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The form had a \u003ca href=\"https://www.npr.org/2024/01/05/1222892834/fafsa-student-financial-aid-college\">shaky, first-week “soft launch.”\u003c/a> Normally released on Oct. 1, the latest FAFSA was repeatedly delayed, and many applicants have struggled to access or complete the form online since it was intermittently opened to the public, three months late, on Dec. 30.\u003c/p>\n\u003cp>On Monday, in spite of those problems, the Education Department said more than a million applicants have successfully submitted the form — and that the FAFSA is now available 24 hours a day, though a spokesperson said the department is still assessing how to handle the big mistake that will hurt many of these applicants unless it’s fixed.\u003c/p>\n\u003ch3>The big mistake has to do with inflation\u003c/h3>\n\u003cp>This year’s FAFSA is the result of a sweeping (and labor-intensive) update from prior versions of the form that was mandated by Congress three years ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lawmakers wanted the form to be shorter and easier, with the IRS helping the Education Department automatically fill out some of the form’s toughest financial questions. Check!\u003c/p>\n\u003cp>Congress wanted to expand the number of lower-income students who qualify for a federal Pell Grant, a form of aid that does not need to be repaid. Check!\u003c/p>\n\u003cp>And lawmakers told the Education Department to use a new, more generous formula to protect more of a family’s income from being used to determine financial aid eligibility. They also told the department to adjust its math for inflation.\u003c/p>\n\u003cp>Let’s call this one partially checked … because the department didn’t do that last bit, adjusting for inflation — a failure first reported by \u003ca href=\"https://www.washingtonpost.com/education/2023/12/01/fafsa-income-allowance-protection-calculation-error/\">\u003cem>The Washington Post\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>That’s a problem because protecting more of a student’s or family’s income allows them to qualify for more financial aid. And failing to adjust this “income protection allowance” for inflation, especially given the past couple years of rampant inflation, will make it look as though students and families have more income at their disposal than they really do. And that will mean they qualify for less student aid.\u003c/p>\n\u003cp>“Because salaries go up every year and expenses go up every year with inflation, you need to make sure that that’s taken into account,” says Bryce McKibben, senior director of policy and advocacy at the Hope Center at Temple University. McKibben also helped craft the FAFSA update legislation as a congressional staffer.\u003c/p>\n\u003cp>“If you don’t adjust for inflation, that means more of your income is being calculated to apply toward financial aid. You’re being asked to pay more for college when you haven’t actually made more in real terms.”\u003c/p>\n\u003cp>Without this inflation adjustment, according to McKibben, a single parent with two children who is trying to go to college would have more than $10,000 of income considered in the student aid math that should instead, he says, be protected.\u003c/p>\n\u003cp>Without adjusting families’ incomes for inflation, McKibben warns, hundreds of thousands of students could either get less Pell Grant aid than they otherwise would have – or not qualify for Pell at all. The lack of an inflation adjustment will also impact a student’s ability to qualify for other federal aid, including work-study, as well as financial aid offered by states and schools.\u003c/p>\n\u003cp>“It is critical the Department comply with the law, especially given the significant inflation that has taken place since the legislation was passed,” wrote the heads of the National Association of Student Financial Aid Administrators, or NASFAA, \u003ca href=\"https://www.nasfaa.org/uploads/documents/2024-25DraftFAFSAcomments_30day-2.pdf\">in an October letter to the department.\u003c/a>\u003c/p>\n\u003cp>The problem now is that all of the potential remedies come with a host of complications.\u003c/p>\n\u003ch3>The potential paths to a fix\u003c/h3>\n\u003cp>The path of least resistance — albeit for the department, not for students — would be to simply ignore the failure and allow colleges and universities to make aid offers this year knowing that many students won’t be getting the full help they’re entitled to. In December, \u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/education/2023/12/01/fafsa-income-allowance-protection-calculation-error/\">reported\u003c/a> that the department would be doing just that — not making the change imminently “because of timing and data constraints but will make updates for the 2025-2026 aid cycle.”\u003c/p>\n\u003cp>That position may be changing.\u003c/p>\n\u003cp>The department now appears to be leaning toward making the inflation adjustment sooner rather than later. That’s according to two sources with access to internal deliberations, who requested anonymity because they were not authorized to speak publicly.\u003c/p>\n\u003cp>This path would pose a Herculean challenge for the department. Students \u003cem>would\u003c/em> get the aid levels Congress had intended in the 2024-25 school year, but the change would either further delay aid offers from schools to families or potentially force schools to revise and adjust those offers (increasing aid for students) after the fact.\u003c/p>\n\u003cp>The Education Department would not confirm or deny that it has decided to move forward with the inflation adjustment this year. A spokesperson told NPR that the department is still assessing its options.\u003c/p>\n\u003cp>“Doing it now would certainly be good for a good number of students and families,” says Justin Draeger, president and CEO of NASFAA. “The downside is that it introduces several new complexities into an already disjointed rollout.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>Even without this inflation adjustment, schools have been complaining of a compressed timeline, with the department saying it will not be sending them any FAFSA data — which schools need to make financial aid offers — until late January.\u003c/p>\n\u003cp>In previous years, Draeger says, students’ data was forwarded on to their schools of choice within just a few days of completing the FAFSA, beginning in October.\u003c/p>\n\u003cp>That means by the time schools can respond to the first round of students who fill out the FAFSA, they will already be nearly four months behind the normal financial aid schedule. And the longer students and families have to wait to know what a given college will cost them, the longer colleges will have to wait for students and families to make that life-altering decision.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The department now faces a painful choice: Prevent further delays by denying students the full aid Congress envisioned, or exacerbate FAFSA delays and confusion in order to follow the law and save families money.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+FAFSA+rollout+has+been+rough+on+students.+The+biggest+problem+is+yet+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The Education Department has made a big mistake with this year's FAFSA — one that could cost students financial aid they're entitled to. It's now grappling with how to implement a fix.","status":"publish","parent":0,"modified":1704985835,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1210},"headData":{"title":"The FAFSA rollout has been rough on students. The biggest problem is yet to come | KQED","description":"The Education Department has made a big mistake with this year's FAFSA — one that could cost students financial aid they're entitled to.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The Education Department has made a big mistake with this year's FAFSA — one that could cost students financial aid they're entitled to.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The FAFSA rollout has been rough on students. The biggest problem is yet to come","datePublished":"2024-01-09T18:00:02.000Z","dateModified":"2024-01-11T15:10:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Cory Turner","nprImageAgency":"Screenshot by NPR","nprStoryId":"1222664638","nprApiLink":"http://api.npr.org/query?id=1222664638&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2024/01/09/1222664638/fafsa-student-financial-aid-college?ft=nprml&f=1222664638","nprRetrievedStory":"1","nprPubDate":"Tue, 09 Jan 2024 16:05:00 -0500","nprStoryDate":"Tue, 09 Jan 2024 05:00:00 -0500","nprLastModifiedDate":"Tue, 09 Jan 2024 16:05:13 -0500","nprAudio":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240109_me_the_fafsa_rollout_has_been_rough_on_students_the_biggest_problem_is_yet_to_come.mp3?orgId=1&topicId=1013&d=211&p=3&story=1222664638&ft=nprml&f=1222664638","nprAudioM3u":"http://api.npr.org/m3u/11223626452-914236.m3u?orgId=1&topicId=1013&d=211&p=3&story=1222664638&ft=nprml&f=1222664638","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62959/the-fafsa-rollout-has-been-rough-on-students-the-biggest-problem-is-yet-to-come","audioUrl":"https://play.podtrac.com/npr-191676894/ondemand.npr.org/anon.npr-mp3/npr/me/2024/01/20240109_me_the_fafsa_rollout_has_been_rough_on_students_the_biggest_problem_is_yet_to_come.mp3?orgId=1&topicId=1013&d=211&p=3&story=1222664638&ft=nprml&f=1222664638","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College hopefuls are already waiting longer than usual for their financial aid offers this year, due to the delayed release of the \u003ca href=\"https://studentaid.gov/h/apply-for-aid/fafsa\">Free Application for Federal Student Aid\u003c/a> (FAFSA). But what applicants may not realize is that this year’s FAFSA also comes with a big mistake — one that will \u003cem>lower \u003c/em>the amount of federal financial aid many receive unless it’s remedied soon.\u003c/p>\n\u003cp>The U.S. Department of Education is wrestling with whether to fix this mistake in time for this year’s financial aid applicants. A last-minute FAFSA change of this magnitude could further delay college aid offers, but it would also mean many students would qualify for \u003cem>more \u003c/em>help.\u003c/p>\n\u003cp>More than 17 million students are expected to fill out the FAFSA this year in hopes of getting help paying for college. The form had a \u003ca href=\"https://www.npr.org/2024/01/05/1222892834/fafsa-student-financial-aid-college\">shaky, first-week “soft launch.”\u003c/a> Normally released on Oct. 1, the latest FAFSA was repeatedly delayed, and many applicants have struggled to access or complete the form online since it was intermittently opened to the public, three months late, on Dec. 30.\u003c/p>\n\u003cp>On Monday, in spite of those problems, the Education Department said more than a million applicants have successfully submitted the form — and that the FAFSA is now available 24 hours a day, though a spokesperson said the department is still assessing how to handle the big mistake that will hurt many of these applicants unless it’s fixed.\u003c/p>\n\u003ch3>The big mistake has to do with inflation\u003c/h3>\n\u003cp>This year’s FAFSA is the result of a sweeping (and labor-intensive) update from prior versions of the form that was mandated by Congress three years ago.\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>Lawmakers wanted the form to be shorter and easier, with the IRS helping the Education Department automatically fill out some of the form’s toughest financial questions. Check!\u003c/p>\n\u003cp>Congress wanted to expand the number of lower-income students who qualify for a federal Pell Grant, a form of aid that does not need to be repaid. Check!\u003c/p>\n\u003cp>And lawmakers told the Education Department to use a new, more generous formula to protect more of a family’s income from being used to determine financial aid eligibility. They also told the department to adjust its math for inflation.\u003c/p>\n\u003cp>Let’s call this one partially checked … because the department didn’t do that last bit, adjusting for inflation — a failure first reported by \u003ca href=\"https://www.washingtonpost.com/education/2023/12/01/fafsa-income-allowance-protection-calculation-error/\">\u003cem>The Washington Post\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>That’s a problem because protecting more of a student’s or family’s income allows them to qualify for more financial aid. And failing to adjust this “income protection allowance” for inflation, especially given the past couple years of rampant inflation, will make it look as though students and families have more income at their disposal than they really do. And that will mean they qualify for less student aid.\u003c/p>\n\u003cp>“Because salaries go up every year and expenses go up every year with inflation, you need to make sure that that’s taken into account,” says Bryce McKibben, senior director of policy and advocacy at the Hope Center at Temple University. McKibben also helped craft the FAFSA update legislation as a congressional staffer.\u003c/p>\n\u003cp>“If you don’t adjust for inflation, that means more of your income is being calculated to apply toward financial aid. You’re being asked to pay more for college when you haven’t actually made more in real terms.”\u003c/p>\n\u003cp>Without this inflation adjustment, according to McKibben, a single parent with two children who is trying to go to college would have more than $10,000 of income considered in the student aid math that should instead, he says, be protected.\u003c/p>\n\u003cp>Without adjusting families’ incomes for inflation, McKibben warns, hundreds of thousands of students could either get less Pell Grant aid than they otherwise would have – or not qualify for Pell at all. The lack of an inflation adjustment will also impact a student’s ability to qualify for other federal aid, including work-study, as well as financial aid offered by states and schools.\u003c/p>\n\u003cp>“It is critical the Department comply with the law, especially given the significant inflation that has taken place since the legislation was passed,” wrote the heads of the National Association of Student Financial Aid Administrators, or NASFAA, \u003ca href=\"https://www.nasfaa.org/uploads/documents/2024-25DraftFAFSAcomments_30day-2.pdf\">in an October letter to the department.\u003c/a>\u003c/p>\n\u003cp>The problem now is that all of the potential remedies come with a host of complications.\u003c/p>\n\u003ch3>The potential paths to a fix\u003c/h3>\n\u003cp>The path of least resistance — albeit for the department, not for students — would be to simply ignore the failure and allow colleges and universities to make aid offers this year knowing that many students won’t be getting the full help they’re entitled to. In December, \u003cem>The Washington Post\u003c/em> \u003ca href=\"https://www.washingtonpost.com/education/2023/12/01/fafsa-income-allowance-protection-calculation-error/\">reported\u003c/a> that the department would be doing just that — not making the change imminently “because of timing and data constraints but will make updates for the 2025-2026 aid cycle.”\u003c/p>\n\u003cp>That position may be changing.\u003c/p>\n\u003cp>The department now appears to be leaning toward making the inflation adjustment sooner rather than later. That’s according to two sources with access to internal deliberations, who requested anonymity because they were not authorized to speak publicly.\u003c/p>\n\u003cp>This path would pose a Herculean challenge for the department. Students \u003cem>would\u003c/em> get the aid levels Congress had intended in the 2024-25 school year, but the change would either further delay aid offers from schools to families or potentially force schools to revise and adjust those offers (increasing aid for students) after the fact.\u003c/p>\n\u003cp>The Education Department would not confirm or deny that it has decided to move forward with the inflation adjustment this year. A spokesperson told NPR that the department is still assessing its options.\u003c/p>\n\u003cp>“Doing it now would certainly be good for a good number of students and families,” says Justin Draeger, president and CEO of NASFAA. “The downside is that it introduces several new complexities into an already disjointed rollout.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>Even without this inflation adjustment, schools have been complaining of a compressed timeline, with the department saying it will not be sending them any FAFSA data — which schools need to make financial aid offers — until late January.\u003c/p>\n\u003cp>In previous years, Draeger says, students’ data was forwarded on to their schools of choice within just a few days of completing the FAFSA, beginning in October.\u003c/p>\n\u003cp>That means by the time schools can respond to the first round of students who fill out the FAFSA, they will already be nearly four months behind the normal financial aid schedule. And the longer students and families have to wait to know what a given college will cost them, the longer colleges will have to wait for students and families to make that life-altering decision.\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 department now faces a painful choice: Prevent further delays by denying students the full aid Congress envisioned, or exacerbate FAFSA delays and confusion in order to follow the law and save families money.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+FAFSA+rollout+has+been+rough+on+students.+The+biggest+problem+is+yet+to+come&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62959/the-fafsa-rollout-has-been-rough-on-students-the-biggest-problem-is-yet-to-come","authors":["byline_mindshift_62959"],"categories":["mindshift_21694"],"tags":["mindshift_21874","mindshift_21261","mindshift_21305","mindshift_20733","mindshift_29","mindshift_21225","mindshift_21306"],"featImg":"mindshift_62960","label":"mindshift"},"mindshift_61685":{"type":"posts","id":"mindshift_61685","meta":{"index":"posts_1591205157","site":"mindshift","id":"61685","score":null,"sort":[1684895967000]},"guestAuthors":[],"slug":"a-georgia-school-districts-book-bans-may-have-caused-a-hostile-environment-feds-say","title":"A Georgia school district's book bans may have caused a hostile environment, feds say","publishDate":1684895967,"format":"standard","headTitle":"A Georgia school district’s book bans may have caused a hostile environment, feds say | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>The Department of Education has found that a Georgia school district may have created a hostile environment for students by banning certain books from its libraries, the agency’s Office of Civil Rights said.\u003c/p>\n\u003cp>In late 2021, several parents complained at school board meetings that Forsyth County Schools were carrying books with LGBTQ+ and sexually explicit content. Opponents of the bans said the district’s book screening process deliberately left out non-white and LGBTQ+ authors, \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-educations-office-civil-rights-resolves-investigation-removal-library-books-forsyth-county-schools-georgia\">the Department of Education said\u003c/a> in its memo released late last week.\u003c/p>\n\u003cp>The agency concluded the district \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/investigations/more/04221281-a.pdf\" target=\"_blank\" rel=\"noopener\">limited its screening process\u003c/a> to sexually explicit books and did not violate two laws governing institutions receiving federal aid: Title IX, which prohibits discrimination based on sex, and Title VI, which bars discrimination based on race, color or national origin.\u003c/p>\n\u003cp>But the Department of Education also said that if a sexually or racially hostile environment was created for students as a result of the process, the district did not do enough to alleviate those concerns.\u003c/p>\n\u003cp>When reached for comment, Forsyth County Schools told NPR Tuesday that it is “committed to providing a safe, connected, and thriving community for all students and their families,” adding that it will continue following federal and state laws.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>By implementing the federal agency’s recommendations, the district added, “we will further our mission to provide an unparalleled education for all to succeed.”\u003c/p>\n\u003ch3>District media panel weighed several options\u003c/h3>\n\u003cp>After receiving complaints about books, the school district’s media committee got a request to allow parents to grant or deny permission for their child to read books with sexual or LGBTQ+ content, but the committee rejected that option, saying students would find a way to skirt the system, and librarians would have to play “the role of ‘gatekeeper,’ ” the federal memo said.\u003c/p>\n\u003cp>The committee also denied suggestions such as keeping LGBTQ+ books in a separate area, or tagging them with a special sticker, as that could discourage students from using the media center and lead to bullying or harassment from other students.\u003c/p>\n\u003cp>In January of 2022, the committee approved posting a statement to the district’s website that partly read, “Forsyth County Schools’ media centers provide resources that reflect all students within each school community. If you come across a book that does not match your family’s values and/or beliefs, and you would prefer that your child does not check that book out, please discuss it with your child.”\u003c/p>\n\u003cp>Later that same month, District Superintendent Jeff Bearden authorized pulling books from school libraries that were deemed to be sexually explicit or pornographic. But the Office of Civil Rights says public comments at board meetings also mentioned gender identity, sexual orientation and diversity, leaving the impression that those qualities were included in the district’s screening. The office said the district fell short in two ways: not telling students about its criteria and process, and not addressing the impact the book removals could have on students.\u003c/p>\n\u003cp>To resolve the issues, Forsyth County Schools reached a \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/investigations/more/04221281-b.pdf\" target=\"_blank\" rel=\"noopener\">resolution agreement\u003c/a> with the Department of Education that lays out a series of actions for the district, such as providing resources to those impacted by certain books’ removal, posting the book screening process in “locations readily available” at middle and high schools and conducting a climate survey for middle and high school students.\u003c/p>\n\u003cp>“I thank Forsyth County Schools for assessing and responding to the needs of the students who may have felt subjected to a hostile environment as a result of the library book screening process and for ensuring that, going forward, it will take appropriate action regarding acts of harassment that create a hostile environment based on sex, race, color or national origin,” the Department of Education’s Assistant Secretary for Civil Rights Catherine Lhamon said.\u003c/p>\n\u003ch3>Residents speak out about books in schools\u003c/h3>\n\u003cp>While the matter seems to be headed toward a resolution between the district and the Education Department, the roster of speakers at a recent Forsyth board meeting suggest that the debate over potentially banning more books isn’t going away.\u003c/p>\n\u003cp>A resident who spoke toward the end of the \u003ca href=\"https://www.youtube.com/watch?v=bGyPKzkbEEY&list=PLUkEY7N7iulr-PYJ-i_26aBezmTqOI9oP&index=1\" target=\"_blank\" rel=\"noopener\">May 16 meeting\u003c/a> alleged that students were being sexualized and exposed to “anti-God ideologies,” blaming a curriculum that she said was dictated by “Marxist corporations and people like Bill and Melinda Gates, and George Soros.”\u003c/p>\n\u003cp>But a mother who spoke next disagreed, saying she moved to Forsyth so her two children could attend its strong schools. While she is open to discussing any books her children want to read, the woman said, she doesn’t want principals and other senior school officials to spend their time vetting library books.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re allowing people who don’t believe in this system to come in and destroy it,” she said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Georgia+school+district%27s+book+bans+may+have+caused+a+hostile+environment%2C+feds+say&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Forsyth County Schools didn't spell out its criteria to students, the Department of Education says, leaving the impression that diverse authors and characters were excluded.","status":"publish","parent":0,"modified":1684895967,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":842},"headData":{"title":"A Georgia school district's book bans may have caused a hostile environment, feds say | KQED","description":"Forsyth County Schools didn't spell out its criteria to students, the Department of Education says, leaving the impression that diverse authors and characters were excluded.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Forsyth County Schools didn't spell out its criteria to students, the Department of Education says, leaving the impression that diverse authors and characters were excluded.","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Georgia school district's book bans may have caused a hostile environment, feds say","datePublished":"2023-05-24T02:39:27.000Z","dateModified":"2023-05-24T02:39:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Terry Vine","nprByline":"Bill Chappell","nprImageAgency":"Getty Images ","nprStoryId":"1177636289","nprApiLink":"http://api.npr.org/query?id=1177636289&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/05/23/1177636289/georgia-school-book-bans-may-hostile-environment?ft=nprml&f=1177636289","nprRetrievedStory":"1","nprPubDate":"Tue, 23 May 2023 15:32:00 -0400","nprStoryDate":"Tue, 23 May 2023 13:11:51 -0400","nprLastModifiedDate":"Tue, 23 May 2023 15:32:14 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61685/a-georgia-school-districts-book-bans-may-have-caused-a-hostile-environment-feds-say","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The Department of Education has found that a Georgia school district may have created a hostile environment for students by banning certain books from its libraries, the agency’s Office of Civil Rights said.\u003c/p>\n\u003cp>In late 2021, several parents complained at school board meetings that Forsyth County Schools were carrying books with LGBTQ+ and sexually explicit content. Opponents of the bans said the district’s book screening process deliberately left out non-white and LGBTQ+ authors, \u003ca href=\"https://www.ed.gov/news/press-releases/us-department-educations-office-civil-rights-resolves-investigation-removal-library-books-forsyth-county-schools-georgia\">the Department of Education said\u003c/a> in its memo released late last week.\u003c/p>\n\u003cp>The agency concluded the district \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/investigations/more/04221281-a.pdf\" target=\"_blank\" rel=\"noopener\">limited its screening process\u003c/a> to sexually explicit books and did not violate two laws governing institutions receiving federal aid: Title IX, which prohibits discrimination based on sex, and Title VI, which bars discrimination based on race, color or national origin.\u003c/p>\n\u003cp>But the Department of Education also said that if a sexually or racially hostile environment was created for students as a result of the process, the district did not do enough to alleviate those concerns.\u003c/p>\n\u003cp>When reached for comment, Forsyth County Schools told NPR Tuesday that it is “committed to providing a safe, connected, and thriving community for all students and their families,” adding that it will continue following federal and state laws.\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>By implementing the federal agency’s recommendations, the district added, “we will further our mission to provide an unparalleled education for all to succeed.”\u003c/p>\n\u003ch3>District media panel weighed several options\u003c/h3>\n\u003cp>After receiving complaints about books, the school district’s media committee got a request to allow parents to grant or deny permission for their child to read books with sexual or LGBTQ+ content, but the committee rejected that option, saying students would find a way to skirt the system, and librarians would have to play “the role of ‘gatekeeper,’ ” the federal memo said.\u003c/p>\n\u003cp>The committee also denied suggestions such as keeping LGBTQ+ books in a separate area, or tagging them with a special sticker, as that could discourage students from using the media center and lead to bullying or harassment from other students.\u003c/p>\n\u003cp>In January of 2022, the committee approved posting a statement to the district’s website that partly read, “Forsyth County Schools’ media centers provide resources that reflect all students within each school community. If you come across a book that does not match your family’s values and/or beliefs, and you would prefer that your child does not check that book out, please discuss it with your child.”\u003c/p>\n\u003cp>Later that same month, District Superintendent Jeff Bearden authorized pulling books from school libraries that were deemed to be sexually explicit or pornographic. But the Office of Civil Rights says public comments at board meetings also mentioned gender identity, sexual orientation and diversity, leaving the impression that those qualities were included in the district’s screening. The office said the district fell short in two ways: not telling students about its criteria and process, and not addressing the impact the book removals could have on students.\u003c/p>\n\u003cp>To resolve the issues, Forsyth County Schools reached a \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/investigations/more/04221281-b.pdf\" target=\"_blank\" rel=\"noopener\">resolution agreement\u003c/a> with the Department of Education that lays out a series of actions for the district, such as providing resources to those impacted by certain books’ removal, posting the book screening process in “locations readily available” at middle and high schools and conducting a climate survey for middle and high school students.\u003c/p>\n\u003cp>“I thank Forsyth County Schools for assessing and responding to the needs of the students who may have felt subjected to a hostile environment as a result of the library book screening process and for ensuring that, going forward, it will take appropriate action regarding acts of harassment that create a hostile environment based on sex, race, color or national origin,” the Department of Education’s Assistant Secretary for Civil Rights Catherine Lhamon said.\u003c/p>\n\u003ch3>Residents speak out about books in schools\u003c/h3>\n\u003cp>While the matter seems to be headed toward a resolution between the district and the Education Department, the roster of speakers at a recent Forsyth board meeting suggest that the debate over potentially banning more books isn’t going away.\u003c/p>\n\u003cp>A resident who spoke toward the end of the \u003ca href=\"https://www.youtube.com/watch?v=bGyPKzkbEEY&list=PLUkEY7N7iulr-PYJ-i_26aBezmTqOI9oP&index=1\" target=\"_blank\" rel=\"noopener\">May 16 meeting\u003c/a> alleged that students were being sexualized and exposed to “anti-God ideologies,” blaming a curriculum that she said was dictated by “Marxist corporations and people like Bill and Melinda Gates, and George Soros.”\u003c/p>\n\u003cp>But a mother who spoke next disagreed, saying she moved to Forsyth so her two children could attend its strong schools. While she is open to discussing any books her children want to read, the woman said, she doesn’t want principals and other senior school officials to spend their time vetting library books.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“We’re allowing people who don’t believe in this system to come in and destroy it,” she said.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Georgia+school+district%27s+book+bans+may+have+caused+a+hostile+environment%2C+feds+say&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61685/a-georgia-school-districts-book-bans-may-have-caused-a-hostile-environment-feds-say","authors":["byline_mindshift_61685"],"categories":["mindshift_194"],"tags":["mindshift_21516","mindshift_21636","mindshift_21635","mindshift_29","mindshift_21339","mindshift_21593"],"featImg":"mindshift_61686","label":"mindshift"},"mindshift_45544":{"type":"posts","id":"mindshift_45544","meta":{"index":"posts_1591205157","site":"mindshift","id":"45544","score":null,"sort":[1468221290000]},"guestAuthors":[],"slug":"how-teacher-created-free-online-resources-are-changing-the-classroom","title":"How Teacher-Created Free Online Resources Are Changing the Classroom","publishDate":1468221290,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers using open educational resources to teach are finding new rewards in the #GoOpen movement. ","status":"publish","parent":0,"modified":1556916738,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/QqaPWn6QPxM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1875},"headData":{"title":"How Teacher-Created Free Online Resources Are Changing the Classroom | KQED","description":"Teachers using open educational resources to teach are finding new rewards in the #GoOpen movement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Teacher-Created Free Online Resources Are Changing the Classroom","datePublished":"2016-07-11T07:14:50.000Z","dateModified":"2019-05-03T20:52:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45544 http://ww2.kqed.org/mindshift/?p=45544","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/11/how-teacher-created-free-online-resources-are-changing-the-classroom/","disqusTitle":"How Teacher-Created Free Online Resources Are Changing the Classroom","path":"/mindshift/45544/how-teacher-created-free-online-resources-are-changing-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Eric Langhorst teaches the Civil War to his eighth-graders at Discovery Middle School in Liberty, Missouri, he likes to give his students a taste of what Missouri was like in that era. In addition to teaching about the big events found in any Civil War curriculum, like the battles of Gettysburg and Antietam, Langhorst incorporates materials he has created about the guerrilla-style warfare more common in his region at that time. He wouldn’t be able to localize his curriculum that way if he taught only out of a textbook.\u003c/p>\n\u003cp>“Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they’re not very flexible in terms of regional differences,” Langhorst said. For all these reasons, he doesn’t use them anymore. Instead, he creates his own curriculum, in collaboration with the other eighth-grade social studies teacher at his school, out of materials he has found on the internet and adapted to the needs of his classroom.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Some of the limitations of textbooks are they tend to be very non-interactive, kind of impersonal, and they're not very flexible in terms of regional differences.'\u003c/aside>\n\u003cp>Langhorst didn’t always feel comfortable playing the role of curriculum creator, alongside his primary role as teacher. He started teaching in an analog-era, when finding and sharing materials was much more difficult. Teachers relied on textbooks as the primary resource because that’s all there was. And, as a new teacher juggling classes that spanned sixth through 12th grade, Langhorst didn’t feel confident enough to build his own curriculum. But now, 22 years into his career, he says he would never teach with a textbook again.\u003c/p>\n\u003cp>The Liberty Public Schools district sees Langhorst and his colleague as front-runners in an important shift toward open educational resources (OER). The district has joined the \u003ca href=\"http://tech.ed.gov/open-education/\" target=\"_blank\" rel=\"noopener\">#GoOpen movement\u003c/a> -- a Department of Education campaign to raise awareness about OER -- and has \u003ca href=\"http://tech.ed.gov/stories/liberty/?back=%2Fstories%2Fstate%2Fmissouri%2F\" target=\"_blank\" rel=\"noopener\">committed to ditching the textbook for at least one class\u003c/a>, using open and adaptable online resources instead.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/QqaPWn6QPxM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>Keeping information fresh and up to date in a quickly moving world is one of the biggest reasons districts are starting to get more serious about the power of teacher-created open resources. Districts typically adopt new textbooks on a five-year cycle. At that point, some of the information is outdated.\u003c/p>\n\u003cp>Another reason teachers like Langhorst are excited about this movement is the ability to adapt resources for their own use. If a teacher believes a lesson plan found online isn’t completely aligned with the standards taught in his state, he can modify it until he’s comfortable with it. And, textbook companies often tailor their content to the legislative priorities of big states like Texas and California -- where there are lots of schools -- essentially forcing teachers in other states to accept language around some ideas, like climate change and the characterization of different ethnic groups, that were approved by those state legislatures.\u003c/p>\n\u003cp>But many teachers still have big questions about OER that will determine how many of them choose to adopt this approach to teaching and curriculum. Teachers are familiar with the amount of time and energy it takes to create good learning materials because many already curate and remix lessons. As the infrastructure to search and share those lesson plans becomes more robust, some teachers wonder whether they should share lessons they created with the world when they were never compensated for the time they put into making them. Others worry about issues of intellectual copyright.\u003c/p>\n\u003cp>“You’ve got this potentially great lesson that you’ve created and you want to share it, but it’s not a book or a song, something that traditionally has an author,” Langhorst said. Instead, lesson plans are often mashups of articles, videos, photos and other media. Teachers are hesitant to share those lessons with their names attached because they know they don’t actually own all the elements within it.\u003c/p>\n\u003cp>“I can’t think of many things I do in the classroom that I can solely say I created or that I thought of,” Langhorst said. He’s also worried that some districts will pull back from textbooks as a way to save money (a lot of money), but won’t reinvest those savings into the teachers creating curriculum or into professional development to help them use the new resources well.\u003c/p>\n\u003cp>\u003cstrong>GOING OPEN BY FOCUSING ON PROJECTS\u003c/strong>\u003c/p>\n\u003cp>Vista Unified School District, just north of San Diego, has been quietly transitioning to open educational resources through its \u003ca href=\"http://tech.ed.gov/stories/vista/?back=%2Fstories%2Fstate%2Fcalifornia%2F\" target=\"_blank\" rel=\"noopener\">focus on providing alternative paths \u003c/a>to learning for students. For example, \u003ca href=\"http://vva.vistausd.org/\" target=\"_blank\" rel=\"noopener\">Vista Visions Academy\u003c/a> allows K-12 students to attend school only half the time, while pursuing independent study at home through online programs.\u003c/p>\n\u003cp>In middle school, students come to a school building only three days a week. They get help from their teacher or peers, have advisory and complete lab classes. The other two days a week are done online. High school students take 90 percent of their classes online. Because of the unique structure at Vista Visions, teachers there have been using digital resources they curated for several years.\u003c/p>\n\u003cp>District leaders are also trying to support teachers to move more toward a project-based learning approach to teaching and away from traditional, textbook-bound instruction. As part of the process they are training teachers to curate and remix engaging lessons, paying them for their time while they’re doing it. “We’re trying to teach teachers to be discerning about what they’re bringing to kids,” said Erin English, Vista’s director of blended and online learning.\u003c/p>\n\u003cp>She says this shift in professional development has translated to a change of instruction. A few years ago most teachers in a typical Vista Unified classroom were following a textbook, assigning a worksheet to practice a skill, and then doing an activity or writing assignment based on that lesson. Now, teachers who have had extra training are asking students to find their own information and use it to display their knowledge of the subject. Sometimes teachers will tell students where to find that information, but they are also trying to help students analyze their sources.\u003c/p>\n\u003cp>“It’s getting teachers to understand that all students learn differently,” English said. “We’ve been standardizing our instruction for years, but we haven’t been very successful.”\u003c/p>\n\u003cp>English said one big point of pushback from her teachers revolves around the time it takes to create materials this way. She understands it’s a huge workload, which is why she’s committed to paying teachers in her district who are working to create open educational resources.\u003c/p>\n\u003cp>“It’s about giving kids current, relevant and timely material,” English said. She contends that teachers can’t teach their students to think critically about the world and the information presented to them if they learn from only one source while in school. Open educational resources can help drive home the point that there’s always another opinion or a different perspective.\u003c/p>\n\u003cp>“We need to give [students] problems for them to solve themselves,” English said. That’s why she’s so excited about a collaborative project Vista teachers created \u003ca href=\"http://thevistapress.com/working-with-students-from-other-states-a-win-for-vista-schools/\" target=\"_blank\" rel=\"noopener\">with teachers in Ohio and Wisconsin\u003c/a> about how the earth affects people and how people affect the earth. The seventh-grade teachers at middle schools in all three states collaborated to build a unit of study that students in each class would do over three months. Students also collaborated with one another across state lines to give feedback, eventually presenting their final projects to one another through Google Hangouts.\u003c/p>\n\u003cp>“Students chose how they were going to display how they were going to master those standards through projects,” English said. In the final products, students demonstrated their learning with everything from coding to making videos. One girl built her own smoke machine to simulate smog. English said the cross-state collaboration was particularly fun because students in different parts of the country had a lot of misconceptions about one another. Connecting over their projects helped them learn about different regions of the country.\u003c/p>\n\u003cp>“We have not done competency-based education, nor have we done a lot of open materials in our classrooms in a typical school,” English said. Teachers involved in the collaboration were dipping their toes into a lot of new areas, but they felt safe doing so because the teachers in Ohio had much more experience with both project-based learning and competency-based education.\u003c/p>\n\u003cp>“For our teachers it was enlightening,” English said. While the collaboration impacted relatively few teachers and students, the exhibition of the projects sparked excitement in other teachers to try something similar. The use of open resources trickled down into other classes that are now trying to use digital content they’ve curated as supplements to textbooks.\u003c/p>\n\u003cp>“Most teachers have been doing this for a really long time without publicizing it,” English said. California teachers often feel particularly hamstrung by textbooks because of a court ruling in the Williams case that every child must have access to a textbook. The law came out of a class-action lawsuit meant to ensure equal access to clean and safe facilities and up-to-date learning materials for all California students. Practically, that means many district leaders feel they must spend huge portions of slim budgets on textbooks.\u003c/p>\n\u003cp>“Very few people haven’t realized the gold mine of the internet,” English said. That’s why she’s grateful the Office of Educational Technology at the Department of Education has been supportive of open educational resources through its #GoOpen push.\u003c/p>\n\u003cp>The Office of Ed Tech is supporting districts to #GoOpen in a few ways. First, staff members are trying to ensure that there is infrastructure in place to make teacher-created materials more discoverable. Amazon has brought its recommending and search prowess to the project with Inspire, a platform where teachers can upload their lessons, tag them and make them freely available to other teachers around the country. \u003ca href=\"https://www.amazoninspire.com/\" target=\"_blank\" rel=\"noopener\">Inspire is still in beta\u003c/a>, with several district around the country testing its functionality. The plan is for the Inspire platform to be compatible with third-party learning management systems that many schools already use, so teachers can search the \u003ca href=\"http://learningregistry.org/\" target=\"_blank\" rel=\"noopener\">learning registry\u003c/a> from within their school’s platform.\u003c/p>\n\u003cp>Another part of the #GoOpen initiative is to \u003ca href=\"http://tech.ed.gov/open-education/go-open-districts/\" target=\"_blank\" rel=\"noopener\">connect districts doing this work\u003c/a> and encourage more to join. DOE staff have paired “Ambassador” districts with “launch” districts, like Liberty and Vista, so educators involved in this work can \u003ca href=\"http://tech.ed.gov/stories/\" target=\"_blank\" rel=\"noopener\">share information, best practices and learnings\u003c/a>.\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>Lastly, the DOE recognizes that for many K-12 educators the OER space is new and a little daunting. Staff members are working to offer districts some guidance as they think about beginning to work more teacher-created and curated resources into their curricula.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45544/how-teacher-created-free-online-resources-are-changing-the-classroom","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21006","mindshift_29","mindshift_20784","mindshift_1040","mindshift_458","mindshift_452"],"featImg":"mindshift_45770","label":"mindshift"},"mindshift_30364":{"type":"posts","id":"mindshift_30364","meta":{"index":"posts_1591205157","site":"mindshift","id":"30364","score":null,"sort":[1375886601000]},"guestAuthors":[],"slug":"rand-study-shows-blended-learning-works","title":"New Research Asks: Does Blended Learning Boost Algebra Scores?","publishDate":1375886601,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30442\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/carbonnyc/2965625438/sizes/z/in/photolist-5w4B85-7MMSrV-5wfvuz-6F4BWe-7NsqBg-3KEtA3-48LiYC-48GhuV-9QBbkU-3KEu5G-cg3Pqy-aM7YwV-aM81MV-aM7Vjn-aM7WAt-aM7YkD-aM7Z9R-aM8hje-aM7YNr-aM7VFv-aM7YXT-aM8gZF-aM7ZRc-aM81hR-4o7VTv-aM7XRM-arCySU-4Cq6Uj-69ZUuT-6a55Bq-6a55Fb-6a54Ud-69ZUwz-6a54T9-6a55DN-69ZUzx-6a54WA-69ZUBi-6a55AC-6a55Eq-6a552G-6a556h-7PA8iQ-69ZUhR-7PA7Fw-7Pw8vK-9evXmp-t4Bq-euZj1T-5F1T9s-7s7dUT/\">\u003cimg class=\"size-medium wp-image-30442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/2965625438_266e481d09_z-300x168.jpg\" alt=\"2965625438_266e481d09_z\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the field of ed-tech has grown, research around the efficacy of technology has been hard to come by. Part of the difficulty is finding accurate comparisons because schools, administrations, districts and student populations across the country have their own individual sets of criteria and challenges.\u003c/p>\n\u003cp>A \u003ca href=\"http://carnegielearning.isebox.net/algebra-effectiveness/study/\">recent report by the RAND\u003c/a> Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by \u003ca href=\"http://www.carnegielearning.com/\">Carnegie Learning, Inc\u003c/a>. had a positive effect on middle and high school algebra students. The report found that the curriculum, which included both instruction time on computers and in-person, improved high school performance by 8 percentile points.\u003c/p>\n\u003cp>For the study, RAND reached out to schools in rural, urban and suburban areas and included students living in high-poverty areas, places with high populations of ethnic minorities and every other kind of school. By choosing a diverse population of more than 18,000 students in 147 schools in seven states, the aim of the study was to ensure that the results could be applied to schools in any environment.\u003c/p>\n\u003cp>“What happens a disappointing amount of time is you don’t find significant effects,” said \u003ca href=\"http://www.rand.org/about/people/p/pane_john_f.html\">John Pane, senior scientist at RAND\u003c/a> and lead researcher for the study. “So to have identified something that is educationally meaningful is a success. Everything we did was with an eye to not interfering with how schools normally operate.”\u003c/p>\n\u003cp>For the study, participating schools were given access to the software and teachers were trained without any additional supports, just as they would be if a school purchased the software on its own. Most restricted studies using certain products, Pane said, provide extra professional development or support, skewing the results.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The DOE chose to study Carnegie Learning’s curriculum because of its track record of success in 46 other non-randomized studies. “We've done a large amount of field research coming into this that suggested that this approach would work better than others,” said Steve Ritter, chief product architect at Carnegie Learning. The company is an offshoot of cognitive psychology research at Carnegie Mellon dating back to the late 1980s. This curriculum has been in use since 1998. Its long track record is what prompted this expansive and expensive study. It cost $6 million.\u003c/p>\n\u003cp>Like other blended learning curriculum the Carnegie Learning approach relies on software to supplement teacher instruction. “We ask students to do a lot of writing about math, solving real world problems,” Ritter said. The company recommends using software two days a week and in-class instruction three days a week because things like classroom interaction, group discussion, collaborating on problem-solving helps cement the learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests.” \u003c/aside>\n\u003cp>\u003cstrong>PROGRAM DETAILS\u003c/strong>\u003c/p>\n\u003cp>The program itself asks students to solve long multi-step problems. The software tracks the student’s problem-solving strategies and gives feedback on the process along the way. “In our system we ask the student to show their work to the computer,” Ritter said. The curriculum also recommends in-class instruction focused on small group work, articulating the problem solving process and even writing in the textbook.\u003c/p>\n\u003cp>Algebra is the focus of study, Ritter said, because it’s a moment in math education where students often fall behind. “Algebra is the place where math goes from being concrete to abstract,” Ritter said. He pointed out that it’s an essential skill to making quantitative predictions about the world, a skill required for statistics, for example.\u003c/p>\n\u003cp>But although students in the treatment group did improve, RAND could not definitively link that improvement to the software used. “Teaching was different in Carnegie Learning classrooms than in the control group classrooms; we can say that,” Pane said. “We can’t tell if it’s the software or something happening in the classroom.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work For Teaching Language Arts?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In a different study, RAND hopes to drill down on data from the software itself to find out its direct impact. When Carnegie Learning applied for the DOE grant seven years ago, the research question was whether the curriculum was effective, not whether the success was directly attributable to software – a more pressing question today as technology in the classroom proliferates.\u003c/p>\n\u003cp>The study did find that students performed better in the second year of implementation, no matter the experience of the teacher. In other words, even students taught by a teacher who had never used the blended curriculum before performed better than the control group. Both Ritter and Pane speculate that teachers adapted the curriculum in the second year and helped first year teachers along, thus improving its implementation.\u003c/p>\n\u003cp>It’s worth noting that RAND gave all students in the study a standardized readiness exam at the beginning of the year and a proficiency exam at the end of the course to measure learning. However, the Carnegie Learning curriculum focuses more on performance assessments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests,” Ritter said. Still, he’s happy the RAND results on multiple-choice tests were positive. “We do believe it’s a valuable test of our system because we know that kids are mostly taking these standardized tests,” he said.\u003c/p>\n\n","blocks":[],"excerpt":"A recent report by the RAND Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by Carnegie Learning, Inc. had a positive effect on middle and high school algebra students. ","status":"publish","parent":0,"modified":1376408122,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":959},"headData":{"title":"New Research Asks: Does Blended Learning Boost Algebra Scores? | KQED","description":"A recent report by the RAND Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by Carnegie Learning, Inc. had a positive effect on middle and high school algebra students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Research Asks: Does Blended Learning Boost Algebra Scores?","datePublished":"2013-08-07T14:43:21.000Z","dateModified":"2013-08-13T15:35:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30364 http://blogs.kqed.org/mindshift/?p=30364","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/07/rand-study-shows-blended-learning-works/","disqusTitle":"New Research Asks: Does Blended Learning Boost Algebra Scores?","path":"/mindshift/30364/rand-study-shows-blended-learning-works","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30442\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/carbonnyc/2965625438/sizes/z/in/photolist-5w4B85-7MMSrV-5wfvuz-6F4BWe-7NsqBg-3KEtA3-48LiYC-48GhuV-9QBbkU-3KEu5G-cg3Pqy-aM7YwV-aM81MV-aM7Vjn-aM7WAt-aM7YkD-aM7Z9R-aM8hje-aM7YNr-aM7VFv-aM7YXT-aM8gZF-aM7ZRc-aM81hR-4o7VTv-aM7XRM-arCySU-4Cq6Uj-69ZUuT-6a55Bq-6a55Fb-6a54Ud-69ZUwz-6a54T9-6a55DN-69ZUzx-6a54WA-69ZUBi-6a55AC-6a55Eq-6a552G-6a556h-7PA8iQ-69ZUhR-7PA7Fw-7Pw8vK-9evXmp-t4Bq-euZj1T-5F1T9s-7s7dUT/\">\u003cimg class=\"size-medium wp-image-30442\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/2965625438_266e481d09_z-300x168.jpg\" alt=\"2965625438_266e481d09_z\" width=\"300\" height=\"168\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As the field of ed-tech has grown, research around the efficacy of technology has been hard to come by. Part of the difficulty is finding accurate comparisons because schools, administrations, districts and student populations across the country have their own individual sets of criteria and challenges.\u003c/p>\n\u003cp>A \u003ca href=\"http://carnegielearning.isebox.net/algebra-effectiveness/study/\">recent report by the RAND\u003c/a> Corporation, in partnership with the Department of Education, tries to provide an objective overview of blended learning. RAND conducted a national two-year randomized trial to determine whether a blended learning curriculum developed by \u003ca href=\"http://www.carnegielearning.com/\">Carnegie Learning, Inc\u003c/a>. had a positive effect on middle and high school algebra students. The report found that the curriculum, which included both instruction time on computers and in-person, improved high school performance by 8 percentile points.\u003c/p>\n\u003cp>For the study, RAND reached out to schools in rural, urban and suburban areas and included students living in high-poverty areas, places with high populations of ethnic minorities and every other kind of school. By choosing a diverse population of more than 18,000 students in 147 schools in seven states, the aim of the study was to ensure that the results could be applied to schools in any environment.\u003c/p>\n\u003cp>“What happens a disappointing amount of time is you don’t find significant effects,” said \u003ca href=\"http://www.rand.org/about/people/p/pane_john_f.html\">John Pane, senior scientist at RAND\u003c/a> and lead researcher for the study. “So to have identified something that is educationally meaningful is a success. Everything we did was with an eye to not interfering with how schools normally operate.”\u003c/p>\n\u003cp>For the study, participating schools were given access to the software and teachers were trained without any additional supports, just as they would be if a school purchased the software on its own. Most restricted studies using certain products, Pane said, provide extra professional development or support, skewing the results.\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 style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/\">How Teachers Mix Online Math With Classroom Instruction\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The DOE chose to study Carnegie Learning’s curriculum because of its track record of success in 46 other non-randomized studies. “We've done a large amount of field research coming into this that suggested that this approach would work better than others,” said Steve Ritter, chief product architect at Carnegie Learning. The company is an offshoot of cognitive psychology research at Carnegie Mellon dating back to the late 1980s. This curriculum has been in use since 1998. Its long track record is what prompted this expansive and expensive study. It cost $6 million.\u003c/p>\n\u003cp>Like other blended learning curriculum the Carnegie Learning approach relies on software to supplement teacher instruction. “We ask students to do a lot of writing about math, solving real world problems,” Ritter said. The company recommends using software two days a week and in-class instruction three days a week because things like classroom interaction, group discussion, collaborating on problem-solving helps cement the learning.\u003c/p>\n\u003caside class=\"pullquote alignright\">“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests.” \u003c/aside>\n\u003cp>\u003cstrong>PROGRAM DETAILS\u003c/strong>\u003c/p>\n\u003cp>The program itself asks students to solve long multi-step problems. The software tracks the student’s problem-solving strategies and gives feedback on the process along the way. “In our system we ask the student to show their work to the computer,” Ritter said. The curriculum also recommends in-class instruction focused on small group work, articulating the problem solving process and even writing in the textbook.\u003c/p>\n\u003cp>Algebra is the focus of study, Ritter said, because it’s a moment in math education where students often fall behind. “Algebra is the place where math goes from being concrete to abstract,” Ritter said. He pointed out that it’s an essential skill to making quantitative predictions about the world, a skill required for statistics, for example.\u003c/p>\n\u003cp>But although students in the treatment group did improve, RAND could not definitively link that improvement to the software used. “Teaching was different in Carnegie Learning classrooms than in the control group classrooms; we can say that,” Pane said. “We can’t tell if it’s the software or something happening in the classroom.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">What Online Tools Work For Teaching Language Arts?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>In a different study, RAND hopes to drill down on data from the software itself to find out its direct impact. When Carnegie Learning applied for the DOE grant seven years ago, the research question was whether the curriculum was effective, not whether the success was directly attributable to software – a more pressing question today as technology in the classroom proliferates.\u003c/p>\n\u003cp>The study did find that students performed better in the second year of implementation, no matter the experience of the teacher. In other words, even students taught by a teacher who had never used the blended curriculum before performed better than the control group. Both Ritter and Pane speculate that teachers adapted the curriculum in the second year and helped first year teachers along, thus improving its implementation.\u003c/p>\n\u003cp>It’s worth noting that RAND gave all students in the study a standardized readiness exam at the beginning of the year and a proficiency exam at the end of the course to measure learning. However, the Carnegie Learning curriculum focuses more on performance assessments.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“The real goal is for students to learn math well enough to solve math problems in the real world they live in, not on tests,” Ritter said. Still, he’s happy the RAND results on multiple-choice tests were positive. “We do believe it’s a valuable test of our system because we know that kids are mostly taking these standardized tests,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30364/rand-study-shows-blended-learning-works","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_399","mindshift_29","mindshift_1040","mindshift_392","mindshift_20537","mindshift_381"],"featImg":"mindshift_30442","label":"mindshift"},"mindshift_27212":{"type":"posts","id":"mindshift_27212","meta":{"index":"posts_1591205157","site":"mindshift","id":"27212","score":null,"sort":[1361389547000]},"guestAuthors":[],"slug":"how-to-foster-grit-tenacity-and-perseverance-an-educators-guide","title":"How to Foster Grit, Tenacity and Perseverance: An Educator's Guide","publishDate":1361389547,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1361557578,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":2588},"headData":{"title":"How to Foster Grit, Tenacity and Perseverance: An Educator's Guide | KQED","description":"How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the "noncognitive competencies" known as grit, perseverance, and tenacity are just","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Foster Grit, Tenacity and Perseverance: An Educator's Guide","datePublished":"2013-02-20T19:45:47.000Z","dateModified":"2013-02-22T18:26:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27212 http://blogs.kqed.org/mindshift/?p=27212","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/20/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide/","disqusTitle":"How to Foster Grit, Tenacity and Perseverance: An Educator's Guide","path":"/mindshift/27212/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27225\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27225\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/157300219-620x358.jpg\" alt=\"157300219\" width=\"620\" height=\"358\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">How can we best prepare children and adolescents to thrive in the 21st century? This question is at the heart of what every educator attempts to do on a daily basis. Apart from imparting content of knowledge and facts, however, it's becoming clear that the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-everyone-be-smart-at-everything/\">noncognitive competencies\u003c/a>\" known as grit, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/can-kids-be-taught-persistence/\">perseverance\u003c/a>, and tenacity are just as important,\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/how-important-is-grit-in-student-achievement/\"> if not more so\u003c/a>, in preparing kids to be self-sufficient and successful.\u003c/p>\n\u003cp>To that end, the Department of Education's Office of Technology has released a report called \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">Promoting Grit, Tenacity, and Perseverance\u003c/a> \u003ca href=\"http://www.ed.gov/edblogs/technology/research/\">—Critical Factors for Success in the 21st Century\u003c/a>, drafted by research firm \u003ca href=\"http://www.sri.com\">SRI International,\u003c/a> which addresses how educators can integrate these ideas into their teaching practice: Are these competencies malleable and teachable? How significant a role do they play in students' success? What are the best learning environments to encourage and foster these attributes?\u003c/p>\n\u003cp>\"The test score accountability movement and conventional educational approaches tend to focus on intellectual aspects of success, such as content knowledge. However, this is not sufficient,\" the report states. \"If students are to achieve their full potential, they must have opportunities to engage and develop a much richer set of skills.\"\u003c/p>\n\u003cp>The \u003ca href=\"http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf\">entire report [PDF]\u003c/a> is well worth the read. Here are a few noteworthy highlights excerpted from different parts of the report.\u003c/p>\n\u003cdiv>\n\u003ch4>What Are Grit, Tenacity, and Perseverance?\u003c/h4>\n\u003cp>Grit, tenacity, and perseverance are multifaceted concepts encompassing goals, challenges, and ways of managing these. We integrate the big ideas from several related definitions in the literature to a broad, multifaceted definition of grit for the purpose of this report: “Perseverance to accomplish long-term or higher-order goals in the face of challenges and setbacks, engaging the student’s psychological resources, such as their academic mindsets, effortful control, and strategies and tactics.”\u003c/p>\n\u003c/div>\n\u003cdiv>Sociocultural context plays an important role. It can be a significant determinant of what students value and want to accomplish, the types of challenges they face, and the resources they can access. It is well documented that students from high-poverty backgrounds are particularly likely to face great stress and limited social support for academic achievement— factors which can undermine perseverance toward a wide range of goals. Researchers and educators also highlight concerns about the challenges faced by students from other segments of the socioeconomic \u003c!--more-->spectrum. For example, researchers and educators are exposing how grit can be detrimental when it is driven by a fear-based focus on testing and college entry. This can undermine conceptual learning, creativity, long-term retention, mental health, and ability to deal with “real-world” challenges.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Students can develop psychological resources that promote grit, tenacity, and perseverance. Our research pointed to three facets—all of which have been shown to be malleable and teachable in certain contexts:\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>\n\u003cul>\n\u003cli>\u003cstrong>Academic mindsets.\u003c/strong> These constitute how students frame themselves as learners, their learning environment, and their relationships to the learning environment. They include beliefs, attitudes, dispositions, values, and ways of perceiving oneself. Compelling evidence suggests that mindsets can have a powerful impact on academic performance in general, and in particular on how students behave and perform in the face of challenge. A core mindset that supports perseverance is called the “growth mindset”—knowing “My ability and competence grow with my effort.”\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Effortful control.\u003c/strong> Students are constantly faced with tasks that are important for long-term goals but that in the short-term do not feel desirable or intrinsically motivating. Successful students marshal willpower and regulate their attention during such tasks and in the face of distractions. While this can seem austere or “no fun,” research shows that students stronger in these skills are happier and better able to handle stress.\u003c/li>\n\u003cli>\u003cstrong>Strategies and tactics.\u003c/strong> Students are also more likely to persevere when they can draw on specific strategies and tactics to deal with challenges and setbacks. They need actionable skills for taking responsibility and initiative, and for being productive under conditions of uncertainty—for example, defining tasks, planning, monitoring, changing course of action, and dealing with specific obstacles.\u003c/li>\n\u003c/ul>\n\u003c/div>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch4>Measuring Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cp>There are many different types of measurement methods, each with important tradeoffs.\u003c/p>\n\u003cp>Self-report methods typically ask participants to respond to a set of questions about their perceptions, attitudes, goals, emotions, beliefs, and so on. Advantages are that they are easy to administer and can yield scores that are easy to interpret. Disadvantages are that people are not always valid assessors of their own skills, and self-reports can be intrusive for evaluating participants’ in-the-moment perceptions during tasks.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003cimg class=\"alignright size-medium wp-image-27220\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.15.46-AM-300x270.png\" alt=\"Screen Shot 2013-02-20 at 11.15.46 AM\" width=\"300\" height=\"270\">Informant reports are made by teachers, parents, or other observers. Advantages are that they can sidestep inherent biases of self-report and provide valuable data about learning processes. The main disadvantage is that these measures can often be highly resource- intensive—especially if they require training observers, time to complete extensive observations, and coding videos or field notes.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>School records can provide important indicators of perseverance over time (e.g., attendance, grades, test scores, discipline problems) across large and diverse student samples. Advantages are the capacity to identify students who are struggling to persevere and new possibilities for rich longitudinal research. Disadvantages are that these records themselves do not provide rich information about individuals’ experiences and nuances within learning environments that may have contributed to the outcomes reported in records.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cp> \u003c/p>\n\u003cdiv>Behavioral task performance measures within digital learning environments can capture indicators of persistence or giving up. Advantages are that new methods can be seamlessly1 Some people equate “dispositions” with traits that people are born with and/or cannot change. In this brief, and particularly in the context of measurement, we use the term to mean enduring tendencies, independent of any claims about their origin or malleability. The extent to which dispositions are changeable, malleable, or teachable will be highly dependent on what the disposition is and the nature of the opportunities that individuals encounter.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>Programs and Models for Learning Environments to Promote Grit, Tenacity, and Perseverance\u003c/h4>\n\u003cdiv>\n\u003cdiv>\n\u003cp>We reviewed approximately 50 programs and models for promoting grit, tenacity, and perseverance, and developed five conceptual clusters based on targeted age level, learning environment, and which facets of the hypothesized model are addressed or leveraged. While there is still a need for more empirical evidence that these factors can be taught as transferable competencies across situations, there are a wide range of promising programs and approaches. The five conceptual clusters are as follows (discussed in detail in Chapter 4).\u003c/p>\n\u003cp>\u003cstrong>School readiness programs that address executive functions.\u003c/strong> These programs at the preschool and early elementary school levels help young children develop the effortful control that is necessary for the transition into formal schooling. Approaches include training with games, aerobic exercise and sports, martial arts and mindfulness practices, and classroom curricula and teacher professional development. Many programs have substantial empirical evidence of their success, and a major finding is that children best develop attention regulation and self-control when they can practice skills in a supportive environment that addresses cognitive, social, and physical development together.\u003c/p>\n\u003cp>\u003cstrong>Interventions that address mindsets, learning strategies, and resilience.\u003c/strong> There is growing research demonstrating that brief interventions (e.g., 2 to 10 hours) can significantly impact students’ mindsets and learning strategies, and, in turn, academic performance. Empirically based mindset interventions include activities that explicitly teach students to have a “growth mindset” (i.e., that intelligence grows with effort), help students frame difficulty not as personal failings but as important “bumps in the road” on the way to success, provide students opportunities to affirm their personal values to maintain clarity about why they are investing their efforts, help relate course materials to students’ lives, or incorporate multiple approaches to address different needs. Empirically based learning strategies interventions include those that help students clarify their goals and anticipate in advance how to deal with likely obstacles, develop general study skills, build a resource-rich social network, or develop content-specific metacognitive skills to monitor \u003cimg class=\"alignright size-full wp-image-27221\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png\" alt=\"\" width=\"601\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM.png 601w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-400x237.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/02/Screen-Shot-2013-02-20-at-11.16.23-AM-320x190.png 320w\" sizes=\"(max-width: 601px) 100vw, 601px\">progress. Some programs build these types of skills as protective positive assets that support resilience in the face of adversity.\u003c/p>\n\u003cp>\u003cstrong>Alternative school models and school-level reform approaches.\u003c/strong> We reviewed three types of approaches. The “character education” models include explicit articulation of learning goals for targeted competencies, clear and regular assessment and feedback of student progress, intensive teacher professional development, and discourse about these competencies throughout the school culture. In the “project-based learning and design thinking” models, students develop competencies through engagement in long-term, challenging, and/or real-world problems that require planning, monitoring, feedback, and iteration. Mindsets are addressed inherently in processes of feedback and iteration, and projects are often aligned with students’ interests and passions. The third type of approach is that of organizations providing support for schoolwide improvement, such as teacher professional development, networks of school communities, and strategies to improve school organizational structure. There is strong anecdotal evidence of these models’ success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Informal learning programs.\u003c/strong> We reviewed informal learning programs that provide different kinds of support for persistence. Several provide structured social support networks for students who are the first in their families to go to college. Such programs provide academic support, community involvement, and guidance in the processes of college exploration, application, and initial college adjustment. Other types of programs focus on activities to spark and support interest and persistence in STEM professions. Many programs are beginning to teach explicitly about grit, drawing on models similar to those discussed in the character education models above. In most cases, there is strong anecdotal evidence of their success, but further research is needed to determine impacts.\u003c/p>\n\u003cp>\u003cstrong>Digital learning environments, online resources, and tools for teachers.\u003c/strong> We reviewed educational technologies aligned with each aspect of the hypothesized model: digital learning environments that provide optimal challenge through adaptivity; digital tools to help educators promote a rigorous and supportive classroom climate; resources, information, materials, tools, or human capital to accomplish difficult goals; motivating learning environments that trigger interest; teaching about academic mindsets; promoting learning strategies; and promoting the development of effortful control. Data is available showing impacts of many of these technologies.\u003c/p>\n\u003ch4>\u003cstrong>Learning Environments That Promote Grit \u003c/strong>\u003c/h4>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>When students have big and important goals, educators can promote perseverance by providing support. Just as there is an array of types of goals, there is also a wide variety of challenges, setbacks, obstacles, and adversities that students may encounter in pursuit of their goals. We first examine this variety of challenges, and then take a close look at two dimensions of learning environments that can be important for supporting perseverance.\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>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are a variety of different types of challenges and setbacks, many with extremely different implications for the resources necessary to persevere. Examples follow:\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cul>\n\u003cli>\u003cstrong>Conceptual complexity or lack of tactical knowledge.\u003c/strong> When the goals are around learning content, many students are challenged by the conceptual complexity. Students may also be challenged by lack of tactical knowledge about how to handle new or large goals that require planning and monitoring, for example, a long-term inquiry-based science project or taking the steps necessary throughout high school to get into college.\u003c/li>\n\u003cli>\u003cstrong>More dominant distractions, lack of intrinsic motivation, boredom.\u003c/strong> No matter how worthy a long-term goal may be, students will encounter particular subtasks or periods of time when other activities, such as surfing the Internet or hanging out with friends, may seem much more attractive in the short-term. Inevitably, students face choices about how they will spend their time and focus their attention.\u003c/li>\n\u003cli>\u003cstrong>Lack of resources.\u003c/strong> Time, materials, and human resources can be essential for accomplishing many goals. Lack of resources can be a critical obstacle to a wide range of goals.\u003c/li>\n\u003cli>\u003cstrong>Adverse circumstances.\u003c/strong> Students of all socioeconomic backgrounds may face adverse circumstances, such as illness, bullying, neighborhood violence, family difficulties, social alienation or racism, moving to a new school, and so on. It can be challenging to maintain focus and direction toward long-term goals in the face of such obstacles.While these categories are not meant to be exhaustive, they begin to point to the types of resources that students will need as they face big goals. Here we discuss two dimensions— cultural and tangible resources.Supportive and rigorous learning environment culture. The National Research Council 2003 report, Engaging Schools: Fostering High School Students’ Motivation to Learn, includes an extensive review of the research literature on how to set up learning environments to support motivation for the nation’s most vulnerable students. According to this report, cultures are supportive when they have the following characteristics: (1) they promote beliefs about competence, (2) they promote relevant values and goals, and (3) they promote social connectedness and belonging.\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Students will persist more\u003c/strong> when they perceive that they are treated fairly and with respect, and adults show they care about them.\u003c/p>\n\u003cp>\u003cstrong>Students will persist more \u003c/strong>when teachers, administrators, and others in the school environment have high expectations for students’ success and hold students to high standards. These can be conveyed explicitly or implicitly. When remedial support is necessary, it is provided in ways that do not feel punitive or interfere with opportunities to engage in other interest-driven activities.\u003c/p>\n\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Evaluation of student performance should be carefully designed\u003c/strong> not to undermine perceptions of competence and future expectations. It should be based on clearly defined criteria, provide specific and useful feedback, and be varied to give students opportunities to demonstrate competence in different ways.\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003c/div>\n\u003cdiv style=\"padding-left: 30px\">\u003cstrong>Extrinsic rewards and punishments that undermine intrinsic motivation should be avoided. \u003c/strong>Authoritarian discipline policies that limit students’ options and opportunities for self-expression undermine intrinsic motivation and persistence.\u003c/div>\n\u003cp> \u003c/p>\n\u003ch4>The Dark Side of Grit\u003c/h4>\n\u003cdiv>\n\u003cdiv>Persevering in the face of challenges or setbacks to accomplish goals that are extrinsically motivated, unimportant to the student, or in some way inappropriate for the student can potentially induce stress, anxiety, and distraction, and have detrimental impacts on students’ long-term retention, conceptual learning, and psychological well-being.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>As grit becomes a more popular notion in education, there is a risk that poorly informed educators or parents could misuse the idea and introduce what psychologists call the “fundamental attribution error”—the tendency to overvalue personality-based explanations for observed behaviors and undervalue situational explanations. In other words, there is a risk that individuals could overattribute students’ poor performance to a lack of “grittiness” without considering that critical supports are lacking in the environment.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>Perseverance that is the result of a “token economy” that places a strong emphasis on punishments and rewards may undermine long-term grit; in particular, while these fundamentally manipulative supports can seem to “work” in the short-run, when students go to a different environment without these supports, they may not have developed the appropriate psychological resources to continue to thrive.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003cdiv>In our interview with psychologist Carol Dweck of Stanford University, she discussed an emerging trend that many undergraduate students have developed the expectation that their decisions about their studies and professional direction must come from an inherent “passion”—rather than through the effort and work of fully engaging in what they are doing. While a rare few may be driven by specific passions, for many students, this expectation is false and can undermine their persistence when they begin to encounter challenges in a chosen direction.\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27212/how-to-foster-grit-tenacity-and-perseverance-an-educators-guide","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_29","mindshift_945"],"label":"mindshift"},"mindshift_24276":{"type":"posts","id":"mindshift_24276","meta":{"index":"posts_1591205157","site":"mindshift","id":"24276","score":null,"sort":[1349979586000]},"guestAuthors":[],"slug":"whats-worth-investing-in-criteria-for-choosing-technology-for-learning","title":"What's Worth Investing In? How to Decide What Technology You Need ","publishDate":1349979586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1391212733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1467},"headData":{"title":"What's Worth Investing In? How to Decide What Technology You Need | KQED","description":"Lenny Gonzalez The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at $7.5 billion. With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Worth Investing In? How to Decide What Technology You Need ","datePublished":"2012-10-11T18:19:46.000Z","dateModified":"2014-01-31T23:58:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24276 http://blogs.kqed.org/mindshift/?p=24276","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/11/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/","disqusTitle":"What's Worth Investing In? How to Decide What Technology You Need ","path":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","authors":["180"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_307","mindshift_29","mindshift_221","mindshift_65","mindshift_20513"],"featImg":"mindshift_24326","label":"mindshift"},"mindshift_24138":{"type":"posts","id":"mindshift_24138","meta":{"index":"posts_1591205157","site":"mindshift","id":"24138","score":null,"sort":[1349269201000]},"guestAuthors":[],"slug":"what-to-do-if-your-school-bans-a-useful-website","title":"What To Do If Your School Bans Useful Websites","publishDate":1349269201,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1349293824,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":1202},"headData":{"title":"What To Do If Your School Bans Useful Websites | KQED","description":"Today is Banned Website Awareness Day, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning. The dialogue around filtering must also include bring-your-own-device policies, appropriate use of social media in schools, and overall responsible use of technology in school. Each","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What To Do If Your School Bans Useful Websites","datePublished":"2012-10-03T13:00:01.000Z","dateModified":"2012-10-03T19:50:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24138 http://blogs.kqed.org/mindshift/?p=24138","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/03/what-to-do-if-your-school-bans-a-useful-website/","disqusTitle":"What To Do If Your School Bans Useful Websites","path":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/what-to-do-if-your-school-bans-a-useful-website/attachment/123208401/\" rel=\"attachment wp-att-24159\">\u003cimg class=\"alignright size-large wp-image-24159\" title=\"123208401\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/123208401-620x351.jpg\" alt=\"\" width=\"620\" height=\"351\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">Today is \u003ca href=\"http://www.ala.org/aasl/advocacy/bwad\">Banned Website Awareness Day\u003c/a>, and all across the country, educators are doing their part to raise awareness of how overly restrictive blocking of educational websites affects student learning.\u003c/p>\n\u003cp>The dialogue around filtering must also include\u003ca> bring-your-own-device\u003c/a> policies, appropriate \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/students-want-social-media-in-schools/\">use of social media in schools, \u003c/a>and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">overall responsible use of technology\u003c/a> in school. Each of these issues plays an important part in the equation that influences school policy around filtering websites. For example, do students and teachers use social media sites like Edmodo or even Facebook for class purposes? Are educational videos on YouTube part of teachers' curriculum? In large school districts, does it make sense to have individual school policies? Are students allowed to use their cell phones?\u003c/p>\n\u003cp>Part of the investigation into what filtering policies to put in place revolves around understanding current rules and regulations -- and that's the problem, according to \u003ca href=\"http://bibliotech.me/\">Michelle Luhtala, \u003c/a>a librarian at New Cannan High School and one of the primary organizers of Banned Websites Awareness Day.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"People believe the rules are far more restrictive than they really are.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"People believe the rules are far more restrictive than they really are,\" she said. \"Most people are working off of policies that predate 2003, and so much has happened since then, and continues to happen.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a recent survey of nearly 700 teachers, principals, and school librarians, conducted by MMS Education and co-sponsored by edWeb.net and MCH Strategic Data, 55% of respondents said they had somewhat restrictive policies of access to Web 2.0 tools (social media sites) for teachers, and 23% said they had very restrictive policies. And when it came to students, 44% said they had somewhat restrictive policies of access, and 47% said they had very restrictive policies.\u003c/p>\n\u003cp>Most of the blocked sites are either social media sites, or have some element of public sharing of information, and that's where school administrators need to be more flexible, Luhtala said. \"Administration more than teachers need to open their minds to the value and potential of social networking for \u003c!--more-->educational use,\" wrote a survey respondent. \"CIPA needs to be spelled out more specifically or made clearer to IT in education so that filters are not blocking sites unnecessarily.\"\u003c/p>\n\u003cp>In the meantime, what should educators do when they try to access a site in school that's blocked by the school's filter? Luhtala offers the following advice.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>PRESENT FACTS. \u003c/strong>Direct people to the Department of Education's suggestions \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">in this article\u003c/a> (posted below). \"This is a really valuable resource for tech directors who aren’t well informed about the details of legal aspects,\" Luhtala said. \"Sometimes IT directors tell other IT directors who say, 'Just do what the lawyers say,' and it becomes a giant case of the game Telephone. The DOE is the ultimate authority, so this article forces them to look at their agenda and policies.\"\u003c/li>\n\u003cli>\u003cstrong>CONSIDER SMART POLICIES. \u003c/strong>Study CoSN's \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Web20MobileAUPGuide/tabid/8139/Default.aspx\">Guide for Acceptable Use Policies \u003c/a>for filtering and other issues, and their recent report \u003ca href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>, which clearly states, \"Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce... Such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.\"\u003c/li>\n\u003cli>\u003cstrong>CREATE A DIALOGUE. \u003c/strong>Start a conversation with people who manage the filtering system. \"A lot of policies have been in place for 10 years or more,\" Luhtala said. \"Sometimes they assume products are inherently bad, but if they understand that they can be tools for learning, they can see constructive purposes.\"\u003c/li>\n\u003cli>\u003cstrong>GET AN EARLY ADOPTER ON BOARD AND TAKE BABY STEPS. \u003c/strong>Collaborate with an innovator, and see if you can work on a project that includes a site you want unblocked. Get parent and school authorization to try out the pilot project and document the process along the way in order to share best practices. Try it out for five weeks and see how it goes.\u003c/li>\n\u003cli>\u003cstrong>USE AND SHARE RESOURCES. \u003c/strong>Read the \u003ca href=\"http://aasl.ala.org/essentiallinks/index.php?title=Main_Page\">American Association of School Librarian's Essential Resources site \u003c/a>and add your own resources to help others spread the message and educate other educators.\u003c/li>\n\u003cli>\u003cstrong>WADE INTO SOCIAL MEDIA. \u003c/strong>For those who have yet to start using social media with students, Luhtala suggests \"take steps to try to understand what all the fuss is about.\" But that will take time and training, as one survey respondent pointed out. \"I believe it offers us potential opportunities to further engage our students. However, in order to maximize this potential we must provide teachers and students with additional trainings,\" the anonymous respondent wrote in the survey.\u003c/li>\n\u003c/ol>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When you're ready to take action, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">here are the list of myths dispelled \u003c/a>directly by the Department of Education's Technology Director Karen Cator:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24138/what-to-do-if-your-school-bans-a-useful-website","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195"],"tags":["mindshift_946","mindshift_20906","mindshift_427","mindshift_29","mindshift_227","mindshift_221"],"featImg":"mindshift_24159","label":"mindshift"},"mindshift_16757":{"type":"posts","id":"mindshift_16757","meta":{"index":"posts_1591205157","site":"mindshift","id":"16757","score":null,"sort":[1320864387000]},"guestAuthors":[],"slug":"three-goals-to-spur-innovation-and-collaboration","title":"Three Goals to Spark Innovation and Collaboration","publishDate":1320864387,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1320868397,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":679},"headData":{"title":"Three Goals to Spark Innovation and Collaboration | KQED","description":"Flickr: Spacepleb It's been roughly two months since the launch of the Department of Education's Digital Promise, and though it's still very early in the process, a few pointed goals are emerging. The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Three Goals to Spark Innovation and Collaboration","datePublished":"2011-11-09T18:46:27.000Z","dateModified":"2011-11-09T19:53:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16757 http://blogs.kqed.org/mindshift/?p=16757","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/09/three-goals-to-spur-innovation-and-collaboration/","disqusTitle":"Three Goals to Spark Innovation and Collaboration","path":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-medium wp-image-16770\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/spacepleb-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\n\u003cp class=\"wp-media-credit\">Flickr: Spacepleb\u003c/p>\n\u003c/div>\n\u003cp>It's been roughly two months since the launch of the Department of Education's \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, and though it's still very early in the process, a few pointed goals are emerging.\u003c/p>\n\u003cp>The main premise behind Digital Promise is to serve as a national center for research to spur innovation that will improve learning through technology, said Karen Cator, Department of Education's Director of Technology.\u003c/p>\n\u003cp>At this point, the center has three goals:\u003c/p>\n\u003cp>\u003cstrong>1. \u003c/strong> To bring smart ideas based on sound research to those who can bring it to life. More specifically giving entrepreneurs, investors, and innovators who create new learning products a central place to access the vast amount of research that's already been conducted about how we learn and ways to improve learning.\u003c/p>\n\u003cp>\u003cstrong>2.\u003c/strong> To offer challenges and prizes as an incentive to those who can find ways to vastly improve opportunities to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3.\u003c/strong> To create an organization where schools and leaders can work together on problems with using technology to improve learning. This group is called the \u003cstrong>League of Innovative Schools\u003c/strong>, and at this very early stage, it's a loosely knit collaboration of people who've expressed interest in becoming involved.\u003c/p>\n\u003cp>Within this group, there are three specific goals.\u003c/p>\n\u003cul>\n\u003cli>Making sure that schools and districts are informed and supportive of innovation when investing in new technologies -- it's what Cator refers to as \"smart demand.\"\u003c/li>\n\u003cli>Gathering evidence and learning more about what's already happening in schools and districts with respect to using technology. Harvard professor and Macarthur Fellow \u003ca href=\"http://www.economics.harvard.edu/faculty/fryer\">Roland \u003c!--more-->Fryer\u003c/a> is heading up the effort of figuring out how to gather new and different kinds of evidence, Cator said.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Finding ways to learn from each other through collaboration.\u003c/li>\n\u003c/ul>\n\u003cp>For the most part, this is being headed up by Mark Edwards, superintendent of Moorseville Graded School District in North Carolina. Edwards is organizing\u003ca href=\"http://www2.mooresvilletribune.com/news/2011/oct/31/schools-digital-league-launch-mooresville-ar-1557397/\"> the first meeting\u003c/a> for the League of Innovative Schools on Nov. 28-29, with superintendents from around the country, as well as education consultants and service providers. (See more about Edwards' views on learning technologies in this \u003ca href=\"http://www.pbs.org/newshour/bb/education/jan-june11/technology_04-08.html\">PBS Newshour video\u003c/a>.)\u003c/p>\n\u003cp>At the moment, the Digital Promise Web site is very much a work in progress -- a repository of comments and input from educators and school officials. Under the \u003ca href=\"http://www.digitalpromise.org/grand-challenges\">Grand Challenges\u003c/a> tab, the site asks: What challenges in teaching and learning can technology help us solve? Comments include things like quality professional development for all, how to use video games for learning, how to best support innovators, how to implement flipped teaching in class, and using technology for performance assessment.\u003c/p>\n\u003cp>Under the \u003ca href=\"http://digitalpromise.ideascale.com/\">League\u003c/a> tab, the site asks: \"How are you using technology to advance teaching and learning in innovative ways?\" People have offered up things like offline and online mobile learning, software that tests and trains reading, and online assessments. Some of the ideas here seem to be written by those who have created educational products, but there's also feedback from those who want to share their own experience and ideas.\u003c/p>\n\u003cp>Other recent initiatives from the DOE:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://www.learningregistry.org/\">The Learning Registry\u003c/a>, a central repository of online education portals where those who create education content can collaborate and share resources. What does this mean for educators? They can find a list of resources like \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, a trove of \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">16,000-plus educational digital assets\u003c/a> and resources organized by grade and subject area, and \u003ca href=\"http://smithsonianeducation.org/\">Smithsonian Education\u003c/a>, which provides free access to almost everything under the Smithsonian umbrella.\u003c/li>\n\u003cli>Microsoft will take over the DOE's TEACH campaign, the online advocacy and recruitment program, which includes the \u003ca href=\"http://teach.gov/\">Teach.gov\u003c/a> site. As Edweek's Ian Quillen \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/11/national_learning_registry_off.html\">points out\u003c/a>, Microsoft has \u003ca href=\"http://www.edweek.org/ew/articles/2011/10/26/09fcc.h31.html\">been involved\u003c/a> with the Federal Communications Commission's \u003ca href=\"http://connect2compete.org/\">\"Connect to Compete\"\u003c/a> program to bring broadband to low-income communities, \"as well as launching programs to offer discounted hardware and software to educators and digital literacy training to the public.\"\u003c/li>\n\u003c/ul>\n\u003cp>Read more about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/\">DOE's plans here\u003c/a>.\u003c/p>\n\u003cp>\u003cem>This post was updated to clarify the number of digital assets on PBS Learning Media.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16757/three-goals-to-spur-innovation-and-collaboration","authors":["180"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_29","mindshift_721","mindshift_221","mindshift_765","mindshift_149"],"featImg":"mindshift_16770","label":"mindshift"},"mindshift_16201":{"type":"posts","id":"mindshift_16201","meta":{"index":"posts_1591205157","site":"mindshift","id":"16201","score":null,"sort":[1319045774000]},"guestAuthors":[],"slug":"should-a-new-tech-innovation-agency-be-created","title":"Should a New Tech-Innovation Agency Be Created?","publishDate":1319045774,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319049850,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":753},"headData":{"title":"Should a New Tech-Innovation Agency Be Created? | KQED","description":"Matt Biddulph Today, most of the education world is focusing on how No Child Left Behind might change with the reauthorization of ESEA -- the Elementary and Secondary Education Act. But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Should a New Tech-Innovation Agency Be Created?","datePublished":"2011-10-19T17:36:14.000Z","dateModified":"2011-10-19T18:44:10.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16201 http://blogs.kqed.org/mindshift/?p=16201","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/19/should-a-new-tech-innovation-agency-be-created/","disqusTitle":"Should a New Tech-Innovation Agency Be Created?","path":"/mindshift/16201/should-a-new-tech-innovation-agency-be-created","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/mbiddulph/5310895988/\">\u003cimg class=\"size-full wp-image-16202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/cardboard_rocket.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Matt Biddulph\u003c/p>\n\u003c/div>\n\u003cp>Today, most of the education world is focusing on how \u003ca href=\"http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act\">No Child Left Behind\u003c/a> might change with the reauthorization of ESEA -- the \u003ca href=\"http://en.wikipedia.org/wiki/Elementary_and_Secondary_Education_Act\">Elementary and Secondary Education Act\u003c/a>.\u003c/p>\n\u003cp>But as the Senate Education committee prepares to mark up ESEA, another under-the-radar amendment is also being considered -- one that has historical ties to the Department of Defense.\u003c/p>\n\u003cp>It's called ARPA-Ed, and it stands for the Advanced Research Projects Agency – Education, a program President Obama \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/03/08/president-obama-highlights-shared-responsibility-education-reform\">proposed\u003c/a> at the beginning of the year. If the name sounds a lot like \u003ca href=\"http://www.darpa.mil/\">DARPA\u003c/a>, the Defense Advanced Research Projects Agency, that's intentional. DARPA was established in the 1950s as a response to the Soviets' launch of the Sputnik spacecraft and was meant to protect the United States' technological supremacy. Although it's a Defense Department agency, DARPA research isn't tied to specific military missions. But it has been responsible for a number of technological innovations with sweeping implications, including, \u003ca href=\"http://en.wikipedia.org/wiki/ARPANET\">ARPANET\u003c/a>, the predecessor to the Internet.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Can the successes of the military's R&D program be duplicated in ed-tech?\u003c/aside>\n\u003cp>The creation of ARPA-Ed aims to tap into this history and to signal that the country urgently needs to invest in technological research to maintain its educational edge, or be at risk of falling behind.\u003c/p>\n\u003cp>The legacy of Sputnik and DARPA have been invoked by President Obama many times this year as he's talked about the importance of technology and education. He talked about Sputnik \u003c!--more-->specifically in his \u003ca href=\"http://www.whitehouse.gov/the-press-office/2011/01/25/remarks-president-state-union-address\">State of the Union\u003c/a> address at the beginning of the year:\u003c/p>\n\u003cblockquote>\u003cp>\"Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we would beat them to the moon. The science wasn’t even there yet. NASA didn’t exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment. Two years ago, I said that we needed to reach a level of research and development we haven’t seen since the height of the Space Race. And in a few weeks, I will be sending a budget to Congress that helps us meet that goal.\"\u003c/p>\u003c/blockquote>\n\u003cp>As part of Obama's 2012 budget, $90 million was earmarked for the creation of ARPA-Ed. But until the proposal of the EASA amendment by Colorado Senator Michael Bennet today, there hasn't been any movement toward making this agency a reality.\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 Department of Education says that ARPA-Ed would fund both private and public research by industry, universities, and other organizations that feed such projects as personalized digital tutors, adaptive learning platforms, and game-based learning (\u003ca href=\"http://www.ed.gov/sites/default/files/arpa-ed-background.pdf\">PDF\u003c/a>). The administration contends that an agency like ARPA-Ed would help correct the under-investment in education technology and would in turn spur innovation in the sector, which it contends has lagged far behind others in terms of its productivity and its performance.\u003c/p>\n\u003cp>ARPA-Ed isn't the only push that the Obama Administration has made into supporting education technology. It recently announced the \u003ca href=\"http://www.digitalpromise.org/\">Digital Promise\u003c/a>, a new non-profit designed \"to spur breakthrough technologies that can help transform the way teachers teach and students learn.\"\u003c/p>\n\u003cp>What makes ARPA-Ed different then? Is this just another redundant federal agency? That's what many opponents to the proposal are arguing, saying that it's a duplication of funding and of effort, and Bennet's proposed amendment is likely to face some fierce opposition as funding and philosophical battles heat up over the reauthorization of EASA.\u003c/p>\n\u003cp>But proponents of ARPA-Ed claim that it is different from other current efforts, in part, because its focus isn't on teaching \u003cem>and\u003c/em> learning with technology. ARPA-Ed is focused on how technology impacts learning, not teaching. (In other words, this isn't about teaching teachers or supporting teachers to use technology more effectively in their classrooms.)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>One thing is certain about ARPA-Ed: It's part of the Obama Administration's continuing invocation of Sputnik-era rhetoric to make the case for better educational programs. \"Space Race\" -- \"Race to the Top.\" \"DARPA\" -- \"ARPA-Ed.\" Are these metaphors from the 1950s and 1960s the right ones? Can the successes of the military's R&D program be duplicated in ed-tech? And is that a model we even want to emulate?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16201/should-a-new-tech-innovation-agency-be-created","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_745","mindshift_29","mindshift_35"],"featImg":"mindshift_16202","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? 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