key vocabulary. She used Educreations to have students draw and create word connections. That activity has become a weekly fixture in her classroom.\u003c/p>\n\u003cp>Another teacher -- prone to lecturing at the front of the room -- wanted to try and give up control. She planned one day a week for students to design the lesson themselves or gave them project work. She could have let go sooner, but technology gave her the impetus and willingness to try it out, said Duerr.\u003c/p>\n\u003cp>\u003cstrong>3. WRITE GRANTS\u003c/strong>\u003c/p>\n\u003cp>\"Not everyone can be a one-to-one school, but that's not what it has to be for you to do amazing things with kids,\" Duerr said. She's been aiming for a one-to-three ratio and has gradually applied for grants to bring more devices and better broadband access to her school. Her fundraising has paid off. She was able to give all her teachers iPads in June and after one professional development day to learn the basics, sent them home for the summer to experiment. “I just said, 'Come back in August and be on fire with using this technology to teach,'” Duerr said. She also fundraised for two laptop carts to offer more opportunities for teachers to engage with the tactics they were excited to try.\u003c/p>\n\u003cp>\u003cstrong>4. TAKE ADVANTAGE OF BYOD\u003c/strong>\u003c/p>\n\u003cp>Between 80 and 88 percent of St. Paul Schools students receive free or reduced lunch (the range reflects different accounting for elementary and high school students). Still, a poll of students showed that three quarters of 7-12th graders had mobile phones and half of those were smartphones.\u003c/p>\n\u003cp>“They are connected, socio-economic barriers be darned,” Duerr said. “People are connected and we don’t need to cut off our nose to spite our face. We need to use what we have.” She’s adamant that letting students \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">bring their own devices\u003c/a> to school gives them a chance to have a global education that the meager resources of the school wouldn't otherwise be able to supply to everyone. Some students at the school have never left the county, let alone the state, and online access has allowed them to go on \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/five-awesome-virtual-field-trips-for-students-of-all-ages/\" target=\"_blank\">virtual field trips\u003c/a>, talk to classrooms in vastly different places and explore what makes them curious. It has expanded their experience of what the world can offer.\u003c/p>\n\u003cp>\u003cstrong>5. CONSIDER HOTSPOTS\u003c/strong>\u003c/p>\n\u003cp>When families in the \u003ca href=\"http://eagle.nwsc.k12.ar.us/\" target=\"_blank\">Huntsville School District\u003c/a> were surveyed in 2012, only 10 percent of students had access to the internet at home, a function of high poverty and geography. After getting basic technology into schools, Duerr is turning her attention to mobile hotspots for students so that they can use devices at home.\u003c/p>\n\u003cp>\u003cstrong>6. INVEST IN PROFESSIONAL DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>\"You can’t just throw it up out there and expect it to work,\" Duerr said. \"Having tech and using it successfully are two very different things.\" She spends a lot of time discussing the benefits and drawbacks with her teachers, giving them training, freeing them up to help one another implement in the classroom and creating safe places to talk about what works and what doesn't so her teachers learn from one another.\u003c/p>\n\u003cp>Technology has become a motivator and a tool for empowerment at St. Paul Schools. “I believe bringing in this technology was a huge boost to the self-worth of our school and community,” Duerr wrote in an email. It has galvanized teachers to become leaders, to show one another tips and to take pride in the school.\u003c/p>\n\u003cp>\u003cstrong>7. TRY SOMETHING NEW\u003c/strong>\u003c/p>\n\u003cp>For one hour every week, fourth-through-twelfth graders at St. Paul get to work on a passion project. It's called \u003ca href=\"http://www.geniushour.com/\" target=\"_blank\">Genius Hour\u003c/a>, an idea that is taking root across the country on the heels of research about passion-based learning and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/maker-movement/\">Maker Movement\u003c/a>. Participation in Genius Hour is based on attendance and good behavior and kids look forward to it all week, Duerr 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>Since Genius Hour started, absences at the school are down 25 percent and Duerr sees a third fewer students for disciplinary action. Students are working on projects that include gourmet cooking, blogging, learning guitar, even tracking monarch butterflies around the world. The project has also brought community members into the school to volunteer, helping to create a vibrant school community.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33844/think-big-how-to-jumpstart-tech-use-in-low-income-schools","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20590","mindshift_20906","mindshift_1040","mindshift_20627"],"featImg":"mindshift_33935","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/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.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/2021/10/ATC_1400.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://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.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. 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We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. 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Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/ME_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/01/OOW_Tile_Final.png","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. 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