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It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n","blocks":[],"excerpt":"Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.","status":"publish","parent":0,"modified":1510063014,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1474},"headData":{"title":"How to Build Self-Assessment Into Jampacked High School Classes | KQED","description":"Three strategies to ensure students are thinking critically about their work and developing metacognitive skills that will serve them in the future.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Build Self-Assessment Into Jampacked High School Classes","datePublished":"2017-11-07T13:49:36.000Z","dateModified":"2017-11-07T13:56:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"49222 https://ww2.kqed.org/mindshift/?p=49222","disqusUrl":"https://ww2.kqed.org/mindshift/2017/11/07/how-to-build-self-assessment-into-jampacked-high-school-classes/","disqusTitle":"How to Build Self-Assessment Into Jampacked High School Classes","path":"/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Most high school teachers are familiar with students who obsess over every missed point on an assignment. It’s annoying; and many teachers wish students were more focused on the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/18/are-grades-diverting-focus-from-real-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">process of learning\u003c/a> and their own growth, instead of the final grade. But putting the process front and center can feel difficult in a results-oriented school. While most teachers can’t entirely \u003ca href=\"https://ww2.kqed.org/mindshift/2017/08/13/when-schools-forgo-grades-an-experiment-in-internal-motivation/\" target=\"_blank\" rel=\"noopener noreferrer\">move away from grades\u003c/a>, they can use simple strategies that require students to reflect on their progress, evaluate their work and set goals for improvement.\u003c/p>\n\u003cp>Helping students learn to evaluate their own work is a crucial skill that taps into their metacognitive abilities. Franklin High School teacher \u003ca href=\"https://blc17.sched.com/speaker/johnleighton?iframe=no&w=100%&sidebar=yes&bg=no\">John Leighton\u003c/a> has come to see self-assessment as a crucial skill for his history students, one that he intentionally cultivates with three simple strategies.\u003c/p>\n\u003cp>“If the kids know what they’re working towards, and they know where they stand on the route to get there, they are more likely to get there,” Leighton said at the \u003ca href=\"http://novemberlearning.com/blc-education-conference-2017/\" target=\"_blank\" rel=\"noopener noreferrer\">Building Learning Communities\u003c/a> conference held in Boston. He has found that the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/06/14/how-do-you-know-when-a-teaching-strategy-is-most-effective-john-hattie-has-an-idea/\" target=\"_blank\" rel=\"noopener noreferrer\">students who are reflective about their work\u003c/a> are generally his best students, so he tries to cultivate that reflex in all students.\u003cbr>\n\u003cstrong>\u003cbr>\nVIRTUAL STUDENT-LED PARENT CONFERENCES\u003c/strong>\u003c/p>\n\u003cp>Parents often make it into school only once or twice a year, if that, but communication about what’s going on in class doesn’t have to stop there. Leighton has his students email their parents monthly, including him on the emails as well. In each missive the student must give an update on how they are doing in the class, review the content and skills they are learning at that time, and set a goal for the next month. They also have to reflect on how well they met last month’s goal.\u003c/p>\n\u003cp>“I want parents to see the class through the kids eyes,” Leighton said. He urges students to use data in their emails home and to think of it as an opportunity to make an argument and support it with evidence. When kids set goals, he guides them by asking that the goals be specific, measurable, achievable, realistic and time-based. “I was very surprised at how detailed the kids were,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49238\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49238\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg\" alt=\"\" width=\"640\" height=\"236\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1020x376.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-160x59.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-800x295.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-768x283.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-1180x435.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-960x354.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-240x88.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-375x138.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur-520x192.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/student-emails-blur.jpg 1314w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Example of a student email home and the response from her father. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These monthly emails not only serve to keep parents apprised of what’s going on in the classroom, but also give parents a chance to write back, acknowledging their child’s hard work and thoughtfulness. Or, if a student isn’t doing well, these emails can open the door to difficult conversations. “It has filtered out a lot of those surprise emails by parents,” Leighton said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If a student’s parents don’t have email, Leighton just asks that the student write a note and get it signed by the parent to indicate they’ve read it. If parents don’t read English, the student often speaks both their home language as well as English, so he has them translate. He grades these “student-led conferences” by whether or not the student completed it; He doesn’t focus on the writing or grammar. “This is meant to encourage communication, not ding kids if they’re not good writers,” Leighton said.\u003c/p>\n\u003cp>He likes this quick self-assessment practice because it keeps students accountable for their work and forces them to reflect on their progress and goals every month.\u003c/p>\n\u003cp>\u003cstrong>WRITING FEEDBACK\u003c/strong>\u003c/p>\n\u003cp>History is a writing-intensive class, especially for Leighton’s AP U.S. History students, so students practice historical writing both in and out of class. Document-based questions (DBQs) are a big portion of the AP test, so Leighton often starts off by giving students the real AP rubric for DBQs and leading a discussion about what makes a good response. Then he gives them an anonymous essay to grade using the rubric, a tactic designed to dig into the writing in a safe way. “We were able to talk about the writing without anyone being offended,” Leighton said.\u003c/p>\n\u003cp>Pretty soon students pair-share practice DBQs they did for homework, and they soon realize there are big holes in their writing skills. “My kids really started looking at their writing differently,” Leighton said. As a class they make lists of the common errors; they peer-edit in teams; and they discuss writing all the time.\u003c/p>\n\u003cp>Leighton does most of this in Google Docs, which he likes because he can see the student’s entire process by looking at “Revision History.” He asks students to include their outline, rough draft and final draft in the same document so he can see how they are incorporating revisions into their writing. And he grades that process as a skill when he assesses their work. “As a teacher it’s a great look behind the curtain,” Leighton said.\u003c/p>\n\u003cp>The other tool Leighton has found invaluable for pushing self-assessment in writing is \u003ca href=\"https://kaizena.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Kaizena\u003c/a>. This product integrates with Google Classroom and allows for text feedback and recorded audio feedback. “It’s the same stuff I used to write in red ink that they never read,” Leighton said. “But they were listening to it at home.” He’s even had parents come in for parent-teacher conferences who recognized him by his voice because they’d heard their kids listening to his feedback.\u003c/p>\n\u003cp>Kaizena also allows teachers to make a “lesson” for a piece of feedback that they are giving all the time. It’s a shortcut that can make a difference to teacher grading 140 essays. The tool comes with premade rubrics, but Leighton doesn't use them as much because his school has common rubrics.\u003c/p>\n\u003cp>One of Leighton’s favorite ways to use Kaizena is after students turn in an essay in Google Classroom. He let’s them go back into what they submitted through Kaizena and make comments on what they would have done differently. Those comments show self-awareness, as kids look at the rubric and evaluate the work they just submitted. “I found this to be a pretty powerful tool for kids to self-advocate,” Leighton said.\u003c/p>\n\u003cfigure id=\"attachment_49239\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-49239\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/09/Kaizena-example-1020x470.png\" alt=\"\" width=\"640\" height=\"295\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1020x470.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-160x74.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-800x369.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-768x354.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-1180x544.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-960x442.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-240x111.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-375x173.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example-520x240.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2017/09/Kaizena-example.png 1315w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">This student assessed her own writing after turning it in. \u003ccite>(Courtesy John Leighton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>COLLABORATIVE READING\u003c/strong>\u003c/p>\n\u003cp>Many of the primary source texts Leighton uses are complex and he doesn’t always know how well students are understanding what they’ve read. That’s why he uses \u003ca href=\"https://perusall.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Perusall\u003c/a>, a product developed by Harvard professor \u003ca href=\"https://www.physics.harvard.edu/people/facpages/mazur\" target=\"_blank\" rel=\"noopener noreferrer\">Eric Mazur\u003c/a>, to encourage his students to read collaboratively. Rather than assigning textbook reading, Leighton will upload a PDF to Perusall and assign the students to small groups. He directs them to interact with the text at least five times in the form of questions, answering questions posed by peers, or by expanding on thinking.\u003c/p>\n\u003cp>“It lets me see their level of understanding long before class starts,” Leighton said. He loves when students help each other make sense of the text through comments and finds that he gets valuable insight into how they are reading. Forcing kids to reflect on one another’s questions and comments adds a deeper layer of analysis to what might otherwise be a dry reading.\u003c/p>\n\u003cp>“My lower-end kids said they didn’t feel so dumb anymore because ‘I wasn’t the only one who didn’t understand it,’ ” Leighton said. Perusall has a built-in function that evaluates all the questions, comments and interactions from students and gives them a grade on their comprehension. Leighton never uses that as his real grade, but students sometimes find the function motivating, since it adds a gamified aspect to reading.\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>As Leighton has slowly incorporated these strategies into his otherwise fairly traditional courses, he’s come to see the process of revision and reflection as central to learning. He has also come a long way on allowing students to retake tests to improve their scores. He makes it clear that students have to take the initiative if they want to retake an exam, and he requires them to go over the first test with him and discuss study strategies before they set up a retake date. And he reserves the right not to allow retakes if he feels students are abusing the system, but says out of his 140 students very few take advantage of the offer. The benefit is that kids know that if they put in the work, he’ll support them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49222/how-to-build-self-assessment-into-jampacked-high-school-classes","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_386","mindshift_1013","mindshift_20790","mindshift_550","mindshift_21033","mindshift_851"],"featImg":"mindshift_49641","label":"mindshift"},"mindshift_47570":{"type":"posts","id":"mindshift_47570","meta":{"index":"posts_1591205157","site":"mindshift","id":"47570","score":null,"sort":[1488788933000]},"guestAuthors":[],"slug":"how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","title":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes","publishDate":1488788933,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n","blocks":[],"excerpt":"Sometimes the obstacle to change in schools isn't teacher motivation or a guiding vision, it's the habitual behaviors that are hard to break and reinforce the status quo.","status":"publish","parent":0,"modified":1499730933,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1643},"headData":{"title":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes | KQED","description":"Sometimes the obstacle to change in schools isn't teacher motivation or a guiding vision, it's the habitual behaviors that are hard to break and reinforce the status quo.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes","datePublished":"2017-03-06T08:28:53.000Z","dateModified":"2017-07-10T23:55:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47570 https://ww2.kqed.org/mindshift/?p=47570","disqusUrl":"https://ww2.kqed.org/mindshift/2017/03/06/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes/","disqusTitle":"How Schools Can Face The 'Bad Habits' That Inhibit Meaningful Changes","path":"/mindshift/47570/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Making lasting change in schools is difficult not only because schools are communities made up of individuals with their own opinions about what’s best for kids, but also because, like most institutions, they are full of “bad habits” that can be tough to break. While habitual behavior can be good -- like when it reinforces a positive culture or set of norms -- it can also be a stubborn obstacle to enacting meaningful change.\u003c/p>\n\u003cp>At the \u003ca href=\"http://2017.educon.org/\">EduCon\u003c/a> conference hosted by Science Leadership Academy in Philadelphia, a room full of educators easily listed common “bad habits” they’ve experienced in their work, such as siloed learning, homework just for the sake of it, spending time planning with no action, keeping the door closed and visitors out, poor communication between administrators and teachers, traditional professional development, fixing problems by mandate rather than by team problem solving and initiative overload.\u003c/p>\n\u003cp>Even when everyone in a school building understands that a set of habitual behaviors are holding back change it can be difficult to shift away from them because of time constraints, history, comfort with something familiar, or control issues. But if school leaders and educators in the building truly want to see changes to teaching and learning, they must name negative habitual behaviors, own them, and intentionally make plans to address them.\u003c/p>\n\u003cp>“This issue of patterned behavior and things that are hard to break is something we keep running into over and over and over,” said Diana Laufenberg, executive director of \u003ca href=\"https://www.inquiryschools.org/\" target=\"_blank\">Inquiry Schools\u003c/a>. Laufenberg has been consulting with schools around the country on school transformation and often finds that \u003ca href=\"https://ww2.kqed.org/mindshift/2016/10/24/why-a-schools-master-schedule-is-a-powerful-enabler-of-change/\" target=\"_blank\">long-held beliefs about things like the schedule\u003c/a> present the most persistent obstacles to helping school leaders achieve their visions. She once worked with a project that had lots of flexibility, no accountability, only 15 students and four teachers, but the first thing the organizers freaked out about was the schedule.\u003c/p>\n\u003cp>When Laufenberg encounters patterned behavior that is challenging the rest of a school’s vision, she not only tries to get leaders and educators to identify and own that habit, but she does so in a way that isn’t judgmental. Teachers get defensive when a new leader -- or worse, a consultant -- comes in and implies everything they’ve done in their careers has been wrong. Instead, Laufenberg says it’s crucial to make a strong case for why change is necessary and then invite people to walk through a new door together. Leaders can frame that change as a positive thing and help individuals to focus on transforming practices within their control.\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>Teachers often complain about “initiative overload” as a bad habit at the system level. It’s a common story: a district superintendent or coordinator attends a conference and comes back with a bunch of new, shiny ideas that she or he wants implemented in classrooms right away. Often new leaders spearhead signature initiatives that then die out when they leave, and classroom teachers are left with the memory of a litany of failed initiatives that were poorly implemented and never given enough time to succeed. It’s no wonder \u003ca href=\"https://ww2.kqed.org/mindshift/2014/01/29/why-some-teachers-may-question-new-education-trends/\" target=\"_blank\">teachers are reluctant to throw themselves into each new idea\u003c/a> that comes along.\u003c/p>\n\u003cp>\u003cstrong>A COMMON UNDERSTANDING\u003c/strong>\u003c/p>\n\u003cp>Mandated initiatives from the top are a reality that teachers in classrooms can do very little to modify, but when discussing the idea, educator Gerald Aungst realized his personal bad habit is a scaled down version of initiative fatigue.\u003c/p>\n\u003cp>“I always notice what I could be doing better and I tend to try to tackle it right away,” Aungst said. He supports gifted children at Cheltenham Elementary near Philadelphia and often finds good ideas he’d like to try with students mid-year. For example, when running literature circles with his students he was dissatisfied with the kind of questions students were bringing to kickoff the discussions. He stumbled upon the \u003ca href=\"http://rightquestion.org/education/\" target=\"_blank\">Question Formulation Technique\u003c/a> and immediately knew it could help his students develop better questions. He put aside what he had been doing with students and dove into the new strategy.\u003c/p>\n\u003cp>He now realizes that approach didn’t give him enough time to think through how he would introduce the technique most effectively. “I had a good idea and I jumped to implementation of that idea too soon,” Aungst said. Interestingly, that’s often what happens at the school and district level as well. A good idea may be poorly implemented because the leader doesn’t take time to explain and build enthusiasm among staff.\u003c/p>\n\u003cp>To address his own bad habit, Aungst is trying to carve out space in his prep time to not just map out lessons for that day, but also to do some longer range planning. And, he’s trying to develop a system for saving ideas as they arise so he can examine them more deeply over the summer and integrate them into his plan for the following year.\u003c/p>\n\u003cp>Aungst has also worked at the district level, so he knows the view from the central office is quite different from the one in the classroom. “When I was a teacher I felt like so many things that came from district offices felt random and arbitrary,” he said. But he also worked as the supervisor of gifted education for several years, where he began to see that there were lots of individual teachers doing amazing work, but they weren’t all headed in the same direction. He began to see the need for consistency and then struggled to balance that against giving teachers autonomy and preserving their excitement.\u003c/p>\n\u003cp>“It’s the teachers who are constantly reflecting on what they can do to be better at their jobs who feel even more overwhelmed because they’re getting input from so many different places,” Aungst said of initiative fatigue. These experiences have led him to believe that teachers and building leaders need to understand the broader district goals, but \u003ca href=\"https://ww2.kqed.org/mindshift/2016/03/16/7-qualities-that-promote-teacher-leadership-in-schools/\" target=\"_blank\">have space to work together on how to get there\u003c/a>. That may not be the most efficient delivery mechanism, but it might end up producing the most positive long term results.\u003c/p>\n\u003cp>Another challenge of habitualized behavior in schools is recognizing that change can’t happen if the structures, schedules, \u003ca href=\"https://ww2.kqed.org/mindshift/2015/09/24/never-too-late-creating-a-climate-for-adults-to-learn-new-skills/\" target=\"_blank\">culture and mindsets\u003c/a> don’t also change. That often means that in order to break out of calcified approaches changemakers need to put every idea on the table and consider each equally.\u003c/p>\n\u003cp>For example, when Laufenberg taught in Flagstaff the district was having a lot of financial trouble. She raised the idea of going to a four-day school week, which would save the district a lot of transportation costs. But the idea was dismissed out of hand as something parents and the school board wouldn’t approve. Predetermining solutions like that limits the levers for change available.\u003cbr>\n\u003cstrong>\u003cbr>\nCHANGE IN A TECHNOLOGY CONTEXT\u003c/strong>\u003c/p>\n\u003cp>Adina Sullivan has been thinking for years about how to help teachers in her district break out of patterned beliefs and fears about using technology in the classroom. As the education technology coordinator for San Marcos Unified in Southern California, she often encounters teachers who say kids can’t use technology either because of age or ability, they themselves aren’t “techy” people so they can’t do it, or fear using a tool that they don’t already know everything about.\u003c/p>\n\u003cp>“It’s the same or similar issues that have always been there, it’s just now applied to using technology with students,” Sullivan said. When pushing teachers to try new approaches Sullivan is careful not to shame them about their current strategies or their fears, but instead try to understand where they are coming from and then help them to have a positive classroom technology experience that will bolster confidence.\u003c/p>\n\u003cp>One high school English teacher was resistant to technology at first. She often missed trainings and generally felt that since she planned to retire soon she didn’t need to learn much about it. But the district is six years into a rollout of classroom devices and the pressure from parents and students to have a more tech-savvy class is mounting. This teacher started with a simple project producing brochures with Google Drawings and then moved on to a \u003ca href=\"http://alicekeeler.com/2016/03/09/google-slides-jigsaw-activity-template/\" target=\"_blank\">jigsaw activity with Google Slides\u003c/a>. Those successes gave her confidence.\u003c/p>\n\u003cp>“Now she has found ways and a reason to integrate technology into her college prep English course, which is a course that a lot of teachers don’t feel they have time to add anything new to,” Sullivan said.\u003c/p>\n\u003cp>The first steps teachers take to integrate technology are usually just a substitution of technology for something that used to be done analog. But Sullivan says it’s important to start somewhere. “Sometimes transformation is just changing someone’s idea of what they can and can’t do, or what is and isn’t possible,” she said. And, she notes, bad habits or deeply held beliefs about the roles of students and teachers in classrooms were developed over a long time, so substituting new belief structures and habits will also take time.\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>Change often comes with a period of discomfort that can be good, but Laufenberg cautions educators trying to make change in their buildings or districts that when morale goes down and buy-in fades it can be easy to end up with exactly the system that existed before the change process started. That’s why leaders and individuals within the system have to fight hard to recognize and replace their own bad habits.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47570/how-schools-can-face-the-bad-habits-that-inhibit-meaningful-changes","authors":["234"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_20914","mindshift_20678","mindshift_997","mindshift_20784","mindshift_1040","mindshift_386"],"featImg":"mindshift_47708","label":"mindshift"},"mindshift_45667":{"type":"posts","id":"mindshift_45667","meta":{"index":"posts_1591205157","site":"mindshift","id":"45667","score":null,"sort":[1467722486000]},"guestAuthors":[],"slug":"15-tech-tool-favorites-from-iste-2016","title":"15 Tech Tool Favorites From ISTE 2016","publishDate":1467722486,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference brings together a huge cross section of educators who share a common belief that technology in the classroom can make learning more relevant, engaging and fun for kids. Among the 20,000 or so conference-goers are ed-tech evangelists, teachers new to technology, passionate makers and many others. Educators at the conference are looking for new ideas and tools to bring back to their districts and classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/team/monicamartinez/\" target=\"_blank\">Monica Martinez\u003c/a> creates professional development for the EdTechTeam, a partner of Google For Education. She has tried and vetted many of the apps available to teachers on many different platforms and has compiled an in-depth\u003ca href=\"https://sites.google.com/site/monicassites101/google-a---z\" target=\"_blank\"> list of resources\u003c/a> that can help educators find what they need.\u003c/p>\n\u003cp>During an ISTE session, Martinez highlighted several of her favorite tech tools that often get overlooked by both savvy ed-tech teachers and those newer to the space.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\">\u003cimg class=\"alignleft size-full wp-image-45669\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png\" alt=\"Screen shot 2016-06-30 at 2.40.35 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.vr.expeditions\" target=\"_blank\">Google Expeditions\u003cbr>\n\u003c/a>\u003c/strong>This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.\u003c/p>\n\u003cp>App users can also apply \u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\" target=\"_blank\">Google Street View\u003c/a> by taking a picture in 3D and pushing that experience to virtual reality. “You and your students can create your own content,” Martinez said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://flippity.net/\">\u003cimg class=\"alignleft size-full wp-image-45671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/flippity.png\" alt=\"flippity\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://flippity.net/\" target=\"_blank\">Flippity\u003cbr>\n\u003c/a>\u003c/strong>This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game. Martinez has created a template of what this could look like and invites educators to copy her Google document and tinker with it for their own purposes. She finds it particularly useful for review and trivia.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\">\u003cimg class=\"alignleft size-full wp-image-45672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png\" alt=\"Screen shot 2016-06-30 at 2.49.44 PM\" width=\"203\" height=\"201\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\" target=\"_blank\">Google Science Journal\u003cbr>\n\u003c/a>\u003c/strong>This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/cast/\">\u003cimg class=\"alignleft size-full wp-image-45674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.53.48 PM\" width=\"203\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/cast/\" target=\"_blank\">Google Cast\u003cbr>\n\u003c/a>\u003c/strong>This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,” Martinez said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\">\u003cimg class=\"alignleft size-full wp-image-45675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.58.48 PM\" width=\"205\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\" target=\"_blank\">Google Art Project\u003cbr>\n\u003c/a>\u003c/strong>Field trips to museums are becoming increasingly rare in public school classrooms. This part of Google Arts and Culture gives students that chance when it isn’t in the budget. The Google team took professional photographs of artwork in museums all over the world, including close-ups.\u003c/p>\n\u003cp>“You can zoom in really close, the kind of close you can’t get when you’re at the museum,” Martinez said. The app allows users to see brush strokes in detail, as well as some of the aspects of older art that aren’t always visible to the naked eye, like elements that have been painted over.\u003c/p>\n\u003cp>If students click on the little yellow figure at the bottom (known as Pegman) they can dive into the 3D world of the museum space, affording them a view of other paintings on display in the same gallery. If a user is logged into a Google account, she can also create a gallery of art and even arrange works on a timeline.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/world-wonders\" target=\"_blank\">World Wonders Project\u003cbr>\n\u003c/a>\u003c/strong>This app is also part of Google Arts and Culture. Similar to Art Project, it lets students explore famous sites around the world like the Great Barrier Reef or Pompeii. Each site has videos, but also allows the user to dive into a 3D view when she clicks on Pegman. Students can zoom out to see a world map and pick locations all over the world.\u003c/p>\n\u003cp>\u003ca href=\"https://www.constituteproject.org/\">\u003cimg class=\"alignleft size-full wp-image-45676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/constitute-e1467324158504.jpeg\" alt=\"constitute\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.constituteproject.org/\" target=\"_blank\">Constitute\u003cbr>\n\u003c/a>\u003c/strong>“Not a lot of people know about this,” Martinez said. This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.” It also has a compare function so students can look at one aspect of citizens’ rights across various constitutions.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-45677\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/youtube-e1467324287203.jpg\" alt=\"youtube\" width=\"205\" height=\"205\">\u003cstrong>YouTube\u003cbr>\n\u003c/strong>There are tons of powerful YouTube videos for learning available now, but it can be a giant task to search through everything to find the best clips. Martinez has started to compile a \u003ca href=\"https://docs.google.com/spreadsheets/d/1jqRf5BQ2nZ-Og12jTfxPIxtr9pDohckx38wXfhhi_Xs/edit#gid=0\" target=\"_blank\">database of YouTube Channels\u003c/a> by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).\u003c/p>\n\u003cp>\u003ca href=\"http://safeshare.tv/\">\u003cimg class=\"alignleft size-full wp-image-45678\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/safeshare.png\" alt=\"safeshare\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://safeshare.tv/\" target=\"_blank\">SafeShare.tv\u003cbr>\n\u003c/a>\u003c/strong>This tool is great for educators worried about what kind of ad might pop up on a YouTube video played in class, or the comments at the bottom. To generate a safe view, Martinez says it’s as easy as copying the YouTube link into this website. The site strips everything away and leaves just the video. The site also has a share button, which allows teachers to send colleagues the clean video.\u003c/p>\n\u003cp>If teachers have streaming problems in their schools, or filters that block YouTube, they can download the video from SafeShare.tv and upload to Google Drive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://yttm.tv/\" target=\"_blank\">YouTube Time Machine\u003cbr>\n\u003c/a>\u003c/strong>This simple tool allows users to search and filter by time period. Unfortunately it depends on users who uploaded videos to accurately tag content. But it can be a useful tool for finding footage from historical moments relevant to class discussions and it’s also possible to filter by subject.\u003c/p>\n\u003cp>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\">\u003cimg class=\"alignleft size-full wp-image-45679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/zygotebody-e1467325271777.jpg\" alt=\"zygotebody\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\" target=\"_blank\">Zygote Body\u003cbr>\n\u003c/a>\u003c/strong>This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work. Students can search for very specific body parts, or look at how everything works together. Martinez cautions that the site can take awhile to load because of the detailed graphics, so it’s a good idea to preload the page before using it in a lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://pixlr.com/\">\u003cimg class=\"alignleft size-full wp-image-45680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/pixlr-e1467325400531.png\" alt=\"pixlr\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://pixlr.com/\" target=\"_blank\">Pixlr\u003cbr>\n\u003c/a>\u003c/strong>This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.buildwithchrome.com/\">\u003cimg class=\"alignleft size-full wp-image-45681\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/build-e1467325720664.jpeg\" alt=\"build\" width=\"205\" height=\"162\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.buildwithchrome.com/\" target=\"_blank\">Build With Chrome\u003c/a>\u003cbr>\n\u003c/strong>This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want. Martinez says she’s seen younger kids use the extension for work on shapes and colors. This only works on desktops, laptops and Chromebooks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.cs-first.com/\" target=\"_blank\">Google CS First\u003cbr>\n\u003c/a>\u003c/strong>Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding. Martinez estimates this works for grades 5th and up because the reading level of the instructions is more advanced.\u003c/p>\n\u003cp>\u003ca href=\"https://www.androidify.com/en/#/\">\u003cimg class=\"alignleft size-full wp-image-45682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png\" alt=\"Screen shot 2016-06-30 at 3.59.49 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.androidify.com/en/#/\" target=\"_blank\">Androidify\u003c/a>\u003c/strong>\u003cbr>\nStudents can create Android avatars with this app. Not only can they play with how their avatar will look, but they can also pick a signature move that the avatar will make. If students download the avatar to the desktop it becomes an animated GIF and will stay animated if uploaded into another Google document.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Martinez has also created several \u003ca href=\"https://drive.google.com/folderview?id=0BzgdYCCzI3LLY2JFYm1ZRUw1cW8&usp=sharing\">posters about Google Apps For Education\u003c/a> that are available to anyone for free. They can be a helpful reminder of different apps for different uses. She recommends adding the folder to a Google Drive account, which will automatically populate with any new posters that she adds.\u003c/p>\n\n","blocks":[],"excerpt":"A Google certified educator and ed-tech trainer shares some her favorite tech tool gems both inside the Google suite and beyond.","status":"publish","parent":0,"modified":1467722486,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1292},"headData":{"title":"15 Tech Tool Favorites From ISTE 2016 | KQED","description":"A Google certified educator and ed-tech trainer shares some her favorite tech tool gems both inside the Google suite and beyond.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"15 Tech Tool Favorites From ISTE 2016","datePublished":"2016-07-05T12:41:26.000Z","dateModified":"2016-07-05T12:41:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"45667 http://ww2.kqed.org/mindshift/?p=45667","disqusUrl":"https://ww2.kqed.org/mindshift/2016/07/05/15-tech-tool-favorites-from-iste-2016/","disqusTitle":"15 Tech Tool Favorites From ISTE 2016","path":"/mindshift/45667/15-tech-tool-favorites-from-iste-2016","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\">International Society for Technology in Education (ISTE)\u003c/a> conference brings together a huge cross section of educators who share a common belief that technology in the classroom can make learning more relevant, engaging and fun for kids. Among the 20,000 or so conference-goers are ed-tech evangelists, teachers new to technology, passionate makers and many others. Educators at the conference are looking for new ideas and tools to bring back to their districts and classrooms.\u003c/p>\n\u003cp>\u003ca href=\"https://www.edtechteam.com/team/monicamartinez/\" target=\"_blank\">Monica Martinez\u003c/a> creates professional development for the EdTechTeam, a partner of Google For Education. She has tried and vetted many of the apps available to teachers on many different platforms and has compiled an in-depth\u003ca href=\"https://sites.google.com/site/monicassites101/google-a---z\" target=\"_blank\"> list of resources\u003c/a> that can help educators find what they need.\u003c/p>\n\u003cp>During an ISTE session, Martinez highlighted several of her favorite tech tools that often get overlooked by both savvy ed-tech teachers and those newer to the space.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\">\u003cimg class=\"alignleft size-full wp-image-45669\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png\" alt=\"Screen shot 2016-06-30 at 2.40.35 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.40.35-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.vr.expeditions\" target=\"_blank\">Google Expeditions\u003cbr>\n\u003c/a>\u003c/strong>This virtual reality field trip tool works in conjunction with Google Cardboard and has just been officially released. The app allows teachers to guide students through an exploration of 200 (and growing) historical sites and natural resources in an immersive, three-dimensional experience. The app only works on Android devices and is free.\u003c/p>\n\u003cp>App users can also apply \u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us\" target=\"_blank\">Google Street View\u003c/a> by taking a picture in 3D and pushing that experience to virtual reality. “You and your students can create your own content,” Martinez said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://flippity.net/\">\u003cimg class=\"alignleft size-full wp-image-45671\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/flippity.png\" alt=\"flippity\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/flippity-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://flippity.net/\" target=\"_blank\">Flippity\u003cbr>\n\u003c/a>\u003c/strong>This app works in conjunction with Google Sheets and allows teachers to easily make a Jeopardy-style game. Martinez has created a template of what this could look like and invites educators to copy her Google document and tinker with it for their own purposes. She finds it particularly useful for review and trivia.\u003c/p>\n\u003cp>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\">\u003cimg class=\"alignleft size-full wp-image-45672\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png\" alt=\"Screen shot 2016-06-30 at 2.49.44 PM\" width=\"203\" height=\"201\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.49.44-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk\" target=\"_blank\">Google Science Journal\u003cbr>\n\u003c/a>\u003c/strong>This Android app allows users to do science experiments with mobile phones. Students can use sensors in the phone or connect external sensors to collect data, but can also take notes on observations, analyze and annotate within the app.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/cast/\">\u003cimg class=\"alignleft size-full wp-image-45674\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.53.48 PM\" width=\"203\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM.png 203w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.53.48-PM-150x150.png 150w\" sizes=\"(max-width: 203px) 100vw, 203px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/cast/\" target=\"_blank\">Google Cast\u003cbr>\n\u003c/a>\u003c/strong>This simple app solves issues of disparate devices in the classroom. When students download the app, they can project from their devices onto the screen at the front of the room easily. “You don’t have to have specific hardware, you just have to have Wi-Fi,” Martinez said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\">\u003cimg class=\"alignleft size-full wp-image-45675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png\" alt=\"Screen shot 2016-06-30 at 2.58.48 PM\" width=\"205\" height=\"204\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-2.58.48-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/art-project\" target=\"_blank\">Google Art Project\u003cbr>\n\u003c/a>\u003c/strong>Field trips to museums are becoming increasingly rare in public school classrooms. This part of Google Arts and Culture gives students that chance when it isn’t in the budget. The Google team took professional photographs of artwork in museums all over the world, including close-ups.\u003c/p>\n\u003cp>“You can zoom in really close, the kind of close you can’t get when you’re at the museum,” Martinez said. The app allows users to see brush strokes in detail, as well as some of the aspects of older art that aren’t always visible to the naked eye, like elements that have been painted over.\u003c/p>\n\u003cp>If students click on the little yellow figure at the bottom (known as Pegman) they can dive into the 3D world of the museum space, affording them a view of other paintings on display in the same gallery. If a user is logged into a Google account, she can also create a gallery of art and even arrange works on a timeline.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.google.com/culturalinstitute/beta/u/0/project/world-wonders\" target=\"_blank\">World Wonders Project\u003cbr>\n\u003c/a>\u003c/strong>This app is also part of Google Arts and Culture. Similar to Art Project, it lets students explore famous sites around the world like the Great Barrier Reef or Pompeii. Each site has videos, but also allows the user to dive into a 3D view when she clicks on Pegman. Students can zoom out to see a world map and pick locations all over the world.\u003c/p>\n\u003cp>\u003ca href=\"https://www.constituteproject.org/\">\u003cimg class=\"alignleft size-full wp-image-45676\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/constitute-e1467324158504.jpeg\" alt=\"constitute\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.constituteproject.org/\" target=\"_blank\">Constitute\u003cbr>\n\u003c/a>\u003c/strong>“Not a lot of people know about this,” Martinez said. This site hosts a database of constitutions from around the world. Anything digitally available has been aggregated here. It is searchable by topic and will pull out specific excerpts related to search terms like “freedom of speech.” It also has a compare function so students can look at one aspect of citizens’ rights across various constitutions.\u003c/p>\n\u003cp>\u003cimg class=\"alignleft size-full wp-image-45677\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/youtube-e1467324287203.jpg\" alt=\"youtube\" width=\"205\" height=\"205\">\u003cstrong>YouTube\u003cbr>\n\u003c/strong>There are tons of powerful YouTube videos for learning available now, but it can be a giant task to search through everything to find the best clips. Martinez has started to compile a \u003ca href=\"https://docs.google.com/spreadsheets/d/1jqRf5BQ2nZ-Og12jTfxPIxtr9pDohckx38wXfhhi_Xs/edit#gid=0\" target=\"_blank\">database of YouTube Channels\u003c/a> by subject to help educators with discoverability (hint subjects are by tab along the bottom of the document).\u003c/p>\n\u003cp>\u003ca href=\"http://safeshare.tv/\">\u003cimg class=\"alignleft size-full wp-image-45678\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/safeshare.png\" alt=\"safeshare\" width=\"240\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/safeshare-150x150.png 150w\" sizes=\"(max-width: 240px) 100vw, 240px\">\u003c/a>\u003cstrong>\u003ca href=\"http://safeshare.tv/\" target=\"_blank\">SafeShare.tv\u003cbr>\n\u003c/a>\u003c/strong>This tool is great for educators worried about what kind of ad might pop up on a YouTube video played in class, or the comments at the bottom. To generate a safe view, Martinez says it’s as easy as copying the YouTube link into this website. The site strips everything away and leaves just the video. The site also has a share button, which allows teachers to send colleagues the clean video.\u003c/p>\n\u003cp>If teachers have streaming problems in their schools, or filters that block YouTube, they can download the video from SafeShare.tv and upload to Google Drive.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://yttm.tv/\" target=\"_blank\">YouTube Time Machine\u003cbr>\n\u003c/a>\u003c/strong>This simple tool allows users to search and filter by time period. Unfortunately it depends on users who uploaded videos to accurately tag content. But it can be a useful tool for finding footage from historical moments relevant to class discussions and it’s also possible to filter by subject.\u003c/p>\n\u003cp>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\">\u003cimg class=\"alignleft size-full wp-image-45679\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/zygotebody-e1467325271777.jpg\" alt=\"zygotebody\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://zygotebody.com/#nav=3.25,81.5,250\" target=\"_blank\">Zygote Body\u003cbr>\n\u003c/a>\u003c/strong>This freemium tool has a lot of functionality in the free version, allowing students to view different parts of human anatomy and dig into how various body systems work. Students can search for very specific body parts, or look at how everything works together. Martinez cautions that the site can take awhile to load because of the detailed graphics, so it’s a good idea to preload the page before using it in a lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://pixlr.com/\">\u003cimg class=\"alignleft size-full wp-image-45680\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/pixlr-e1467325400531.png\" alt=\"pixlr\" width=\"205\" height=\"205\">\u003c/a>\u003cstrong>\u003ca href=\"https://pixlr.com/\" target=\"_blank\">Pixlr\u003cbr>\n\u003c/a>\u003c/strong>This app has less power than Photoshop, but is free and fairly sophisticated. It works directly with Google accounts, so students can store files there.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003ca href=\"https://www.buildwithchrome.com/\">\u003cimg class=\"alignleft size-full wp-image-45681\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/build-e1467325720664.jpeg\" alt=\"build\" width=\"205\" height=\"162\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.buildwithchrome.com/\" target=\"_blank\">Build With Chrome\u003c/a>\u003cbr>\n\u003c/strong>This extension to the Chrome browser lets kids play with digital blocks like Legos. Based on the computer’s IP address, the software assigns users a plot of land on which to build nearby. There’s a Build Academy to learn how to use the various tools within the program, but then students can make whatever they want. Martinez says she’s seen younger kids use the extension for work on shapes and colors. This only works on desktops, laptops and Chromebooks.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://www.cs-first.com/\" target=\"_blank\">Google CS First\u003cbr>\n\u003c/a>\u003c/strong>Built on Scratch’s programming language, this easy tool gives step-by-step instructions to get started and is great for the hesitant teacher who is just beginning to dip a toe into coding. Martinez estimates this works for grades 5th and up because the reading level of the instructions is more advanced.\u003c/p>\n\u003cp>\u003ca href=\"https://www.androidify.com/en/#/\">\u003cimg class=\"alignleft size-full wp-image-45682\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png\" alt=\"Screen shot 2016-06-30 at 3.59.49 PM\" width=\"205\" height=\"205\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM.png 205w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-50x50.png 50w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-32x32.png 32w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-64x64.png 64w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-96x96.png 96w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-128x128.png 128w, https://ww2.kqed.org/app/uploads/sites/23/2016/06/Screen-shot-2016-06-30-at-3.59.49-PM-150x150.png 150w\" sizes=\"(max-width: 205px) 100vw, 205px\">\u003c/a>\u003cstrong>\u003ca href=\"https://www.androidify.com/en/#/\" target=\"_blank\">Androidify\u003c/a>\u003c/strong>\u003cbr>\nStudents can create Android avatars with this app. Not only can they play with how their avatar will look, but they can also pick a signature move that the avatar will make. If students download the avatar to the desktop it becomes an animated GIF and will stay animated if uploaded into another Google document.\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>Martinez has also created several \u003ca href=\"https://drive.google.com/folderview?id=0BzgdYCCzI3LLY2JFYm1ZRUw1cW8&usp=sharing\">posters about Google Apps For Education\u003c/a> that are available to anyone for free. They can be a helpful reminder of different apps for different uses. She recommends adding the folder to a Google Drive account, which will automatically populate with any new posters that she adds.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/45667/15-tech-tool-favorites-from-iste-2016","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_386","mindshift_21012","mindshift_125"],"featImg":"mindshift_45712","label":"mindshift"},"mindshift_37541":{"type":"posts","id":"mindshift_37541","meta":{"index":"posts_1591205157","site":"mindshift","id":"37541","score":null,"sort":[1409234447000]},"guestAuthors":[],"slug":"what-do-schools-risk-by-going-full-google","title":"What Do Schools Risk By Going 'Full Google'?","publishDate":1409234447,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37544\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37544\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/google-classroom640.jpg\" alt=\"LA Johnson/ NPR\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">LA Johnson/ NPR\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Kaitlin Morgan says, this year, her school district is going \"full Google.\"\u003c/p>\n\u003cp>Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California's Central Valley. At Woodlake, \"full Google\" means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.\u003c/p>\n\u003cp>The Chromebook is a relatively cheap, stripped-down laptop. It's become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.\u003c/p>\n\u003cp>And the Chromebook is just the beginning. Already, \u003ca href=\"http://www.google.com/enterprise/apps/education/#utm_campaign=en&utm_source=en-ha-na-us-google&utm_medium=ha&utm_term=google%20apps%20for%20education\">Google Apps for Education \u003c/a>claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.\u003c/p>\n\u003cp>It's the beginning of what Google calls the \"paperless classroom\" — moving assignments, class discussions, feedback, tests and quizzes online.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now comes Google's latest education offering, launched last week: \u003ca href=\"http://www.google.com/edu/classroom/\">Google Classroom\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/aside>\n\u003cp>Classroom enables a teacher to create a \"class\" at the touch of a button. She or he can upload syllabus materials, whether text, audio or video, and send out assignments on the class news feed.\u003c/p>\n\u003cp>Teachers see instantly who has turned in their homework. They can start a class discussion and provide feedback and grades; students can see what's due and what's late. The whole package integrates with the rest of Google's apps, like Google Docs.\u003c/p>\n\u003cp>Zach Yeskel, product manager for Google Apps for Education, says Google \"worked with innovative teachers to build their best practices and workarounds into the product. We really see Classroom as a tool that should be usable in any class setting to streamline universal workflows.\"\u003c/p>\n\u003cp>While it's too soon to tell how Classroom will be received, Google Apps for Education is already changing how early adopters teach — and raising some important questions about the transition to tech-enabled classrooms.\u003c/p>\n\u003cp>Heidi Berlusconi teaches biology at Clarkstown Central High School in New City, New York. She was a Google Apps for Education user and provided feedback on Google Classroom while it was being developed.\u003c/p>\n\u003cp>\"One of the issues I had with students was their not citing correctly,\" Berlusconi says. \"There was a lot of plagiarism.\" With Google Docs, she can figuratively look over a student's shoulder and flag improper citation even before they turn in an assignment. Plus, she says, when students are collaborating, a glance at the revision history \"allows you to see who really is doing the work\" by who contributed what edits.\u003c/p>\n\u003cp>The most important impact, she says, is that Google extends her teaching time. Students hold discussions online and offer each other homework help in the wee hours after she's gone to sleep.\u003c/p>\n\u003cp>[contextly_sidebar id=\"A8iyy5kqcRRRLtjUBPip6JrzbXZybBC9\"]\u003c/p>\n\u003cp>History teacher Kaitlin Morgan, meanwhile, got professional development in Google and went all in with her summer school economics course.\u003c/p>\n\u003cp>\"We used Docs for notes, Draw for projects like collages. They created their own websites through Sites for a budget project, and I built quizzes and tests on Google Forms.\" Morgan also used Pear Deck, an app written to work with Google Drive, to quickly check students' understanding during class.\u003c/p>\n\u003cp>\"The kids love it,\" she says. \"They're really engaged.\"\u003c/p>\n\u003cp>Still, not everyone is ready to embrace Google's free education applications.\u003c/p>\n\u003cp>A familiar charge is that the paperless classroom creates a digital divide. At schools like Woodlake, Morgan says, \"we're not at the point where every student has a device and Wi-Fi at home.\" She had to print out some assignments for students, or else cut back on homework — not exactly what was promised.\u003c/p>\n\u003cp>Another big concern is commercialization and student privacy. As Yeskel has mentioned \u003ca href=\"http://www.wired.com/2014/08/google-classrooms/\">in other interviews, \u003c/a>Google's business motive here is to expose young users to the Google brand. To hook them early.\u003c/p>\n\u003cp>Khaliah Barnes, director of the Student Privacy Project of the Electronic Privacy Information Center (EPIC), warns, \"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/p>\n\u003cp>In March, as part of a federal lawsuit, Google admitted it had been \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\">data-mining student email messages\u003c/a> to potentially improve its targeted advertising, among other reasons. As of late April, says Yeskel, \"We no longer show any ads to students or use any information in any other Google products. We take ownership of any user data extremely seriously.\"\u003c/p>\n\u003cp>Still, users of Google Apps for Education are subject to \u003ca href=\"http://www.google.com/apps/intl/en/terms/user_terms.html\">Google's terms of service\u003c/a>, which is subject to change.\u003c/p>\n\u003cp>The need to decipher service agreements to protect student privacy is a big responsibility for teachers. And that's part of a larger dilemma as schools go digital — teachers and districts are being asked to make significant decisions about, and investments in, technology use without much help.\u003c/p>\n\u003cp>\"The thing about Google is they're a technology company, not really a solution company,\" says Phil Hill, an educational technology consultant and market analyst. \"Rather than understand needs and build a holistic solution, Google has the ability to throw stuff out and see what happens.\"\u003c/p>\n\u003cp>A school that takes the trouble to train its teachers and switch up their workflow is taking a risk that Google might not keep supporting a product, as with \u003ca href=\"http://timesofindia.indiatimes.com/tech/social/Orkut-users-take-a-trip-down-memory-lane-as-D-Day-nears/articleshow/40315617.cms\">Orkut,\u003c/a> \u003ca href=\"https://support.google.com/answer/1083134?hl=en\">Wave\u003c/a> and \u003ca href=\"https://support.google.com/mail/answer/1698228?hl=en\">Buzz,\u003c/a> to name a few.\u003c/p>\n\u003cp>Andrew Jensen, a colleague of Kaitlin Morgan's, is excited about the possibilities of Google Classroom. But, he says, \"sometimes the amount of time it takes to set these things up ends up being more than it's worth. A few years back our districts spent many thousands of dollars on interactive whiteboards, and it was a waste of money.\"\u003c/p>\n\u003cp>Unlike the enthusiastic early adopters, teachers like Jensen are more skeptical about being asked to adapt to a constantly changing set of tech tools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Morgan agrees. \"Some have just now got the hang of Google Apps,\" says Morgan, who has been involved in training her colleagues with the transition to Google Classroom. \"Now we're saying, Everything we just taught you? Just kidding, now there's something new.' \"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n","blocks":[],"excerpt":"Google launches new tools for teachers and expands its brand among students.","status":"publish","parent":0,"modified":1409182634,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1045},"headData":{"title":"What Do Schools Risk By Going 'Full Google'? | KQED","description":"Google launches new tools for teachers and expands its brand among students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Do Schools Risk By Going 'Full Google'?","datePublished":"2014-08-28T14:00:47.000Z","dateModified":"2014-08-27T23:37:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37541 http://blogs.kqed.org/mindshift/?p=37541","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/28/what-do-schools-risk-by-going-full-google/","disqusTitle":"What Do Schools Risk By Going 'Full Google'?","nprByline":"Anya Kamenetz","nprStoryId":"341943780","nprApiLink":"http://api.npr.org/query?id=341943780&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/08/26/341943780/is-googles-free-software-a-good-deal-for-educators?ft=3&f=341943780","nprRetrievedStory":"1","nprPubDate":"Tue, 26 Aug 2014 11:55:00 -0400","nprStoryDate":"Tue, 26 Aug 2014 08:03:00 -0400","nprLastModifiedDate":"Tue, 26 Aug 2014 11:55:24 -0400","path":"/mindshift/37541/what-do-schools-risk-by-going-full-google","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37544\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37544\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/google-classroom640.jpg\" alt=\"LA Johnson/ NPR\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/google-classroom640-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">LA Johnson/ NPR\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Kaitlin Morgan says, this year, her school district is going \"full Google.\"\u003c/p>\n\u003cp>Morgan teaches U.S. and world history and advises the yearbook at Woodlake Union High School in California's Central Valley. At Woodlake, \"full Google\" means a plan to have one Google Chromebook for every two students by the spring, running Google Apps.\u003c/p>\n\u003cp>The Chromebook is a relatively cheap, stripped-down laptop. It's become popular in the education world, with 85 percent of its U.S. sales last year going to the ed market.\u003c/p>\n\u003cp>And the Chromebook is just the beginning. Already, \u003ca href=\"http://www.google.com/enterprise/apps/education/#utm_campaign=en&utm_source=en-ha-na-us-google&utm_medium=ha&utm_term=google%20apps%20for%20education\">Google Apps for Education \u003c/a>claims 30 million active users around the world. The free, Web-based software works on any device and allows teachers and students to use Gmail with their own .edu address.\u003c/p>\n\u003cp>It's the beginning of what Google calls the \"paperless classroom\" — moving assignments, class discussions, feedback, tests and quizzes online.\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>Now comes Google's latest education offering, launched last week: \u003ca href=\"http://www.google.com/edu/classroom/\">Google Classroom\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/aside>\n\u003cp>Classroom enables a teacher to create a \"class\" at the touch of a button. She or he can upload syllabus materials, whether text, audio or video, and send out assignments on the class news feed.\u003c/p>\n\u003cp>Teachers see instantly who has turned in their homework. They can start a class discussion and provide feedback and grades; students can see what's due and what's late. The whole package integrates with the rest of Google's apps, like Google Docs.\u003c/p>\n\u003cp>Zach Yeskel, product manager for Google Apps for Education, says Google \"worked with innovative teachers to build their best practices and workarounds into the product. We really see Classroom as a tool that should be usable in any class setting to streamline universal workflows.\"\u003c/p>\n\u003cp>While it's too soon to tell how Classroom will be received, Google Apps for Education is already changing how early adopters teach — and raising some important questions about the transition to tech-enabled classrooms.\u003c/p>\n\u003cp>Heidi Berlusconi teaches biology at Clarkstown Central High School in New City, New York. She was a Google Apps for Education user and provided feedback on Google Classroom while it was being developed.\u003c/p>\n\u003cp>\"One of the issues I had with students was their not citing correctly,\" Berlusconi says. \"There was a lot of plagiarism.\" With Google Docs, she can figuratively look over a student's shoulder and flag improper citation even before they turn in an assignment. Plus, she says, when students are collaborating, a glance at the revision history \"allows you to see who really is doing the work\" by who contributed what edits.\u003c/p>\n\u003cp>The most important impact, she says, is that Google extends her teaching time. Students hold discussions online and offer each other homework help in the wee hours after she's gone to sleep.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>History teacher Kaitlin Morgan, meanwhile, got professional development in Google and went all in with her summer school economics course.\u003c/p>\n\u003cp>\"We used Docs for notes, Draw for projects like collages. They created their own websites through Sites for a budget project, and I built quizzes and tests on Google Forms.\" Morgan also used Pear Deck, an app written to work with Google Drive, to quickly check students' understanding during class.\u003c/p>\n\u003cp>\"The kids love it,\" she says. \"They're really engaged.\"\u003c/p>\n\u003cp>Still, not everyone is ready to embrace Google's free education applications.\u003c/p>\n\u003cp>A familiar charge is that the paperless classroom creates a digital divide. At schools like Woodlake, Morgan says, \"we're not at the point where every student has a device and Wi-Fi at home.\" She had to print out some assignments for students, or else cut back on homework — not exactly what was promised.\u003c/p>\n\u003cp>Another big concern is commercialization and student privacy. As Yeskel has mentioned \u003ca href=\"http://www.wired.com/2014/08/google-classrooms/\">in other interviews, \u003c/a>Google's business motive here is to expose young users to the Google brand. To hook them early.\u003c/p>\n\u003cp>Khaliah Barnes, director of the Student Privacy Project of the Electronic Privacy Information Center (EPIC), warns, \"When you're using free services, if you don't know what the product is, you are the product.\"\u003c/p>\n\u003cp>In March, as part of a federal lawsuit, Google admitted it had been \u003ca href=\"http://www.edweek.org/ew/articles/2014/03/13/26google.h33.html\">data-mining student email messages\u003c/a> to potentially improve its targeted advertising, among other reasons. As of late April, says Yeskel, \"We no longer show any ads to students or use any information in any other Google products. We take ownership of any user data extremely seriously.\"\u003c/p>\n\u003cp>Still, users of Google Apps for Education are subject to \u003ca href=\"http://www.google.com/apps/intl/en/terms/user_terms.html\">Google's terms of service\u003c/a>, which is subject to change.\u003c/p>\n\u003cp>The need to decipher service agreements to protect student privacy is a big responsibility for teachers. And that's part of a larger dilemma as schools go digital — teachers and districts are being asked to make significant decisions about, and investments in, technology use without much help.\u003c/p>\n\u003cp>\"The thing about Google is they're a technology company, not really a solution company,\" says Phil Hill, an educational technology consultant and market analyst. \"Rather than understand needs and build a holistic solution, Google has the ability to throw stuff out and see what happens.\"\u003c/p>\n\u003cp>A school that takes the trouble to train its teachers and switch up their workflow is taking a risk that Google might not keep supporting a product, as with \u003ca href=\"http://timesofindia.indiatimes.com/tech/social/Orkut-users-take-a-trip-down-memory-lane-as-D-Day-nears/articleshow/40315617.cms\">Orkut,\u003c/a> \u003ca href=\"https://support.google.com/answer/1083134?hl=en\">Wave\u003c/a> and \u003ca href=\"https://support.google.com/mail/answer/1698228?hl=en\">Buzz,\u003c/a> to name a few.\u003c/p>\n\u003cp>Andrew Jensen, a colleague of Kaitlin Morgan's, is excited about the possibilities of Google Classroom. But, he says, \"sometimes the amount of time it takes to set these things up ends up being more than it's worth. A few years back our districts spent many thousands of dollars on interactive whiteboards, and it was a waste of money.\"\u003c/p>\n\u003cp>Unlike the enthusiastic early adopters, teachers like Jensen are more skeptical about being asked to adapt to a constantly changing set of tech tools.\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>Morgan agrees. \"Some have just now got the hang of Google Apps,\" says Morgan, who has been involved in training her colleagues with the transition to Google Classroom. \"Now we're saying, Everything we just taught you? Just kidding, now there's something new.' \"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 NPR.\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37541/what-do-schools-risk-by-going-full-google","authors":["byline_mindshift_37541"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_386","mindshift_20728"],"featImg":"mindshift_37542","label":"mindshift"},"mindshift_18688":{"type":"posts","id":"mindshift_18688","meta":{"index":"posts_1591205157","site":"mindshift","id":"18688","score":null,"sort":[1327957211000]},"guestAuthors":[],"slug":"google-launches-new-education-site","title":"Google Launches Redesigned Education Site","publishDate":1327957211,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_18701\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-30-at-11.00.18-AM-300x262.png\" alt=\"\" width=\"300\" height=\"262\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Google has revamped \u003ca href=\"http://www.google.com/edu/\">its site for educators\u003c/a>, creating a redesigned repository for all its educational tools and resources for teachers, schools, and students.\u003c/p>\n\u003cp>The newest feature is \u003ca href=\"http://www.google.com/edu/news-calendar.html\">News and Calendar\u003c/a>, a listing of all events and deadlines for Google's education endeavors.\u003c/p>\n\u003cp>Google also created an online booklet called \u003ca href=\"https://docs.google.com/viewer?url=http://www.google.com/edu/pdf/Google_EDU_Report_FULL.pdf&pli=1\">Google in Education: A New and Open World for Learning\u003c/a>, which lists the company's initiatives and programs within the education realm, such as the \u003ca href=\"http://www.cs4hs.com/\">Computer Science for High School program\u003c/a> -- university-created workshops for local high school and middle school computer science teachers teachers.\u003c/p>\n\u003cp>\"We're hoping educators will use this year-round for ideas on how to enhance teaching and learning,\" said Google spokesperson Rachel Durfee.\u003c/p>\n\u003cp>And for those who jumped on the Google+ bandwagon, a specific \u003ca href=\"https://plus.google.com/u/0/103266364845729488839/posts\">Google+ page for educators\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The main \u003ca href=\"http://www.google.com/edu/\">Google in Education\u003c/a> link offers much of the same content as before, but it's better organized and redesigned. The \u003ca href=\"http://www.google.com/edu/teachers/index.html\">Teachers\u003c/a> site leads to Google's \u003ca href=\"http://www.google.com/edu/teachers/apps-for-edu.html\">many apps \u003c/a>that can be used for teaching specific subjects, as well as design and collaboration tools. It's divided by K-12, higher education, and examples of how education systems across the country are using the tools. The site also offers a list of \u003ca href=\"http://www.google.com/edu/teachers/training.html\">professional development\u003c/a> links, including webinars, online workshops, and tutorials, which are primarily centered around Google products and services. The \u003ca href=\"http://www.google.com/edu/teachers/students.html\">Student Showcases link \u003c/a>lists student-created material, such as \u003ca href=\"http://sitescontent.google.com/google-earth-for-educators/student-work-showcase\">worldwide panoramas\u003c/a> using Google Earth and \u003ca href=\"https://picasaweb.google.com/gallery.sketchup/EducationK12#slideshow/5340615158901021362\">Sketchup models\u003c/a> of homes, towns, and robots.\u003c/p>\n\u003cp>\u003ca href=\"http://www.google.com/edu/organizations/tools-for-districts.html\">Schools and districts \u003c/a>can find links to \u003ca href=\"http://www.youtube.com/t/schools\">YouTube for Schools\u003c/a>, which allows students to access YouTube EDU while blocking non-educational videos; \u003ca href=\"http://code.google.com/appengine/\">App Engine\u003c/a>, which hosts school web apps on Google's system; and \u003ca href=\"http://www.google.com/apps/intl/en/edu/university.html\">Google Apps for Higher Education\u003c/a>, a free suite of hosted email and collaboration application.\u003c/p>\n\u003cp>For \u003ca href=\"http://www.google.com/edu/students/index.html\">students, \u003c/a>the site offers a list of awards and competitions -- think \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/15925/\">YouTube Space Lab\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/ready-set-invent-the-google-science-fair-is-launched/\">Google Science Fair\u003c/a>; programs like \u003ca href=\"http://code.google.com/soc/\">Summer of Code\u003c/a>, which offer stipends for student code \u003c!--more-->developers and \u003ca href=\"http://www.google.com/intl/en/jobs/cssi/index.html\">Computer Science Summer Institute\u003c/a> for high schools seniors about to start college; tools like \u003ca href=\"http://www.google.com/apps/edu/students/index.html\">Google Apps for Students\u003c/a>, like Google Docs and Gmail; and \u003ca href=\"http://www.google.com/edu/teachers/educator-resources.html\">Google tools\u003c/a>, which include every app and tool the mega-search site has created.\u003c/p>\n\u003cp>Apps and software is one thing, but the company's hardware is also making its way into more schools. Last week,\u003ca href=\"http://news.cnet.com/8301-30685_3-57365703-264/27000-google-chromebooks-headed-to-u.s-schools/\"> Google announced \u003c/a>that three school districts in Iowa, Illinois and South Carolina are using only Google Chromebooks, the Web browser-based laptop, and that hundreds of schools across the country are deploying them in classrooms -- a total of 27,000 in the hands of students.\u003c/p>\n\u003cp>\"Students love the \u003ca href=\"http://reviews.cnet.com/tablets/\">tablet\u003c/a>. I am not going to hide that from you,\" said Diane Gilbert, an English teacher at \u003ca href=\"http://www2.richland2.org/kmm/\">Kelly Mill Middle School\u003c/a> in Blythewood, S.C., who's taught with tablets in her classroom in \u003ca href=\"http://news.cnet.com/8301-30685_3-57365703-264/27000-google-chromebooks-headed-to-u.s-schools/\">a recent CNET article\u003c/a>. \"My goal is to have students publish their work--create and publish. The [Chromebook] is more alike to a laptop or a desktop in the ability to publish.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chromebooks are set up to use the Google Apps and other software found on Google's Education site.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1327956756,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":519},"headData":{"title":"Google Launches Redesigned Education Site | KQED","description":"Google has revamped its site for educators, creating a redesigned repository for all its educational tools and resources for teachers, schools, and students. The newest feature is News and Calendar, a listing of all events and deadlines for Google's education endeavors. Google also created an online booklet called Google in Education: A New and Open","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Google Launches Redesigned Education Site","datePublished":"2012-01-30T21:00:11.000Z","dateModified":"2012-01-30T20:52:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"18688 http://blogs.kqed.org/mindshift/?p=18688","disqusUrl":"https://ww2.kqed.org/mindshift/2012/01/30/google-launches-new-education-site/","disqusTitle":"Google Launches Redesigned Education Site","path":"/mindshift/18688/google-launches-new-education-site","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_18701\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-18701\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/Screen-shot-2012-01-30-at-11.00.18-AM-300x262.png\" alt=\"\" width=\"300\" height=\"262\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Google has revamped \u003ca href=\"http://www.google.com/edu/\">its site for educators\u003c/a>, creating a redesigned repository for all its educational tools and resources for teachers, schools, and students.\u003c/p>\n\u003cp>The newest feature is \u003ca href=\"http://www.google.com/edu/news-calendar.html\">News and Calendar\u003c/a>, a listing of all events and deadlines for Google's education endeavors.\u003c/p>\n\u003cp>Google also created an online booklet called \u003ca href=\"https://docs.google.com/viewer?url=http://www.google.com/edu/pdf/Google_EDU_Report_FULL.pdf&pli=1\">Google in Education: A New and Open World for Learning\u003c/a>, which lists the company's initiatives and programs within the education realm, such as the \u003ca href=\"http://www.cs4hs.com/\">Computer Science for High School program\u003c/a> -- university-created workshops for local high school and middle school computer science teachers teachers.\u003c/p>\n\u003cp>\"We're hoping educators will use this year-round for ideas on how to enhance teaching and learning,\" said Google spokesperson Rachel Durfee.\u003c/p>\n\u003cp>And for those who jumped on the Google+ bandwagon, a specific \u003ca href=\"https://plus.google.com/u/0/103266364845729488839/posts\">Google+ page for educators\u003c/a>.\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 main \u003ca href=\"http://www.google.com/edu/\">Google in Education\u003c/a> link offers much of the same content as before, but it's better organized and redesigned. The \u003ca href=\"http://www.google.com/edu/teachers/index.html\">Teachers\u003c/a> site leads to Google's \u003ca href=\"http://www.google.com/edu/teachers/apps-for-edu.html\">many apps \u003c/a>that can be used for teaching specific subjects, as well as design and collaboration tools. It's divided by K-12, higher education, and examples of how education systems across the country are using the tools. The site also offers a list of \u003ca href=\"http://www.google.com/edu/teachers/training.html\">professional development\u003c/a> links, including webinars, online workshops, and tutorials, which are primarily centered around Google products and services. The \u003ca href=\"http://www.google.com/edu/teachers/students.html\">Student Showcases link \u003c/a>lists student-created material, such as \u003ca href=\"http://sitescontent.google.com/google-earth-for-educators/student-work-showcase\">worldwide panoramas\u003c/a> using Google Earth and \u003ca href=\"https://picasaweb.google.com/gallery.sketchup/EducationK12#slideshow/5340615158901021362\">Sketchup models\u003c/a> of homes, towns, and robots.\u003c/p>\n\u003cp>\u003ca href=\"http://www.google.com/edu/organizations/tools-for-districts.html\">Schools and districts \u003c/a>can find links to \u003ca href=\"http://www.youtube.com/t/schools\">YouTube for Schools\u003c/a>, which allows students to access YouTube EDU while blocking non-educational videos; \u003ca href=\"http://code.google.com/appengine/\">App Engine\u003c/a>, which hosts school web apps on Google's system; and \u003ca href=\"http://www.google.com/apps/intl/en/edu/university.html\">Google Apps for Higher Education\u003c/a>, a free suite of hosted email and collaboration application.\u003c/p>\n\u003cp>For \u003ca href=\"http://www.google.com/edu/students/index.html\">students, \u003c/a>the site offers a list of awards and competitions -- think \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/15925/\">YouTube Space Lab\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/ready-set-invent-the-google-science-fair-is-launched/\">Google Science Fair\u003c/a>; programs like \u003ca href=\"http://code.google.com/soc/\">Summer of Code\u003c/a>, which offer stipends for student code \u003c!--more-->developers and \u003ca href=\"http://www.google.com/intl/en/jobs/cssi/index.html\">Computer Science Summer Institute\u003c/a> for high schools seniors about to start college; tools like \u003ca href=\"http://www.google.com/apps/edu/students/index.html\">Google Apps for Students\u003c/a>, like Google Docs and Gmail; and \u003ca href=\"http://www.google.com/edu/teachers/educator-resources.html\">Google tools\u003c/a>, which include every app and tool the mega-search site has created.\u003c/p>\n\u003cp>Apps and software is one thing, but the company's hardware is also making its way into more schools. Last week,\u003ca href=\"http://news.cnet.com/8301-30685_3-57365703-264/27000-google-chromebooks-headed-to-u.s-schools/\"> Google announced \u003c/a>that three school districts in Iowa, Illinois and South Carolina are using only Google Chromebooks, the Web browser-based laptop, and that hundreds of schools across the country are deploying them in classrooms -- a total of 27,000 in the hands of students.\u003c/p>\n\u003cp>\"Students love the \u003ca href=\"http://reviews.cnet.com/tablets/\">tablet\u003c/a>. I am not going to hide that from you,\" said Diane Gilbert, an English teacher at \u003ca href=\"http://www2.richland2.org/kmm/\">Kelly Mill Middle School\u003c/a> in Blythewood, S.C., who's taught with tablets in her classroom in \u003ca href=\"http://news.cnet.com/8301-30685_3-57365703-264/27000-google-chromebooks-headed-to-u.s-schools/\">a recent CNET article\u003c/a>. \"My goal is to have students publish their work--create and publish. The [Chromebook] is more alike to a laptop or a desktop in the ability to publish.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Chromebooks are set up to use the Google Apps and other software found on Google's Education site.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/18688/google-launches-new-education-site","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_105","mindshift_386"],"featImg":"mindshift_18701","label":"mindshift"},"mindshift_14556":{"type":"posts","id":"mindshift_14556","meta":{"index":"posts_1591205157","site":"mindshift","id":"14556","score":null,"sort":[1313521524000]},"guestAuthors":[],"slug":"where-does-disruption-begin-with-teachers-who-teach-teachers","title":"Where Does Disruption Begin? With Teachers Who Teach Teachers","publishDate":1313521524,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313521524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":608},"headData":{"title":"Where Does Disruption Begin? With Teachers Who Teach Teachers | KQED","description":"Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to a government census (as of 2008). So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Where Does Disruption Begin? With Teachers Who Teach Teachers","datePublished":"2011-08-16T19:05:24.000Z","dateModified":"2011-08-16T19:05:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14556 http://blogs.kqed.org/mindshift/?p=14556","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/16/where-does-disruption-begin-with-teachers-who-teach-teachers/","disqusTitle":"Where Does Disruption Begin? With Teachers Who Teach Teachers","path":"/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-14565\" title=\"getty\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/getty-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/p>\n\u003cp>Disrupting the entrenched education system is daunting. There are 7.2 million teachers in the U.S., 76 million students, and more than 98,000 public schools, according to\u003ca href=\"www.census.gov/newsroom/releases/pdf/cb10ff-14_school.pdf\"> a government census\u003c/a> (as of 2008).\u003c/p>\n\u003cp>So what's the most effective way to unshackle the current archaic system from ineffective tactics that no longer work in the digital age?\u003c/p>\n\u003cp>Google, the world's go-to for answers, has an idea for the most impactful place to start. Last week, the company's educational overseers organized the Google Faculty Institute, to which they invited the faculty from California State University (CSU) schools of education. The mission: to show those who teach teachers the most effective, useful, and helpful digital tools.\u003c/p>\n\u003cp>Why the focus on CSU teachers? Simple math -- 60% of teachers in California and \u003cstrong>10% of teachers in the U.S\u003c/strong>. -- are trained through the CSU system.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/aside>\n\u003cp>\"We want to make California a model for the rest of the country,\" said Maggie Johnson, director of education and university relations for Google. \"We wanted to find a mechanism for talking about education technology and all the ways of using it in transformational ways -- not just ways to support teaching as it’s always been done.\"\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>Over the course of three days, the 39 attendees -- mostly faculty who teach at the CSU schools of education -- were tasked with coming up with proposals that would demonstrate the use of technology in new and inventive ways. They had to show how the proposal could be scaled and how it could go viral. For its part, in addition to hosting the event and providing experts and resources at the workshop, Google will donate $20,000 to each group, which has six to nine months to implement their ideas.\u003c/p>\n\u003cp>Here's what they came up with:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>The Math of Khan: \u003c/strong>Documenting, testing and disseminating the process by which a teacher can flip their classroom using \u003ca href=\"../2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\">Khan Academy videos\u003c/a>.\u003cstrong> \u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Making Teachers 'Appy'\u003c/strong>: Encouraging a \"maker\" philosophy with pre-service educators (teachers-in-training) by teaching introduction to programming in an educational technology course.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Birds-Eye Detective:\u003c/strong> Teaching pre-server educators how to use Google Earth, Maps and fusion tables in the context of project-based K-12 instruction.\u003c/li>\n\u003cli>\u003cstrong>Team-Teaching Classroom Innovation:\u003c/strong> Identifying a large number of pre-service teacher pairs to develop technology-rich science and math modules, test those modules in their classrooms and share with each other.\u003c/li>\n\u003cli>\u003cstrong>Transforming STEM Educators\u003c/strong>: Delivering short workshops on how to use technology to do formative assessment, while saving faculty significant time.\u003c/li>\n\u003cli>\u003cstrong>Examining Climate Change:\u003c/strong> An integrative math/science/technology approach to learning about climate change by developing a module for a methods course showing the power of technology in the context on relevant issues and to address misconceptions.\u003c/li>\n\u003c/ul>\n\u003cp>For these educators of educators, learning the tools of the trade for themselves deepened their understanding of how they can be taught to their students, and in turn used more fluidly in classrooms across California.\u003c/p>\n\u003cp>\"They now understand the ability to manage some of these tools that can make teaching more fruitful and more exciting,\" said Jaimie Tasap, Google senior education manager.\u003c/p>\n\u003cp>Though there were \"bumps in the road,\" namely legitimate obstacles that faculty would face in taking these ideas back to school to implement, Johnson said she's confident they'll follow through.\u003c/p>\n\u003cp>\"We want them to influence the rest of the faculty at their schools,\" she said. \"You get the attention of hundreds of these faculty members, then you make a real change in California.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14556/where-does-disruption-begin-with-teachers-who-teach-teachers","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_678","mindshift_105","mindshift_386","mindshift_295","mindshift_598"],"featImg":"mindshift_14565","label":"mindshift"},"mindshift_13873":{"type":"posts","id":"mindshift_13873","meta":{"index":"posts_1591205157","site":"mindshift","id":"13873","score":null,"sort":[1311787829000]},"guestAuthors":[],"slug":"5-ways-teachers-are-getting-inspired-this-summer","title":"5 Ways Teachers Are Getting Inspired This Summer","publishDate":1311787829,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. As the global issues teacher (education for global citizenship), a constant challenge is for me to simultaneously raise awareness of the devastating effects of our current systems without overwhelming and dis-empowering my intensely compassionate students. I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1311790779,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":848},"headData":{"title":"5 Ways Teachers Are Getting Inspired This Summer | KQED","description":"Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year. We asked a few teachers how they've been spending their summer","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Ways Teachers Are Getting Inspired This Summer","datePublished":"2011-07-27T17:30:29.000Z","dateModified":"2011-07-27T18:19:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13873 http://blogs.kqed.org/mindshift/?p=13873","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/27/5-ways-teachers-are-getting-inspired-this-summer/","disqusTitle":"5 Ways Teachers Are Getting Inspired This Summer","path":"/mindshift/13873/5-ways-teachers-are-getting-inspired-this-summer","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-13985\" href=\"http://ww2.kqed.org/mindshift/2011/07/5-ways-teachers-are-getting-inspired-this-summer/2525332639_53d5cae9bb_z/\">\u003cimg class=\"size-medium wp-image-13985\" title=\"teacher at Louvre\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/07/2525332639_53d5cae9bb_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003c/p>\n\u003cp>\u003cem>Summertime is typically spent unwinding, unplugging, and for many educators, untangling from the daily rigors of teaching. But summer is also the perfect opportunity to get more familiar with ideas and tools that might take time to understand and use during the school year.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>\u003cem>We asked a few teachers how they've been spending their summer months to get inspired. We heard from educators from Alaska, Utah, Puerto Rico, Georgia, and California.\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>PLAYING WITH TECH TOOLS.\u003c/strong>\u003cstrong> \u003c/strong>\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\"This summer I'm playing with many of the tools we want kids to use more of next year – things like \u003ca href=\"http://www.showmeapp.com/\" target=\"_blank\">ShowMe \u003c/a>and \u003ca href=\"http://www.inclassapp.com/\" target=\"_blank\">InClass,\u003c/a> as well as other apps for the iPad, iPod, and iPhone. I'm also experimenting with more \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/5-free-google-tools-for-educators/\" target=\"_blank\">Google apps\u003c/a> for learning, trying to get more paperless for next year. I'm reading up on many ideas that others have tried to help incorporate mobile devices and social media into classrooms and do so in a way that is safe but engaging to kids. I'm looking at more ways to 'flip' teaching so class time is more productive. Finally, I'm hiking, biking, and having lots of fun so I am refreshed and ready to go back!\" – \u003cem>Debbie Brewer, Math/Science teacher, Lumen Christi High School, Anchorage, AK\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>FINDING THE BEST HISTORY VIDEOS.\u003c/strong> \"I took a few weeks to just relax and then spent the last month rewriting my course to get it how I want it for next year, making sure I make all the changes necessary to make it better. I also watch a \u003cem>lot\u003c/em> of history videos. I watch them and I'm like, 'I love history! History is so great!' I want to make sure every student loves it, too.\" – \u003cem>Jennifer Klein, World Civilizations teacher, Open High School of Utah \u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem>\u003cstrong>\u003ca href=\"http://www.openhighschool.org/\">\u003c/a>\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>READING, REMODELING, RECHARGING. \u003c/strong>\"This summer, I went to Dallas, Texas and traveled alone by trains and buses to find my way around. It was a first experience for me since I have always traveled in my own car since I was 16. Reading everything that falls into my hands has also been a worthwhile experience this summer. I read \u003ca href=\"http://www.abrahamverghese.com/books.asp\" target=\"_blank\">Cutting for Stone\u003c/a> by Abraham Verghese. Excellent reading! I have a stack of books waiting for me for the rest of the summer. I've also started to knit and looked into every nook and cranny of my house, cleaning, discarding, refreshing things. I've made dozens of plans to remodel the living room, renovate the terrace, and paint the house in the next two weeks. These four simple things have done wonders to refresh and relax me for the incoming semester.\" – \u003cstrong>\u003cem>N. Vargas, 7th grade English teacher at an all-girls' Catholic school in Puerto Rico\u003c!--more-->\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>MAXING OUT SOCIAL NETWORKING TOOLS. \u003c/strong>\"We're already using Twitter, Facebook, and Edublogs in our course since we went almost totally paperless last year. This summer, I'm using \u003ca href=\"http://polleverywhere.com/\" target=\"_blank\">Poll Everywhere\u003c/a> during my professional presentations so I can try out their real-time response tracking. Students can respond via weblink, Twitter, or SMS text. Now Poll Everywhere even allows you to download the Flash version of your slide for use with \u003ca href=\"http://prezi.com/\" target=\"_blank\">Prezi\u003c/a>, so it's a slam dunk for me and my students since we use Prezi far more than PowerPoint. In fact, we pretty much only use PowerPoint to make slides that we'll import into a Prezi. LOL.\" – \u003cstrong>\u003cem>\u003ca href=\"http://ssilveri.edublogs.org/\" target=\"_blank\">Shekema Holmes Silveri\u003c/a>, AP Literature and AP Language teacher, Mt. Zion High School, Jonesboro, Georgia\u003c/em>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TAPPING INTO \u003cem>THE GREAT TURNING\u003c/em>.\u003c/strong>\"This summer, I have been spending a lot of time educating myself about the concept of 'The Great Turning.' Essentially, it speaks to this point that we are at in human and environmental existence where almost all of our major systems are in decline. It poses the decision that we must make to either let things decline as they have been or act as 'midwives' birthing into life a new way of relating to each other and the environment. Three major sources for this research have included the work of \u003ca href=\"http://www.yesmagazine.org/issues/5000-years-of-empire/the-great-turning-from-empire-to-earth-community-1\" target=\"_blank\">David Korten\u003c/a> (who wrote the book, \u003cem>The Great Turning\u003c/em>), \u003ca href=\"http://www.ecoliteracy.org/essays/great-turning\" target=\"_blank\">Joanna Macy\u003c/a> (and her workshop series and subsequent articles on \"The Work that Reconnects\"), and a wonderful organization called \u003ca href=\"www.generationwakingup.org/\" target=\"_blank\">Generation Waking Up\u003c/a> who use the concept in their interactive, multimedia, youth activist workshops. As the global issues teacher (education for global citizenship), a constant challenge is for me to simultaneously raise awareness of the devastating effects of our current systems without overwhelming and dis-empowering my intensely compassionate students. I am incredibly excited to bring the concept of 'The Great Turning' into my classroom as a source of hope, that although things look bad, there are an enormous amount of people working across borders and through barriers to take us to a more just and sustainable future.\u003cstrong> – \u003c/strong>\u003cem>\u003cstrong>Emily Zionts, Global Issues and Peace Studies teacher, \u003ca href=\"http://semester.woolman.org/\" target=\"_blank\">The Woolman Semester\u003c/a>, a semester program for juniors, seniors, and gap year students\u003c/strong>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Teachers, we'd love to hear from you: What are you doing to get inspired this summer?\u003c/p>\n\u003cdiv>\u003cem> \u003c/em>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13873/5-ways-teachers-are-getting-inspired-this-summer","authors":["4351"],"categories":["mindshift_194"],"tags":["mindshift_31","mindshift_386","mindshift_649","mindshift_597","mindshift_650","mindshift_32"],"featImg":"mindshift_13985","label":"mindshift"},"mindshift_12386":{"type":"posts","id":"mindshift_12386","meta":{"index":"posts_1591205157","site":"mindshift","id":"12386","score":null,"sort":[1307553902000]},"guestAuthors":[],"slug":"does-apples-new-icloud-offer-anything-new-for-education","title":"Does Apple's New iCloud Offer Anything New for Education?","publishDate":1307553902,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Apple is holding its big \u003ca href=\"http://developer.apple.com/wwdc/\">developers' conference\u003c/a> this week in San Francisco, and the event kicked off on Monday with a \u003ca href=\"http://events.apple.com.edgesuite.net/11piubpwiqubf06/event/\">keynote\u003c/a> unveiling some of the new products and features Apple has in store. This includes upgrades to both its \u003ca href=\"http://www.apple.com/macosx/\">Mac\u003c/a> and \u003ca href=\"http://www.apple.com/ios/ios5/\">mobile\u003c/a> operating systems.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12387\" href=\"http://ww2.kqed.org/mindshift/2011/06/does-apples-new-icloud-offer-anything-new-for-education/icloud/\">\u003cimg class=\"alignleft size-full wp-image-12387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/icloud.jpg\" alt=\"\" width=\"295\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud.jpg 369w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud-320x347.jpg 320w\" sizes=\"(max-width: 295px) 100vw, 295px\">\u003c/a>Apple also introduced a new product, \u003ca href=\"http://www.apple.com/icloud/\">iCloud\u003c/a> that will store users' music, photos, apps, calendars, and documents online and then push them to all Apple devices, whether they're iPhones, iPads, iPod Touches, or Macs. The service includes 5 GB of storage for free.\u003c/p>\n\u003cp>Apple is hardly the first company to make a foray into online storage. But with the popularity of Apple's products -- with consumers in general and with educators in particular -- it may be that Apple's new offering will help popularize the idea of cloud computing, a term that's familiar in tech circles but still unclear to a lot of consumers.\u003c/p>\n\u003cp>CEO Steve Jobs took to the stage at the \u003ca href=\"http://developer.apple.com/wwdc/\">World Wide Developers Conference\u003c/a> on Monday to explain Apple's new service, saying that iCloud was the company's \"next big insight.\" Contending that the PC is no longer the \"digital hub for your digital life,\" Jobs predicted that with iCloud, the company will \"demote the PC and the Mac to just be a device\" and instead that our digital hub will be \"in the cloud.\" And if nothing else, iCloud offers a way to demonstrate what cloud computing means: it's online storage, accessible anywhere from any device over the Internet. All that data will in fact be stored in massive data centers instead of locally on your hard drive.\u003c/p>\n\u003cp>But what does iCloud mean for education? \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Syncing information across devices has great appeal. It means that students and teachers will be able to access their documents, their projects, their videos anywhere, whether they've created them at home or in the computer lab or on their mobile phones.\u003c/p>\n\u003cp>But the major problem with iCloud is that it works only with Apple products. If you use a Mac at school but have an Android mobile phone, or if you use an iPhone but have a Windows computer at school and a Mac at home, then syncing isn't so seamless. iCloud doesn't really fulfill the promise of \"access anywhere.\"\u003c/p>\n\u003cp>Furthermore, along with the need for people to move their own data across their personal devices, people are increasingly needing to share this information with others. \u003ca href=\"https://docs.google.com/#home\">Google Docs\u003c/a> and \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, for example, have both seen widespread adoption in schools because of the ability to do just this -- collaborate and share -- without a restriction on device or operating system.\u003c/p>\n\u003cp>It may be that Apple has more in store with its iCloud product that will make it better suited for education. The company will have to do precisely this if it wants to be able to compete with other major technology companies that have already made advances on this front, such as \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Google Apps for Education\u003c/a> or \u003ca href=\"http://www.microsoft.com/liveatedu/free-email-accounts.aspx\">Microsoft Live@edu\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Schools are increasingly recognizing the cost savings and efficiencies associated with cloud services (no need for maintaining district servers, for example). But schools should be wary about vendor lock-in here and about selecting cloud services that restrict rather than open the possibilities for collaboration.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1307564695,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":546},"headData":{"title":"Does Apple's New iCloud Offer Anything New for Education? | KQED","description":"Apple is holding its big developers' conference this week in San Francisco, and the event kicked off on Monday with a keynote unveiling some of the new products and features Apple has in store. This includes upgrades to both its Mac and mobile operating systems. Apple also introduced a new product, iCloud that will store","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Does Apple's New iCloud Offer Anything New for Education?","datePublished":"2011-06-08T17:25:02.000Z","dateModified":"2011-06-08T20:24:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12386 http://blogs.kqed.org/mindshift/?p=12386","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/08/does-apples-new-icloud-offer-anything-new-for-education/","disqusTitle":"Does Apple's New iCloud Offer Anything New for Education?","path":"/mindshift/12386/does-apples-new-icloud-offer-anything-new-for-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Apple is holding its big \u003ca href=\"http://developer.apple.com/wwdc/\">developers' conference\u003c/a> this week in San Francisco, and the event kicked off on Monday with a \u003ca href=\"http://events.apple.com.edgesuite.net/11piubpwiqubf06/event/\">keynote\u003c/a> unveiling some of the new products and features Apple has in store. This includes upgrades to both its \u003ca href=\"http://www.apple.com/macosx/\">Mac\u003c/a> and \u003ca href=\"http://www.apple.com/ios/ios5/\">mobile\u003c/a> operating systems.\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-12387\" href=\"http://ww2.kqed.org/mindshift/2011/06/does-apples-new-icloud-offer-anything-new-for-education/icloud/\">\u003cimg class=\"alignleft size-full wp-image-12387\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/icloud.jpg\" alt=\"\" width=\"295\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud.jpg 369w, https://ww2.kqed.org/app/uploads/sites/23/2011/06/icloud-320x347.jpg 320w\" sizes=\"(max-width: 295px) 100vw, 295px\">\u003c/a>Apple also introduced a new product, \u003ca href=\"http://www.apple.com/icloud/\">iCloud\u003c/a> that will store users' music, photos, apps, calendars, and documents online and then push them to all Apple devices, whether they're iPhones, iPads, iPod Touches, or Macs. The service includes 5 GB of storage for free.\u003c/p>\n\u003cp>Apple is hardly the first company to make a foray into online storage. But with the popularity of Apple's products -- with consumers in general and with educators in particular -- it may be that Apple's new offering will help popularize the idea of cloud computing, a term that's familiar in tech circles but still unclear to a lot of consumers.\u003c/p>\n\u003cp>CEO Steve Jobs took to the stage at the \u003ca href=\"http://developer.apple.com/wwdc/\">World Wide Developers Conference\u003c/a> on Monday to explain Apple's new service, saying that iCloud was the company's \"next big insight.\" Contending that the PC is no longer the \"digital hub for your digital life,\" Jobs predicted that with iCloud, the company will \"demote the PC and the Mac to just be a device\" and instead that our digital hub will be \"in the cloud.\" And if nothing else, iCloud offers a way to demonstrate what cloud computing means: it's online storage, accessible anywhere from any device over the Internet. All that data will in fact be stored in massive data centers instead of locally on your hard drive.\u003c/p>\n\u003cp>But what does iCloud mean for education? \u003c!--more-->\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>Syncing information across devices has great appeal. It means that students and teachers will be able to access their documents, their projects, their videos anywhere, whether they've created them at home or in the computer lab or on their mobile phones.\u003c/p>\n\u003cp>But the major problem with iCloud is that it works only with Apple products. If you use a Mac at school but have an Android mobile phone, or if you use an iPhone but have a Windows computer at school and a Mac at home, then syncing isn't so seamless. iCloud doesn't really fulfill the promise of \"access anywhere.\"\u003c/p>\n\u003cp>Furthermore, along with the need for people to move their own data across their personal devices, people are increasingly needing to share this information with others. \u003ca href=\"https://docs.google.com/#home\">Google Docs\u003c/a> and \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, for example, have both seen widespread adoption in schools because of the ability to do just this -- collaborate and share -- without a restriction on device or operating system.\u003c/p>\n\u003cp>It may be that Apple has more in store with its iCloud product that will make it better suited for education. The company will have to do precisely this if it wants to be able to compete with other major technology companies that have already made advances on this front, such as \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Google Apps for Education\u003c/a> or \u003ca href=\"http://www.microsoft.com/liveatedu/free-email-accounts.aspx\">Microsoft Live@edu\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Schools are increasingly recognizing the cost savings and efficiencies associated with cloud services (no need for maintaining district servers, for example). But schools should be wary about vendor lock-in here and about selecting cloud services that restrict rather than open the possibilities for collaboration.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12386/does-apples-new-icloud-offer-anything-new-for-education","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_539","mindshift_23","mindshift_105","mindshift_386","mindshift_538"],"featImg":"mindshift_12387","label":"mindshift"},"mindshift_11543":{"type":"posts","id":"mindshift_11543","meta":{"index":"posts_1591205157","site":"mindshift","id":"11543","score":null,"sort":[1305240071000]},"guestAuthors":[],"slug":"is-your-school-ready-for-googles-chromebooks-for-education","title":"Is Your School Ready for Google's Chromebooks for Education?","publishDate":1305240071,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003c/a>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003cimg class=\"alignleft size-medium wp-image-11545\" title=\"Chromebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Chromebook-300x173.jpg\" alt=\"\" width=\"300\" height=\"173\">\u003c/a>At \u003ca href=\"http://www.google.com/events/io/2011/index-live.html\">Google IO\u003c/a> this week, Google announced a \"\u003ca href=\"http://googleblog.blogspot.com/2011/05/new-kind-of-computer-chromebook.html\">new kind of computer\u003c/a>\" and a new program aimed at schools: \u003ca href=\"http://www.google.com/chromebook/business-education.html#\">Chromebooks for Education\u003c/a>. These new devices look like laptops, but they run on Google's new operating system \u003ca href=\"http://www.google.com/chromebook/#\">Chrome OS\u003c/a> and are truly Web-based and Web-centric. There is no local storage and there is no software. In other words, everything runs through the (Chrome) browser and everything is stored online.\u003c/p>\n\u003cp>Google's new Chromebooks for Education program will offer these devices to schools for $20 per user per month. This service will include enterprise-level support, device warranties and replacements, and hardware refreshes upon contract renewal (every three years). Included as well is a cloud management console that will allow IT administrators to remotely manage users, devices, applications, and policies. Although the price tag for these devices may not seem like a huge cost-savings -- equipping every student with a laptop for the school year is always an expensive proposition -- the ability to bypass software licensing, the promise of a virus-free device, and the power to control all these devices and their various permissions remotely all make this a very attractive deal for schools that are interested in one-to-one computing. And as the hardware will work well with Google's \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Apps for Education productivity suite\u003c/a>, the program means Google can offer schools both hardware- and software-as-a-service, eliminating a lot of the need for schools to build out their own IT infrastructure.\u003c/p>\n\u003cp>But regardless of whether \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">Chromebooks\u003c/a> are a good deal for schools and whether or not schools can afford such an offer, there are other concerns that schools will have to face.They're not just financial issues, but technological and cultural ones as well.\u003c/p>\n\u003cp>\u003cstrong>1. What's Your Acceptable Use Policy?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The Chromebooks will have the option for 3G and for wireless connectivity. The 3G will, of course, require more expenditure. But either way, handing students a device that is, in Google's words, \"nothing but the Web,\" will force schools to consider what their Internet Acceptable Use Policy looks like. The Chromebooks are designed to give students 24-7 access to Web technology -- both at school and at home. \u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The administrative panel for the Chromebooks will give schools the ability to lock down access to some applications -- so that kindergartners, for example, don't have e-mail access while middle and high schoolers do. And Web filtering at school does restrict access to certain sites. But 3G can bypass that, as can Internet at home.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">How do schools address acceptable use of Internet resources when a device that's assigned a student goes off-campus?\u003c/p>\n\u003cp>\u003cstrong>2. What's Your Internet Infrastructure Look Like?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Is your school ready for every student to have her or his own device connected to the Internet? Can your bandwidth -- wired or wireless -- handle it? As nothing is stored locally on the Chromebooks, students will have to have reliable access to their files that are stored in the cloud. Google does say that it plans to add offline support for Gmail, Docs, and Calendar this year. But a Web-centered machine will require the Web for everything, and spotty and sporadic Internet access at school will be a problem.\u003c/p>\n\u003cp>\u003cstrong>3. Who Will Pay?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congressEd.html\">SpeakUp 2010 survey\u003c/a>, 67% of parents said that they'd be willing to pay for mobile devices and for associated data plans for their children if they knew these devices could be utilized at school. While certainly the $20 per student per month fee will add up quickly and may well be beyond most schools' budgets, schools may want to consider alternatives to funding these projects. Will parents be willing to pay all or part of the fee?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Will schools be able to use the Chromebooks and online resources to replace textbooks, as well as other tools like calculators, paper, projectors, etc.? And will this in turn free up other funds that could pay for Chromebooks?\u003c/p>\n\u003cp>\u003cstrong>4. Are Your Teachers Ready?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Successful one-to-one computing initiatives aren't as simple as just passing out devices to each student. One-to-one computing requires rethinking how instruction happens, how resources are accessed and allocated. Are your school's teachers ready for not just one-to-one computing -- a huge shift in itself -- but for one-to-one computing that's solely focused on Web resources? Are you using Web-based applications, for example? How much does your school rely on software installed on machines, and can you make the transition to other online tools instead?\u003c/p>\n\u003cp>\u003cstrong>5. Do You Trust Google?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Schools that join the Chromebooks for Education program will likely be (or become) Apps for Education customers. This means that schools are handing over much of their IT -- hardware and software and email and storage -- to one company. Of course, many schools already have this sort of relationship with another technology brand, Apple.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators and parents, what are your thoughts on Chromebooks for Education?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305240075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":835},"headData":{"title":"Is Your School Ready for Google's Chromebooks for Education? | KQED","description":"At Google IO this week, Google announced a "new kind of computer" and a new program aimed at schools: Chromebooks for Education. These new devices look like laptops, but they run on Google's new operating system Chrome OS and are truly Web-based and Web-centric. There is no local storage and there is no software. In","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is Your School Ready for Google's Chromebooks for Education?","datePublished":"2011-05-12T22:41:11.000Z","dateModified":"2011-05-12T22:41:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11543 http://blogs.kqed.org/mindshift/?p=11543","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/12/is-your-school-ready-for-googles-chromebooks-for-education/","disqusTitle":"Is Your School Ready for Google's Chromebooks for Education?","path":"/mindshift/11543/is-your-school-ready-for-googles-chromebooks-for-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003c/a>\u003ca rel=\"attachment wp-att-11545\" href=\"http://ww2.kqed.org/mindshift/2011/05/is-your-school-ready-for-googles-chromebooks-for-education/chromebook/\">\u003cimg class=\"alignleft size-medium wp-image-11545\" title=\"Chromebook\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/Chromebook-300x173.jpg\" alt=\"\" width=\"300\" height=\"173\">\u003c/a>At \u003ca href=\"http://www.google.com/events/io/2011/index-live.html\">Google IO\u003c/a> this week, Google announced a \"\u003ca href=\"http://googleblog.blogspot.com/2011/05/new-kind-of-computer-chromebook.html\">new kind of computer\u003c/a>\" and a new program aimed at schools: \u003ca href=\"http://www.google.com/chromebook/business-education.html#\">Chromebooks for Education\u003c/a>. These new devices look like laptops, but they run on Google's new operating system \u003ca href=\"http://www.google.com/chromebook/#\">Chrome OS\u003c/a> and are truly Web-based and Web-centric. There is no local storage and there is no software. In other words, everything runs through the (Chrome) browser and everything is stored online.\u003c/p>\n\u003cp>Google's new Chromebooks for Education program will offer these devices to schools for $20 per user per month. This service will include enterprise-level support, device warranties and replacements, and hardware refreshes upon contract renewal (every three years). Included as well is a cloud management console that will allow IT administrators to remotely manage users, devices, applications, and policies. Although the price tag for these devices may not seem like a huge cost-savings -- equipping every student with a laptop for the school year is always an expensive proposition -- the ability to bypass software licensing, the promise of a virus-free device, and the power to control all these devices and their various permissions remotely all make this a very attractive deal for schools that are interested in one-to-one computing. And as the hardware will work well with Google's \u003ca href=\"http://www.google.com/a/help/intl/en/edu/index.html\">Apps for Education productivity suite\u003c/a>, the program means Google can offer schools both hardware- and software-as-a-service, eliminating a lot of the need for schools to build out their own IT infrastructure.\u003c/p>\n\u003cp>But regardless of whether \u003ca href=\"http://www.readwriteweb.com/archives/will_chromebooks_for_education_be_a_good_deal_for.php\">Chromebooks\u003c/a> are a good deal for schools and whether or not schools can afford such an offer, there are other concerns that schools will have to face.They're not just financial issues, but technological and cultural ones as well.\u003c/p>\n\u003cp>\u003cstrong>1. What's Your Acceptable Use Policy?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The Chromebooks will have the option for 3G and for wireless connectivity. The 3G will, of course, require more expenditure. But either way, handing students a device that is, in Google's words, \"nothing but the Web,\" will force schools to consider what their Internet Acceptable Use Policy looks like. The Chromebooks are designed to give students 24-7 access to Web technology -- both at school and at home. \u003c!--more-->\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=\"padding-left: 30px;\">The administrative panel for the Chromebooks will give schools the ability to lock down access to some applications -- so that kindergartners, for example, don't have e-mail access while middle and high schoolers do. And Web filtering at school does restrict access to certain sites. But 3G can bypass that, as can Internet at home.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">How do schools address acceptable use of Internet resources when a device that's assigned a student goes off-campus?\u003c/p>\n\u003cp>\u003cstrong>2. What's Your Internet Infrastructure Look Like?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Is your school ready for every student to have her or his own device connected to the Internet? Can your bandwidth -- wired or wireless -- handle it? As nothing is stored locally on the Chromebooks, students will have to have reliable access to their files that are stored in the cloud. Google does say that it plans to add offline support for Gmail, Docs, and Calendar this year. But a Web-centered machine will require the Web for everything, and spotty and sporadic Internet access at school will be a problem.\u003c/p>\n\u003cp>\u003cstrong>3. Who Will Pay?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congressEd.html\">SpeakUp 2010 survey\u003c/a>, 67% of parents said that they'd be willing to pay for mobile devices and for associated data plans for their children if they knew these devices could be utilized at school. While certainly the $20 per student per month fee will add up quickly and may well be beyond most schools' budgets, schools may want to consider alternatives to funding these projects. Will parents be willing to pay all or part of the fee?\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Will schools be able to use the Chromebooks and online resources to replace textbooks, as well as other tools like calculators, paper, projectors, etc.? And will this in turn free up other funds that could pay for Chromebooks?\u003c/p>\n\u003cp>\u003cstrong>4. Are Your Teachers Ready?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Successful one-to-one computing initiatives aren't as simple as just passing out devices to each student. One-to-one computing requires rethinking how instruction happens, how resources are accessed and allocated. Are your school's teachers ready for not just one-to-one computing -- a huge shift in itself -- but for one-to-one computing that's solely focused on Web resources? Are you using Web-based applications, for example? How much does your school rely on software installed on machines, and can you make the transition to other online tools instead?\u003c/p>\n\u003cp>\u003cstrong>5. Do You Trust Google?\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Schools that join the Chromebooks for Education program will likely be (or become) Apps for Education customers. This means that schools are handing over much of their IT -- hardware and software and email and storage -- to one company. Of course, many schools already have this sort of relationship with another technology brand, Apple.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators and parents, what are your thoughts on Chromebooks for Education?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11543/is-your-school-ready-for-googles-chromebooks-for-education","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_495","mindshift_105","mindshift_386"],"featImg":"mindshift_11545","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. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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