How Students Uncovered Lingering Hurt From LAUSD iPad Rollout
8 End-of-Year Questions To Ask Students About iPads
Best Use for iPad? Simulating Hard-to-Find Experiences
Inquiry Learning Ideas for Math and Science With iPads
Four Tips to Keep Students on Track When Using Devices in Class
How Tablets Can Enable Meaningful Connections for Students and Teachers
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FM","link":"/"}},"mindshift_40250":{"type":"posts","id":"mindshift_40250","meta":{"index":"posts_1591205157","site":"mindshift","id":"40250","score":null,"sort":[1433163009000]},"guestAuthors":[],"slug":"how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout","title":"How Students Uncovered Lingering Hurt From LAUSD iPad Rollout","publishDate":1433163009,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It started with a move by resourceful students who were able to unlock security settings on their iPads.\u003c/p>\n\u003cp>The disastrous $1 billion \u003ca href=\"http://articles.latimes.com/2013/sep/25/local/la-me-ln-lausd-ipad-hack-20130925\" target=\"_blank\">iPad rollout by the Los Angeles\u003c/a> Unified School District in September 2013 provided a cautionary tale to districts looking to spend public dollars on technology and digital curriculum. But below the surface of the news stories were thousands of kids feeling hurt by the way they were portrayed by the media and the school district's lack of trust in them.\u003c/p>\n\u003cp>To explore the aftermath of the scandal that put them front and center of that cautionary education technology tale, students at Theodore Roosevelt High School in Boyle Heights conducted their own research on how the rollout was handled, talking to peers and family members and ultimately painting a very different picture of the lasting consequences.\u003c/p>\n\u003cp>Many students at Roosevelt felt the news media had mischaracterized their school and its students as criminals for figuring out how to get around the iPad’s security features, often to access educational information.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They have to trust us more; we could surprise them and they could see that we are good kids.'\u003ccite>Mariela Bravo, former Roosevelt student\u003c/cite>\u003c/aside>\n\u003cp>“We were really caught up in how they kept calling Roosevelt ‘hackers,’” said Daniela Carrasco, a former student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Teens noticed their school was continually picked out as the focal point of news articles, even though several other schools, such as Westchester High and the Valley Academy of Arts and Sciences in Granada Hills, experienced the same problems.\u003c/p>\n\u003cp>Roosevelt students chose to investigate the lingering effects of the iPad rollout as part of a program called \u003ca href=\"http://idea.gseis.ucla.edu/projects/the-council-of-youth-research\" target=\"_blank\">Council of Youth Research\u003c/a>, a participatory research project started by two UCLA professors. The \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/22/for-more-authentic-research-about-learning-enlist-students-as-partners/\" target=\"_blank\">participatory research model \u003c/a>recognizes that people living within a context have just as much to add to research as outside academics. Researchers train young people on social theories during the summer and help them apply research methodologies to their school communities to investigate aspects of education that matter to their lives.\u003c/p>\n\u003cp>“Having young people break down these social theories and applying it to what’s going on today … their analysis blew me away,” said Elexia Reyes McGovern, who encountered the project as a doctoral student and volunteers as a mentor. McGovern helped facilitate the research and discussion that Roosevelt students conducted on the iPad rollout.\u003c/p>\n\u003cp>[contextly_sidebar id=\"ZDGbGlGyBHdKZAUXw0LUbCae5upr1YEi\"]\u003c/p>\n\u003cp>Originally students considered researching how the school schedule might shift to better suit students’ needs, but “the theme of the iPads just kept coming up,” McGovern said. It was clearly a topic of conversation between students and their teachers, loaded with unexplored feelings.\u003c/p>\n\u003cp>“We were hoping to get students’ insights, not just the newscasts and what LAUSD was saying,” said Carrasco, one of the young women who conducted the research as a high school senior last year. Now she’s in college on the East Coast. She and her co-researchers wanted to find out how students felt about the way the media portrayed their school and what they felt could have been done differently.\u003c/p>\n\u003cp>“In the \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925-story.html\" target=\"_blank\">L.A. Times they did an article\u003c/a> about us and about how the iPads were hacked,” said Mariela Bravo, another student-researcher. “The \u003ca href=\"http://rriderlausd.org/blog2/?p=11752\">comments hurt\u003c/a>. I have pride in my school and it was really bad. We were the example of why they shouldn’t give [the iPads] to us.”\u003c/p>\n\u003cp>Bravo doesn’t understand why the district would give students iPads with so many limitations. Her peers were looking up homework help on YouTube -- and yes, checking Facebook, too -- but that’s part of life.\u003c/p>\n\u003cp>“They have to trust us more,” Bravo said. “We could surprise them and they could see that we are good kids.”\u003c/p>\n\u003cp>Students were frustrated that the district couldn’t see that negotiating distractions on the Internet is part of life now. “We should have been trusted with those websites,” Carrasco said. “Instead of blocking them, there should have been emphasis on how to use those websites for good.”\u003c/p>\n\u003cp>The mishandled rollout, the backlash and the media coverage all added up to make Roosevelt students feel like they didn’t matter.\u003c/p>\n\u003cp>“A lot of the young people felt like they were an experiment,” McGovern said, “and that happens a lot in urban schools.”\u003c/p>\n\u003cp>Students could see the rollout was being handled poorly and that teachers didn’t know what to do with the iPads. Carrasco even noted that students were supposed to fill out paperwork before getting their iPads, but teachers started handing out the devices before anything had been signed. “There was a real authenticity to their research,” McGovern said. “It impacted them and hit close to home.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We were hoping to get students' insights, not just the newscasts and what LAUSD was saying.'\u003ccite>Daniela Carrasco, former Roosevelt student\u003c/cite>\u003c/aside>\n\u003cp>Even worse than the botched rollout, students were hurt by how the public reacted to the news. “When they were researching this, they were very affected by the comments [on news articles],” McGovern said. The teens found hateful comments about “poor Mexicans girls getting pregnant young,” who don’t deserve iPads. The comments are no longer visible on the website because they weren’t archived or became inaccessible, according to Deirdre Edgar, Readers’ Representative for the L.A. Times. But Roosevelt students were keeping track. A blog kept by the Roosevelt High School newspaper \u003ca href=\"http://rriderlausd.org/blog2/?p=11752\" target=\"_blank\">highlights some of the most offensive comments\u003c/a>, like this one posted by \"PowerfulPeace\" on October 1, 2013:\u003c/p>\n\u003cblockquote>\u003cp>\"What on God's green earth would posses some liberal school board numbskull to OKay handing out the stewardship of such valuables to ghetto urchins? Of COURSE they will never see the “missing” (STOLEN!) iPads again! And, forcing those kids to learn in a world where they are bombarded with “entitlement not responsibility” and “you’re gonna be ‘young money’ like some rich rapper or NBA star” BS attitudes. They WANT social media and entertainment all day long in class, not to learn. You really couldn’t see that coming?! I’ll bet there is hacked movies and porn on those iPads they did get back too…. STUPID STUPID STUPID.\"\u003c/p>\u003c/blockquote>\n\u003cp>Or this comment from \"wtf2013lol\" also posted on October 1, 2013:\u003c/p>\n\u003cblockquote>\u003cp>\"sold their iPads for meth and weed.\"\u003c/p>\u003c/blockquote>\n\u003cp>“People have been stuck in the past, in the ‘90s when test scores were really low,” Carrasco said about the stereotypes of Roosevelt. “But we have been seeing a lot of improvement and our graduation rates have gone up. There’s a lot of really good things within the school that get overlooked.”\u003c/p>\n\u003cp>She says she’s proud to be from Boyle Heights and to have attended Roosevelt, and she found many of her peers felt the same way. They often cited teachers who had been influential in their lives and after-school activities they loved. The research around this project and the conversations about stereotypes and racism helped Carrasco feel more connected to her peers and proud of her identity.\u003c/p>\n\u003cp>“It teaches you about your community. And by learning about your community you learn about yourself, a self you never knew was there,” Carrasco said.\u003c/p>\n\u003cp>The student-researchers eventually presented their findings, based on dozens of interviews, in a bilingual presentation that included the larger community. They were interested to learn that many adults in the community echoed their feelings of alienation. Adults noted that movie studios use the streets of their neighborhood to film gang and drug scenes, enforcing negative images of their neighborhood.\u003c/p>\n\u003cp>“I saw a lot of leadership skills being developed, even in how they were talking about their community, going from a deficit mindset, really negative things, to focusing on the rich history and resistance,” McGovern said.\u003c/p>\n\u003cp>Students also had plenty of ideas about how the district could have brought more technology into classrooms without spending $1 billion on iPads and curriculum.\u003c/p>\n\u003cp>“Students felt like there were better ways to spend the money,” McGovern said.\u003c/p>\n\u003cp>Like fixing the broken technology already sitting in schools or making it possible for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/25/students-speak-up-trust-us-with-devices/\" target=\"_blank\">access the Internet with their phones\u003c/a>. The participatory research project served to help students talk about the underlying feelings the iPad rollout elicited, and helped the student-researchers see themselves as academics with something to add to the discourse.\u003c/p>\n\u003cp>“When students do research they know what they’re looking for,” Carrasco said. “With people on the outside there are a lot of little things that get missed. If a student and a researcher did the same research, they’d get very different answers.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Los Angeles' iPad program was a debacle for many reasons, but one that's less talked about is the effect on students.","status":"publish","parent":0,"modified":1433163045,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1508},"headData":{"title":"How Students Uncovered Lingering Hurt From LAUSD iPad Rollout | KQED","description":"Los Angeles' iPad program was a debacle for many reasons, but one that's less talked about is the effect on students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Students Uncovered Lingering Hurt From LAUSD iPad Rollout","datePublished":"2015-06-01T12:50:09.000Z","dateModified":"2015-06-01T12:50:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40250 http://ww2.kqed.org/mindshift/?p=40250","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/01/how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout/","disqusTitle":"How Students Uncovered Lingering Hurt From LAUSD iPad Rollout","path":"/mindshift/40250/how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It started with a move by resourceful students who were able to unlock security settings on their iPads.\u003c/p>\n\u003cp>The disastrous $1 billion \u003ca href=\"http://articles.latimes.com/2013/sep/25/local/la-me-ln-lausd-ipad-hack-20130925\" target=\"_blank\">iPad rollout by the Los Angeles\u003c/a> Unified School District in September 2013 provided a cautionary tale to districts looking to spend public dollars on technology and digital curriculum. But below the surface of the news stories were thousands of kids feeling hurt by the way they were portrayed by the media and the school district's lack of trust in them.\u003c/p>\n\u003cp>To explore the aftermath of the scandal that put them front and center of that cautionary education technology tale, students at Theodore Roosevelt High School in Boyle Heights conducted their own research on how the rollout was handled, talking to peers and family members and ultimately painting a very different picture of the lasting consequences.\u003c/p>\n\u003cp>Many students at Roosevelt felt the news media had mischaracterized their school and its students as criminals for figuring out how to get around the iPad’s security features, often to access educational information.\u003c/p>\n\u003caside class=\"pullquote alignright\">'They have to trust us more; we could surprise them and they could see that we are good kids.'\u003ccite>Mariela Bravo, former Roosevelt student\u003c/cite>\u003c/aside>\n\u003cp>“We were really caught up in how they kept calling Roosevelt ‘hackers,’” said Daniela Carrasco, a former student.\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>Teens noticed their school was continually picked out as the focal point of news articles, even though several other schools, such as Westchester High and the Valley Academy of Arts and Sciences in Granada Hills, experienced the same problems.\u003c/p>\n\u003cp>Roosevelt students chose to investigate the lingering effects of the iPad rollout as part of a program called \u003ca href=\"http://idea.gseis.ucla.edu/projects/the-council-of-youth-research\" target=\"_blank\">Council of Youth Research\u003c/a>, a participatory research project started by two UCLA professors. The \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/22/for-more-authentic-research-about-learning-enlist-students-as-partners/\" target=\"_blank\">participatory research model \u003c/a>recognizes that people living within a context have just as much to add to research as outside academics. Researchers train young people on social theories during the summer and help them apply research methodologies to their school communities to investigate aspects of education that matter to their lives.\u003c/p>\n\u003cp>“Having young people break down these social theories and applying it to what’s going on today … their analysis blew me away,” said Elexia Reyes McGovern, who encountered the project as a doctoral student and volunteers as a mentor. McGovern helped facilitate the research and discussion that Roosevelt students conducted on the iPad rollout.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Originally students considered researching how the school schedule might shift to better suit students’ needs, but “the theme of the iPads just kept coming up,” McGovern said. It was clearly a topic of conversation between students and their teachers, loaded with unexplored feelings.\u003c/p>\n\u003cp>“We were hoping to get students’ insights, not just the newscasts and what LAUSD was saying,” said Carrasco, one of the young women who conducted the research as a high school senior last year. Now she’s in college on the East Coast. She and her co-researchers wanted to find out how students felt about the way the media portrayed their school and what they felt could have been done differently.\u003c/p>\n\u003cp>“In the \u003ca href=\"http://www.latimes.com/local/lanow/la-me-ln-lausd-ipad-hack-20130925-story.html\" target=\"_blank\">L.A. Times they did an article\u003c/a> about us and about how the iPads were hacked,” said Mariela Bravo, another student-researcher. “The \u003ca href=\"http://rriderlausd.org/blog2/?p=11752\">comments hurt\u003c/a>. I have pride in my school and it was really bad. We were the example of why they shouldn’t give [the iPads] to us.”\u003c/p>\n\u003cp>Bravo doesn’t understand why the district would give students iPads with so many limitations. Her peers were looking up homework help on YouTube -- and yes, checking Facebook, too -- but that’s part of life.\u003c/p>\n\u003cp>“They have to trust us more,” Bravo said. “We could surprise them and they could see that we are good kids.”\u003c/p>\n\u003cp>Students were frustrated that the district couldn’t see that negotiating distractions on the Internet is part of life now. “We should have been trusted with those websites,” Carrasco said. “Instead of blocking them, there should have been emphasis on how to use those websites for good.”\u003c/p>\n\u003cp>The mishandled rollout, the backlash and the media coverage all added up to make Roosevelt students feel like they didn’t matter.\u003c/p>\n\u003cp>“A lot of the young people felt like they were an experiment,” McGovern said, “and that happens a lot in urban schools.”\u003c/p>\n\u003cp>Students could see the rollout was being handled poorly and that teachers didn’t know what to do with the iPads. Carrasco even noted that students were supposed to fill out paperwork before getting their iPads, but teachers started handing out the devices before anything had been signed. “There was a real authenticity to their research,” McGovern said. “It impacted them and hit close to home.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'We were hoping to get students' insights, not just the newscasts and what LAUSD was saying.'\u003ccite>Daniela Carrasco, former Roosevelt student\u003c/cite>\u003c/aside>\n\u003cp>Even worse than the botched rollout, students were hurt by how the public reacted to the news. “When they were researching this, they were very affected by the comments [on news articles],” McGovern said. The teens found hateful comments about “poor Mexicans girls getting pregnant young,” who don’t deserve iPads. The comments are no longer visible on the website because they weren’t archived or became inaccessible, according to Deirdre Edgar, Readers’ Representative for the L.A. Times. But Roosevelt students were keeping track. A blog kept by the Roosevelt High School newspaper \u003ca href=\"http://rriderlausd.org/blog2/?p=11752\" target=\"_blank\">highlights some of the most offensive comments\u003c/a>, like this one posted by \"PowerfulPeace\" on October 1, 2013:\u003c/p>\n\u003cblockquote>\u003cp>\"What on God's green earth would posses some liberal school board numbskull to OKay handing out the stewardship of such valuables to ghetto urchins? Of COURSE they will never see the “missing” (STOLEN!) iPads again! And, forcing those kids to learn in a world where they are bombarded with “entitlement not responsibility” and “you’re gonna be ‘young money’ like some rich rapper or NBA star” BS attitudes. They WANT social media and entertainment all day long in class, not to learn. You really couldn’t see that coming?! I’ll bet there is hacked movies and porn on those iPads they did get back too…. STUPID STUPID STUPID.\"\u003c/p>\u003c/blockquote>\n\u003cp>Or this comment from \"wtf2013lol\" also posted on October 1, 2013:\u003c/p>\n\u003cblockquote>\u003cp>\"sold their iPads for meth and weed.\"\u003c/p>\u003c/blockquote>\n\u003cp>“People have been stuck in the past, in the ‘90s when test scores were really low,” Carrasco said about the stereotypes of Roosevelt. “But we have been seeing a lot of improvement and our graduation rates have gone up. There’s a lot of really good things within the school that get overlooked.”\u003c/p>\n\u003cp>She says she’s proud to be from Boyle Heights and to have attended Roosevelt, and she found many of her peers felt the same way. They often cited teachers who had been influential in their lives and after-school activities they loved. The research around this project and the conversations about stereotypes and racism helped Carrasco feel more connected to her peers and proud of her identity.\u003c/p>\n\u003cp>“It teaches you about your community. And by learning about your community you learn about yourself, a self you never knew was there,” Carrasco said.\u003c/p>\n\u003cp>The student-researchers eventually presented their findings, based on dozens of interviews, in a bilingual presentation that included the larger community. They were interested to learn that many adults in the community echoed their feelings of alienation. Adults noted that movie studios use the streets of their neighborhood to film gang and drug scenes, enforcing negative images of their neighborhood.\u003c/p>\n\u003cp>“I saw a lot of leadership skills being developed, even in how they were talking about their community, going from a deficit mindset, really negative things, to focusing on the rich history and resistance,” McGovern said.\u003c/p>\n\u003cp>Students also had plenty of ideas about how the district could have brought more technology into classrooms without spending $1 billion on iPads and curriculum.\u003c/p>\n\u003cp>“Students felt like there were better ways to spend the money,” McGovern said.\u003c/p>\n\u003cp>Like fixing the broken technology already sitting in schools or making it possible for students to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/25/students-speak-up-trust-us-with-devices/\" target=\"_blank\">access the Internet with their phones\u003c/a>. The participatory research project served to help students talk about the underlying feelings the iPad rollout elicited, and helped the student-researchers see themselves as academics with something to add to the discourse.\u003c/p>\n\u003cp>“When students do research they know what they’re looking for,” Carrasco said. “With people on the outside there are a lot of little things that get missed. If a student and a researcher did the same research, they’d get very different answers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40250/how-students-uncovered-lingering-hurt-from-lausd-ipad-rollout","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20548","mindshift_20853","mindshift_20624"],"featImg":"mindshift_40251","label":"mindshift"},"mindshift_36093":{"type":"posts","id":"mindshift_36093","meta":{"index":"posts_1591205157","site":"mindshift","id":"36093","score":null,"sort":[1402430407000]},"guestAuthors":[],"slug":"8-end-of-year-questions-to-ask-students-about-ipads","title":"8 End-of-Year Questions To Ask Students About iPads","publishDate":1402430407,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34057\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592.jpg\">\u003cimg class=\"wp-image-34057 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp>As the school year heads into the final days and weeks, now's the perfect opportunity to gather feedback from students about their use of iPads. Taking the time to construct a thoughtful survey that will elicit helpful feedback can help set the stage for professional development, program enhancements, and more thoughtful steps into using the devices.\u003c/p>\n\u003cp>Here are eight key questions to ask:\u003c/p>\n\u003cp>\u003cstrong>1. Mobility:\u003c/strong> How often did you use the iPad indoor versus outdoor? Apple's \u003ca href=\"https://www.apple.com/your-verse/\" target=\"_blank\">Your Verse Ad campaign\u003c/a> makes a compelling case for the outdoor use of the iPad. How did your school take advantage of indoor and outdoor spaces with the iPad?\u003c/p>\n\u003cp>\u003cstrong>2. Gaming: \u003c/strong> What types of games did you play? How much time did you spend gaming? Kids love to play games, and learning can be part-and-parcel of playing games.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>3. Classes:\u003c/strong> In which classes did you use the iPad the most? Get specific data and feedback. This can serve as your focal point for professional development efforts with teachers. Without this key data, schools are left guessing.\u003c/p>\n\u003cp>\u003cstrong>4. Email:\u003c/strong> How often did you use your school email? Did you check your email every day? Kids don't use email. They prefer texting and social media and schools have to create a reason for kids to check and use email. Find out how often and why kids used their school email.\u003c/p>\n\u003cp>\u003cstrong>5. Engagement:\u003c/strong> What was the best assignment you had this year involving the use of the iPad? What made the assignment so strong? Read more about how educators are using iPads to foster \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">creation\u003c/a> -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\" target=\"_blank\">not just consumption\u003c/a> -- and using the devices for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\" target=\"_blank\">curation\u003c/a> and See this \u003ca href=\"http://www.teachthought.com/teaching/46-students-explain-assignments-got-attention-year/\" target=\"_blank\">post by Grant Wiggins\u003c/a> on student engagement.\u003c/p>\n\u003cp>\u003cstrong>6. Screen time:\u003c/strong> How many hours per day did you spend on a screen at (a) school and at (b) home? There is often a perception in 1-1 iPad schools that kids are on screens all the time. Gathering specific data is important to framing a useful conversation with families about balance both at school and at home.\u003c/p>\n\u003cp>\u003cstrong>7. Personalization:\u003c/strong> What was the most interesting thing you learned on your own on the iPad? Kids can learn a lot on their own, when driven by their interests and passions. Finding out what motivates students can be great information to collect in determining clubs and activities to offer for the following school year.\u003c/p>\n\u003cp>\u003cstrong>8. Creation vs. consumption:\u003c/strong> What percent of your time on the iPad was devoted to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\" target=\"_blank\">creating vs. consuming content\u003c/a>? Drawing this distinction can serve as a wonderful way to frame teaching and learning with the iPad for both students and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Ask students what they think about classroom tech tools like iPads to improve their use next year.","status":"publish","parent":0,"modified":1417826496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":451},"headData":{"title":"8 End-of-Year Questions To Ask Students About iPads | KQED","description":"Ask students what they think about classroom tech tools like iPads to improve their use next year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 End-of-Year Questions To Ask Students About iPads","datePublished":"2014-06-10T20:00:07.000Z","dateModified":"2014-12-06T00:41:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36093 http://blogs.kqed.org/mindshift/?p=36093","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/10/8-end-of-year-questions-to-ask-students-about-ipads/","disqusTitle":"8 End-of-Year Questions To Ask Students About iPads","path":"/mindshift/36093/8-end-of-year-questions-to-ask-students-about-ipads","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34057\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592.jpg\">\u003cimg class=\"wp-image-34057 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-71592-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Matt Levinson\u003c/strong>\u003c/p>\n\u003cp>As the school year heads into the final days and weeks, now's the perfect opportunity to gather feedback from students about their use of iPads. Taking the time to construct a thoughtful survey that will elicit helpful feedback can help set the stage for professional development, program enhancements, and more thoughtful steps into using the devices.\u003c/p>\n\u003cp>Here are eight key questions to ask:\u003c/p>\n\u003cp>\u003cstrong>1. Mobility:\u003c/strong> How often did you use the iPad indoor versus outdoor? Apple's \u003ca href=\"https://www.apple.com/your-verse/\" target=\"_blank\">Your Verse Ad campaign\u003c/a> makes a compelling case for the outdoor use of the iPad. How did your school take advantage of indoor and outdoor spaces with the iPad?\u003c/p>\n\u003cp>\u003cstrong>2. Gaming: \u003c/strong> What types of games did you play? How much time did you spend gaming? Kids love to play games, and learning can be part-and-parcel of playing games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>3. Classes:\u003c/strong> In which classes did you use the iPad the most? Get specific data and feedback. This can serve as your focal point for professional development efforts with teachers. Without this key data, schools are left guessing.\u003c/p>\n\u003cp>\u003cstrong>4. Email:\u003c/strong> How often did you use your school email? Did you check your email every day? Kids don't use email. They prefer texting and social media and schools have to create a reason for kids to check and use email. Find out how often and why kids used their school email.\u003c/p>\n\u003cp>\u003cstrong>5. Engagement:\u003c/strong> What was the best assignment you had this year involving the use of the iPad? What made the assignment so strong? Read more about how educators are using iPads to foster \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/\" target=\"_blank\">collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">creation\u003c/a> -- \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\" target=\"_blank\">not just consumption\u003c/a> -- and using the devices for \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\" target=\"_blank\">curation\u003c/a> and See this \u003ca href=\"http://www.teachthought.com/teaching/46-students-explain-assignments-got-attention-year/\" target=\"_blank\">post by Grant Wiggins\u003c/a> on student engagement.\u003c/p>\n\u003cp>\u003cstrong>6. Screen time:\u003c/strong> How many hours per day did you spend on a screen at (a) school and at (b) home? There is often a perception in 1-1 iPad schools that kids are on screens all the time. Gathering specific data is important to framing a useful conversation with families about balance both at school and at home.\u003c/p>\n\u003cp>\u003cstrong>7. Personalization:\u003c/strong> What was the most interesting thing you learned on your own on the iPad? Kids can learn a lot on their own, when driven by their interests and passions. Finding out what motivates students can be great information to collect in determining clubs and activities to offer for the following school year.\u003c/p>\n\u003cp>\u003cstrong>8. Creation vs. consumption:\u003c/strong> What percent of your time on the iPad was devoted to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\" target=\"_blank\">creating vs. consuming content\u003c/a>? Drawing this distinction can serve as a wonderful way to frame teaching and learning with the iPad for both students and teachers.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36093/8-end-of-year-questions-to-ask-students-about-ipads","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20548"],"featImg":"mindshift_34057","label":"mindshift"},"mindshift_33064":{"type":"posts","id":"mindshift_33064","meta":{"index":"posts_1591205157","site":"mindshift","id":"33064","score":null,"sort":[1387042679000]},"guestAuthors":[],"slug":"best-use-for-ipad-simulating-hard-to-find-experiences","title":"Best Use for iPad? Simulating Hard-to-Find Experiences","publishDate":1387042679,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Tablets are making their way into classrooms quickly and the iPad has long ruled the education market. Many schools and educators are using the iPad to make teaching more efficient and deliver content in a streamlined, interactive format. But, as Brian Handwerk describes in his \u003ca href=\"http://news.nationalgeographic.com/news/2013/12/131210-ipad-learning-education-space-science/\">National Geographic article\u003c/a>, the transformative power of the iPad might be to transport students outside the classroom. Handwerk writes:\u003c/p>\n\u003cp>\"Schneps pointed to a realistic demonstration of the solar system on the tablet as one such example of something that can be difficult to explain in a classroom. Tapping the unique powers of these devices unleashed neurocognitive learning capabilities in the brain that aren't often used during traditional instruction, he added.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://news.nationalgeographic.com/u/TvyamNb-BivtNwpvn7Sct0VFDulyAfA9wBcU0gVHVnqC5ghpxCiq7rNOYWqf-cPG-dMyPotmt0-yb2Lla5U/\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://news.nationalgeographic.com/news/2013/12/131210-ipad-learning-education-space-science/\" target=\"_blank\">iPads Improve Classroom Learning, Study Finds\u003c/a>Brian Handwerk Published December 10, 2013 Just how big is the universe, how small is an atom, and how long have we humans lived on Earth, compared with dinosaurs? Such answers are better learned with an iPad, according to a new study that shows just how tablets tap neurocognitive abilities that help students understand enormous scale and other difficult concepts.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fnews.nationalgeographic.com%2Fnews%2F2013%2F12%2F131210-ipad-learning-education-space-science%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://news.nationalgeographic.com\" target=\"_blank\">Nationalgeographic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Many schools and educators are using the iPad to make teaching more efficient and deliver content in a streamlined, interactive format. But one of the most interesting uses of the iPad is to transport students outside the classroom.","status":"publish","parent":0,"modified":1387042679,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":186},"headData":{"title":"Best Use for iPad? Simulating Hard-to-Find Experiences | KQED","description":"Many schools and educators are using the iPad to make teaching more efficient and deliver content in a streamlined, interactive format. But one of the most interesting uses of the iPad is to transport students outside the classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Best Use for iPad? Simulating Hard-to-Find Experiences","datePublished":"2013-12-14T17:37:59.000Z","dateModified":"2013-12-14T17:37:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33064 http://blogs.kqed.org/mindshift/?p=33064","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/14/best-use-for-ipad-simulating-hard-to-find-experiences/","disqusTitle":"Best Use for iPad? Simulating Hard-to-Find Experiences","path":"/mindshift/33064/best-use-for-ipad-simulating-hard-to-find-experiences","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Tablets are making their way into classrooms quickly and the iPad has long ruled the education market. Many schools and educators are using the iPad to make teaching more efficient and deliver content in a streamlined, interactive format. But, as Brian Handwerk describes in his \u003ca href=\"http://news.nationalgeographic.com/news/2013/12/131210-ipad-learning-education-space-science/\">National Geographic article\u003c/a>, the transformative power of the iPad might be to transport students outside the classroom. Handwerk writes:\u003c/p>\n\u003cp>\"Schneps pointed to a realistic demonstration of the solar system on the tablet as one such example of something that can be difficult to explain in a classroom. Tapping the unique powers of these devices unleashed neurocognitive learning capabilities in the brain that aren't often used during traditional instruction, he added.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://news.nationalgeographic.com/u/TvyamNb-BivtNwpvn7Sct0VFDulyAfA9wBcU0gVHVnqC5ghpxCiq7rNOYWqf-cPG-dMyPotmt0-yb2Lla5U/\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://news.nationalgeographic.com/news/2013/12/131210-ipad-learning-education-space-science/\" target=\"_blank\">iPads Improve Classroom Learning, Study Finds\u003c/a>Brian Handwerk Published December 10, 2013 Just how big is the universe, how small is an atom, and how long have we humans lived on Earth, compared with dinosaurs? Such answers are better learned with an iPad, according to a new study that shows just how tablets tap neurocognitive abilities that help students understand enormous scale and other difficult concepts.\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fnews.nationalgeographic.com%2Fnews%2F2013%2F12%2F131210-ipad-learning-education-space-science%2F\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://news.nationalgeographic.com\" target=\"_blank\">Nationalgeographic\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\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/33064/best-use-for-ipad-simulating-hard-to-find-experiences","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20548"],"label":"mindshift"},"mindshift_32516":{"type":"posts","id":"mindshift_32516","meta":{"index":"posts_1591205157","site":"mindshift","id":"32516","score":null,"sort":[1383926450000]},"guestAuthors":[],"slug":"inquiry-learning-ideas-for-math-and-science-with-ipads","title":"Inquiry Learning Ideas for Math and Science With iPads","publishDate":1383926450,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32521\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/projectdiscovery/9869748213/\">\u003cimg class=\"size-full wp-image-32521\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-science-360.jpg\" alt=\"iPad-science-360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the second of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We tend to split science and humanities as though they were separate branches of life. But no matter what profession we choose — artist, plumber, historian, or salesman — we all use some form of scientific inquiry in our daily lives. We learn about the world around us through the same vehicles of experimentation, trial, error, and experience. We use scientific inquiry to learn about the world around us.\u003c/p>\n\u003cp>Today’s interconnected world demands that the doctor, engineer, pharmacist, and scientist increasingly master skills that used to be classified within the domain of the arts. Skills such as communication, presentation, effective writing, among others, are now vital to all walks of life. In addition, scientific inquiry, critical thinking, exploration, and experimentation have never been more important skills than they are today. If we expect to produce independent learners who can thrive in a society that’s constantly changing, it’s vital that we educators search for opportunities to hone those skills in our students at every turn.\u003c/p>\n\u003cp>More than any other academic disciplines, science and math draw their meaning by relating to life in the “real” world outside the classroom. They seek to understand the world by inquiry and investigation. Giving children ample opportunities to develop sound investigative skills at an early age is essential to nurturing their ability to think critically and scientifically as they get older. Reading and learning about plants in a book is a far less meaningful experience than planting seeds and watching them grow. If you discuss the various needs of plants and then hypothesize and experiment with differing amounts of sunlight and water, you have a scientific experience that imbues children with a more intimate and fundamental understanding of what it takes for any living organism to grow.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Granting students the freedom to inquire and explore makes them the investigators of life’s mysteries. In the process, they are sharpening their all-important critical and creative thinking skills. Technology offers fantastic opportunities for the application of critical thinking skills toward an understanding of real-world questions and answers. It can be used to gather information about the world around us so that we can investigate real-world questions and test their answers. That’s the focus of this chapter. You find numerous apps that deliver content about botany or algebra, but I want to focus on how you can use technology to have students experience that knowledge from the inside out.\u003c/p>\n\u003cp>This chapter looks at tools that can be used with the iPad to help you investigate phenomena and collect data. After you collect that data, you look at tools that help analyze the information and present conclusions. You focus less on apps and instead discuss the “application” of mobile technology within a more inquiry-based approach to science and math education. It should be fun!\u003c/p>\n\u003cp>Whether it’s geometry, physics, or chemistry, scientific method starts with research, discussion, and the development of a hypothesis about the phenomenon being examined. A substantial amount of space in this book is devoted to research, communication, organization, and sharing of information — all important elements in the research and development stage. You start by jumping to the next step: using the iPad for investigating and gathering data for analysis.\u003c/p>\n\u003cp>\u003cstrong>DEMONSTRATING MATHEMATICAL PROOFS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Submitted by:\u003c/strong> Dr. Randy Yerrick, professor of science education, State University of New York at Buffalo\u003cbr>\n\u003cstrong>Grade level:\u003c/strong> 8th- to 12th-grade math\u003cbr>\n\u003cstrong>Objectives:\u003c/strong> Have students demonstrate knowledge of mathematical proofs.\u003cbr>\n\u003cstrong>Apps/tools: \u003c/strong>Keynote, Explain Everything app\u003c/p>\n\u003cp>Following the lesson where math teachers demonstrate the construction of an algebraic or geometric proof, students are given the opportunity to create their own. Using media-based presentations and audio recordings of their own voices, students create and share a narrated slide-show presentation.\u003c/p>\n\u003cp>Keynote is Apple’s presentation app that enables students to build a slidebased presentation with text and media, which they then present live in front of an audience. The Explain Everything app (detailed in Chapter 17) enables students to build and record a series of narrated slides with picture, text, and media content that explains and demonstrates a concept to an audience. Essentially, once students put the slides in the order they choose, they tap Record and step through their slides, explaining, highlighting with color, and accentuating with the laser pointer feature. The Record function also enables students to pause or to rerecord their presentation so that they can practice before presenting it to the class. Explain Everything also includes members’ libraries and upload links to such social media sharing sites as Dropbox and Facebook, making student sharing of work easy and manageable.\u003c/p>\n\u003cp>Students were given the option of using the preceding apps to explain some of the data that can be retrieved from scientific agencies such as the U.S. Geological Survey (USGS), National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA). Students used the latitude and longitude of approaching hurricanes to learn Cartesian coordinates and plot them. For example, one student provided an explanation of the calculated arrival time of a tsunami across the Pacific Ocean from an image acquired from the USGS. This is also a scenario in which students can use apps such as GarageBand or iMovie to collate specific photos they gather into a podcast or movie and explain what they know or how they apply the concepts to examples in the real world.\u003c/p>\n\u003cp>\u003cstrong>EXPLORING CELESTIAL MYSTERIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Submitted by:\u003c/strong> Dr. Randy Yerrick, professor of science education, State University of New York at Buffalo\u003cbr>\n\u003cstrong>Grade level:\u003c/strong> 4th- to 12th-grade astronomy\u003cbr>\n\u003cstrong>Objectives:\u003c/strong> Navigate the sky for recognizable celestial objects; identify and name constellations, stars, galaxies, and planets.\u003cbr>\n\u003cstrong>Apps/tools:\u003c/strong> iPad 2 (or higher), iOS 5.1 (or higher), Star Walk app\u003c/p>\n\u003cp>Some of the best science apps created for the iPad are those geared toward the teaching of astronomy. One benefit of these apps is the integration with the built-in accelerometer and GPS information systems that enables users to simply point to the sky to obtain vast updated information about where they are looking. Celestial navigation is made simple through the interactive interfaces that allow the user to turn on and off the available layers of information when pointing at the night sky.\u003c/p>\n\u003cp>Teaching with the Star Walk app can be as easy as taking an independent evening stroll with the self-lit app in hand and noting the relative positions of the objects in the sky. At the same time, this app adds a robust environment to explore important questions such as:\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Does the sun really rise in the east? Does that change?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Where do all the planets appear in the sky? How can you tell a planet\u003cbr>\nfrom a star or galaxy?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Can people in the Southern Hemisphere see the same stars as people in\u003cbr>\nthe Northern, Eastern, or Western hemispheres?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Where do stars go during the day?\u003c/p>\n\u003cp>The power of this app can be seen in a very simple activity for children up through adulthood. Ask students, “How many planets are there? More important, how do you know?” Have students point out any objects in the sky that they think are planets, and before they use Sky Walk, ask them to point to any they can see. Ask them to draw where those objects would appear at night, and explain what they would look like.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Giving children ample opportunities to develop sound investigative skills at an early age is essential to nurturing their ability to think critically and scientifically as they get older.","status":"publish","parent":0,"modified":1383928116,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1292},"headData":{"title":"Inquiry Learning Ideas for Math and Science With iPads | KQED","description":"Giving children ample opportunities to develop sound investigative skills at an early age is essential to nurturing their ability to think critically and scientifically as they get older.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Inquiry Learning Ideas for Math and Science With iPads","datePublished":"2013-11-08T16:00:50.000Z","dateModified":"2013-11-08T16:28:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32516 http://blogs.kqed.org/mindshift/?p=32516","disqusUrl":"https://ww2.kqed.org/mindshift/2013/11/08/inquiry-learning-ideas-for-math-and-science-with-ipads/","disqusTitle":"Inquiry Learning Ideas for Math and Science With iPads","path":"/mindshift/32516/inquiry-learning-ideas-for-math-and-science-with-ipads","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32521\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/projectdiscovery/9869748213/\">\u003cimg class=\"size-full wp-image-32521\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/11/iPad-science-360.jpg\" alt=\"iPad-science-360\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/11/iPad-science-360-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Sam Gliksman\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The following is the second of a series of excerpts from Gliksman’s book \u003ca href=\"http://www.amazon.com/iPad-Education-For-Dummies-Computers/dp/1118375386\">iPad in Education for Dummies\u003c/a>.\u003c/em>\u003c/p>\n\u003cp class=\"dropcap-serif\">We tend to split science and humanities as though they were separate branches of life. But no matter what profession we choose — artist, plumber, historian, or salesman — we all use some form of scientific inquiry in our daily lives. We learn about the world around us through the same vehicles of experimentation, trial, error, and experience. We use scientific inquiry to learn about the world around us.\u003c/p>\n\u003cp>Today’s interconnected world demands that the doctor, engineer, pharmacist, and scientist increasingly master skills that used to be classified within the domain of the arts. Skills such as communication, presentation, effective writing, among others, are now vital to all walks of life. In addition, scientific inquiry, critical thinking, exploration, and experimentation have never been more important skills than they are today. If we expect to produce independent learners who can thrive in a society that’s constantly changing, it’s vital that we educators search for opportunities to hone those skills in our students at every turn.\u003c/p>\n\u003cp>More than any other academic disciplines, science and math draw their meaning by relating to life in the “real” world outside the classroom. They seek to understand the world by inquiry and investigation. Giving children ample opportunities to develop sound investigative skills at an early age is essential to nurturing their ability to think critically and scientifically as they get older. Reading and learning about plants in a book is a far less meaningful experience than planting seeds and watching them grow. If you discuss the various needs of plants and then hypothesize and experiment with differing amounts of sunlight and water, you have a scientific experience that imbues children with a more intimate and fundamental understanding of what it takes for any living organism to grow.\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>Granting students the freedom to inquire and explore makes them the investigators of life’s mysteries. In the process, they are sharpening their all-important critical and creative thinking skills. Technology offers fantastic opportunities for the application of critical thinking skills toward an understanding of real-world questions and answers. It can be used to gather information about the world around us so that we can investigate real-world questions and test their answers. That’s the focus of this chapter. You find numerous apps that deliver content about botany or algebra, but I want to focus on how you can use technology to have students experience that knowledge from the inside out.\u003c/p>\n\u003cp>This chapter looks at tools that can be used with the iPad to help you investigate phenomena and collect data. After you collect that data, you look at tools that help analyze the information and present conclusions. You focus less on apps and instead discuss the “application” of mobile technology within a more inquiry-based approach to science and math education. It should be fun!\u003c/p>\n\u003cp>Whether it’s geometry, physics, or chemistry, scientific method starts with research, discussion, and the development of a hypothesis about the phenomenon being examined. A substantial amount of space in this book is devoted to research, communication, organization, and sharing of information — all important elements in the research and development stage. You start by jumping to the next step: using the iPad for investigating and gathering data for analysis.\u003c/p>\n\u003cp>\u003cstrong>DEMONSTRATING MATHEMATICAL PROOFS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Submitted by:\u003c/strong> Dr. Randy Yerrick, professor of science education, State University of New York at Buffalo\u003cbr>\n\u003cstrong>Grade level:\u003c/strong> 8th- to 12th-grade math\u003cbr>\n\u003cstrong>Objectives:\u003c/strong> Have students demonstrate knowledge of mathematical proofs.\u003cbr>\n\u003cstrong>Apps/tools: \u003c/strong>Keynote, Explain Everything app\u003c/p>\n\u003cp>Following the lesson where math teachers demonstrate the construction of an algebraic or geometric proof, students are given the opportunity to create their own. Using media-based presentations and audio recordings of their own voices, students create and share a narrated slide-show presentation.\u003c/p>\n\u003cp>Keynote is Apple’s presentation app that enables students to build a slidebased presentation with text and media, which they then present live in front of an audience. The Explain Everything app (detailed in Chapter 17) enables students to build and record a series of narrated slides with picture, text, and media content that explains and demonstrates a concept to an audience. Essentially, once students put the slides in the order they choose, they tap Record and step through their slides, explaining, highlighting with color, and accentuating with the laser pointer feature. The Record function also enables students to pause or to rerecord their presentation so that they can practice before presenting it to the class. Explain Everything also includes members’ libraries and upload links to such social media sharing sites as Dropbox and Facebook, making student sharing of work easy and manageable.\u003c/p>\n\u003cp>Students were given the option of using the preceding apps to explain some of the data that can be retrieved from scientific agencies such as the U.S. Geological Survey (USGS), National Aeronautics and Space Administration (NASA), and the National Oceanic and Atmospheric Administration (NOAA). Students used the latitude and longitude of approaching hurricanes to learn Cartesian coordinates and plot them. For example, one student provided an explanation of the calculated arrival time of a tsunami across the Pacific Ocean from an image acquired from the USGS. This is also a scenario in which students can use apps such as GarageBand or iMovie to collate specific photos they gather into a podcast or movie and explain what they know or how they apply the concepts to examples in the real world.\u003c/p>\n\u003cp>\u003cstrong>EXPLORING CELESTIAL MYSTERIES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Submitted by:\u003c/strong> Dr. Randy Yerrick, professor of science education, State University of New York at Buffalo\u003cbr>\n\u003cstrong>Grade level:\u003c/strong> 4th- to 12th-grade astronomy\u003cbr>\n\u003cstrong>Objectives:\u003c/strong> Navigate the sky for recognizable celestial objects; identify and name constellations, stars, galaxies, and planets.\u003cbr>\n\u003cstrong>Apps/tools:\u003c/strong> iPad 2 (or higher), iOS 5.1 (or higher), Star Walk app\u003c/p>\n\u003cp>Some of the best science apps created for the iPad are those geared toward the teaching of astronomy. One benefit of these apps is the integration with the built-in accelerometer and GPS information systems that enables users to simply point to the sky to obtain vast updated information about where they are looking. Celestial navigation is made simple through the interactive interfaces that allow the user to turn on and off the available layers of information when pointing at the night sky.\u003c/p>\n\u003cp>Teaching with the Star Walk app can be as easy as taking an independent evening stroll with the self-lit app in hand and noting the relative positions of the objects in the sky. At the same time, this app adds a robust environment to explore important questions such as:\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Does the sun really rise in the east? Does that change?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Where do all the planets appear in the sky? How can you tell a planet\u003cbr>\nfrom a star or galaxy?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Can people in the Southern Hemisphere see the same stars as people in\u003cbr>\nthe Northern, Eastern, or Western hemispheres?\u003c/p>\n\u003cp>\u003cstrong>•\u003c/strong> Where do stars go during the day?\u003c/p>\n\u003cp>The power of this app can be seen in a very simple activity for children up through adulthood. Ask students, “How many planets are there? More important, how do you know?” Have students point out any objects in the sky that they think are planets, and before they use Sky Walk, ask them to point to any they can see. Ask them to draw where those objects would appear at night, and explain what they would look like.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Excerpted with permission from the publisher, Wiley, from iPad in Education For Dummies by \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/ideas-for-using-ipads-for-digital-storytelling/@samgliksman\">Sam Gliksman\u003c/a>. Copyright © 2013.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32516/inquiry-learning-ideas-for-math-and-science-with-ipads","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_797","mindshift_20548","mindshift_392","mindshift_551"],"featImg":"mindshift_32521","label":"mindshift"},"mindshift_32155":{"type":"posts","id":"mindshift_32155","meta":{"index":"posts_1591205157","site":"mindshift","id":"32155","score":null,"sort":[1381960242000]},"guestAuthors":[],"slug":"four-tips-to-keep-students-on-track-when-using-devices-in-class","title":"Four Tips to Keep Students on Track When Using Devices in Class","publishDate":1381960242,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with trial and error what works and what doesn't. Now those teachers have a lot to share with others. \u003ca href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">Liana Heitin's Education Week article \u003c/a>does a good job of spelling out the biggest challenges and the solutions teachers are using to deal with them.\u003c/p>\n\u003cp>Heitin writes about Marin Country Day School in California where teachers have been using technology for a long time. \"Redford's school introduced iPads in the middle grades three years ago. 'I think we were a little wide-eyed and naïve initially. We were letting students guide the exploration into technology,' she said. Since then, she and her colleagues have had detailed discussions about expectations and appropriate use. 'Everyone really does need to have these conversations because these tensions are real,' she said.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edweek.org/images/teacherlogo-300x300.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">For Teachers, Wired Classrooms Pose New Management Concerns\u003c/a>In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edweek.org\" target=\"_blank\">Edweek\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1382055294,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":252},"headData":{"title":"Four Tips to Keep Students on Track When Using Devices in Class | KQED","description":"Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Tips to Keep Students on Track When Using Devices in Class","datePublished":"2013-10-16T21:50:42.000Z","dateModified":"2013-10-18T00:14:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32155 http://blogs.kqed.org/mindshift/?p=32155","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/16/four-tips-to-keep-students-on-track-when-using-devices-in-class/","disqusTitle":"Four Tips to Keep Students on Track When Using Devices in Class","path":"/mindshift/32155/four-tips-to-keep-students-on-track-when-using-devices-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with trial and error what works and what doesn't. Now those teachers have a lot to share with others. \u003ca href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">Liana Heitin's Education Week article \u003c/a>does a good job of spelling out the biggest challenges and the solutions teachers are using to deal with them.\u003c/p>\n\u003cp>Heitin writes about Marin Country Day School in California where teachers have been using technology for a long time. \"Redford's school introduced iPads in the middle grades three years ago. 'I think we were a little wide-eyed and naïve initially. We were letting students guide the exploration into technology,' she said. Since then, she and her colleagues have had detailed discussions about expectations and appropriate use. 'Everyone really does need to have these conversations because these tensions are real,' she said.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edweek.org/images/teacherlogo-300x300.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">For Teachers, Wired Classrooms Pose New Management Concerns\u003c/a>In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edweek.org\" target=\"_blank\">Edweek\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\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/32155/four-tips-to-keep-students-on-track-when-using-devices-in-class","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_20548","mindshift_750"],"featImg":"mindshift_32159","label":"mindshift"},"mindshift_30952":{"type":"posts","id":"mindshift_30952","meta":{"index":"posts_1591205157","site":"mindshift","id":"30952","score":null,"sort":[1377625447000]},"guestAuthors":[],"slug":"how-tablets-can-enable-meaningful-connections-for-students-and-teachers","title":"How Tablets Can Enable Meaningful Connections for Students and Teachers","publishDate":1377625447,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","status":"publish","parent":0,"modified":1401750524,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1248},"headData":{"title":"How Tablets Can Enable Meaningful Connections for Students and Teachers | KQED","description":"In the best learning environments, sharing work doesn’t just mean posting on the Internet, it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Here are some ideas on how to get started.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Tablets Can Enable Meaningful Connections for Students and Teachers","datePublished":"2013-08-27T17:44:07.000Z","dateModified":"2014-06-02T23:08:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30952 http://blogs.kqed.org/mindshift/?p=30952","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/27/how-tablets-can-enable-meaningful-connections-for-students-and-teachers/","disqusTitle":"How Tablets Can Enable Meaningful Connections for Students and Teachers","path":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30962\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30962\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/tablets.jpg\" alt=\"tablets\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/tablets-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \" credit=\"Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Justin Reich and Beth Holland\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">In this four-part series, we have been charting a course for teachers working in classrooms with tablets. We began by looking at the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">consumption of content \u003c/a>-- the default uses of tablets -- and then progresses through the the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">curation of learning artifacts\u003c/a>, and the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">creation of new projects or activities\u003c/a>. In this final piece, we examine the final of our four Cs: connection -- using tablets to put our students in conversations with fellow learners of all ages around the world.\u003c/p>\n\u003cp>With tablets, teachers and students possess a mobile recording and editing device (text, photos, audio and video), publishing platform (blogs, wikis, video to YouTube, audio to SoundCloud, photos to Flickr), as well as social media access point (Twitter, Facebook, LinkedIn, newsreader apps). This mobile access extends the learning context beyond the walls of the classroom and the hours of the school day, while the instant access to content and social networks opens up avenues for communication and collaboration across distance and time. In this final piece in our Someday/Monday series, we take a peek into the future of richly collaborative classrooms and then give some advice on first steps towards getting there.\u003c/p>\n\u003ch3>CONNECTION\u003c/h3>\n\u003cp>In 2003, Ben Schneiderman published \u003ca href=\"http://www.amazon.com/Leonardos-Laptop-Human-Computing-Technologies/dp/0262692996\">\u003cem>Leonardo’s Laptop\u003c/em>\u003c/a>, a book about human computer interaction. In the book, he proposed a simple framework for designing technology-mediated learning experiences: Collect, Relate, Create, Donate. In a typical technology-infused lesson or unit, students would access new information and skills (Collect) and then work together (Relate) to craft a multimedia performance of their understanding (Create). When finished, the work shouldn’t just sit on a teacher’s desk, but be shared widely, ideally with others who might genuinely benefit from the work (Donate). The connectivity of the Internet gives us the opportunity and responsibility to share what we are learning with others. While technologies have changed quite a bit over the last 10 years, the framework remains a helpful rubric for designing learning experiences.\u003c/p>\n\u003cp>One common wrinkle with the Donate step in Schneiderman’s framework is that many teachers and students simply launch their products onto the Internet, and most of the time they land like a tree falling in an empty forest. In the best learning environments, sharing work doesn’t just mean posting on the Internet; it means building connections with a wider community, so that sharing becomes part of a set of relationships and patterns of exchange. Mobile computing devices let students take those connections with them wherever they go.\u003c/p>\n\u003ch4>Someday\u003c/h4>\n\u003cp>Imagine creating a learning context that spans countries or continents. Consider a learning environment where students run their own “class” outside of class time with peers, or even other teachers, and then come to school ready to take advantage of face-to-face opportunities. Used creatively, tablet computers can empower students to collaborate and share, to take more ownership of their learning, and to make deeper connections not only to the content, but also to their learning community.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>FUTURE OF TABLETS: SOMEDAY / MONDAY\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">\u003cspan style=\"color: #666699\">Potential Vs. Reality of Consuming Media\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">\u003cspan style=\"color: #666699\">To Get the Most Out of Tablets, Use Smart Curation\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-7P3\">\u003cspan style=\"color: #666699\">The iPad as a Tool for Creation to Strengthen Learning\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #666699\">\u003ca href=\"http://wp.me/p2io8W-83e\">\u003cspan style=\"color: #666699\">How Tablets Can Enable Meaningful Connections for Students and Teachers\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Armed with iPads, \u003ca href=\"https://twitter.com/mrswideen\">Kristen Wideen\u003c/a>’s students regularly blog, journal, create, and curate throughout the day, as she describes in \u003ca href=\"http://www.mrswideen.com/2013/05/a-day-in-life-of-connected-classroom.html\">A Day in the Life of a Connected Classroom\u003c/a>. Her students leverage the tools to make deeper connections with the content and extended ones with a broader audience. Her class tweets about their new tadpoles with a classroom in Singapore, and they share math problems with another via Skype. Wideen takes the online network that she’s built with other educators and uses her connections to help her students learn with students from around the world:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>If you step into my classroom you will quickly find out that we are a classroom with no walls. Video conferencing, blogging, creating videos and books, teaching and learning from other peers in the classroom, in the school and in the world about what they are interested in is embedded into the daily instruction of my classroom. The result of this purposeful connectivity is that my group of grade 1/2 students has begun to develop a global perspective of issues that could not have been authentically discovered if they were solely engaged in books in our classroom. (\u003ca href=\"http://www.mrswideen.com/2013/04/how-my-learning-environment-has-evolved.html\">Kristen Wideen - How My Learning has Evolved\u003c/a>)\u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>Monday\u003c/strong>\u003c/h4>\n\u003cp>As \u003ca href=\"http://mrswideen.com/\">Wideen’s blog\u003c/a> shows, the technologies of connecting with others are relatively simple. Twitter is one of the best places to get started, and Mrs. Wideen’s classroom Twitter account (\u003ca href=\"http://twitter.com/mrswideensclass\">@MrsWideensClass\u003c/a>) shows how a collaboratively produced stream of tweets from students can become a running record of classroom life through pictures, text, questions, and conversations. It also provides a mechanism for modeling the connections that we hope young students will make as they progress in their education.\u003c/p>\n\u003cp>Another great way for classrooms to starting building connections is for teachers to lead by example, creating their own personal learning network using social media. Again, starting a Twitter account is easy, and there are plenty of educators looking to collaborate and connect with like-minded teachers. Last year, \u003ca href=\"http://bit.ly/edtechresearcher\">EdTechResearcher \u003c/a>posted a pair of posts on Teaching Teachers to Tweet (\u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet.html\">Part I\u003c/a>, \u003ca href=\"http://blogs.edweek.org/edweek/edtechresearcher/2012/08/teaching_teachers_to_tweet_part_ii.html\">Part II\u003c/a>) that offer a good introduction to the topic, and \u003ca href=\"http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland\">Teaching Toddlers to Tweet on Edutopia\u003c/a> provides examples for addressing the topic with even our youngest students.\u003c/p>\n\u003cp>For synchronous conversation, Apple’s Facetime, Google’s Hangouts, and Skype are all suitable options for having video chats with other classrooms, experts, or interesting people. One recent trend combining technology and Social Studies has been “Mystery Skype,” where classrooms ask each other questions and then try to guess where the other classroom is. Skype in the Classroom has a \u003ca href=\"http://blogs.skype.com/2013/02/15/whats-the-hype-with-mystery-skype/\">good introductory blog post\u003c/a>, and Holly Clark offers up \u003ca href=\"http://www.edudemic.com/2013/07/5-amazing-ways-to-collaborate-with-another-class/\">5 Amazing Ways to Collaborate with Another Class\u003c/a> on Edudemic, and check out MindShift's \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/5-ways-to-inspire-students-through-global-collaboration/\">5 Ways to Inspire Students Through Global Collaboration\u003c/a>. These kinds of simple exchanges can be great building blocks for future connections and collaborative projects.\u003c/p>\n\u003cp>\u003cstrong>From Consumption to Curation, Creation, and Connection\u003c/strong>\u003c/p>\n\u003cp>The greatest risk of our investment in tablet computers is that nothing will change. We could find in a few years that, at great expense, we’ve traded paper textbooks for digital textbooks, paper notebooks for digital notebooks, and paper multiple choice tests for digital multiple choice tests. We may find that as educators we simply take these expensive new devices and digitize existing practices.\u003c/p>\n\u003cp>Our hope is that we can do more, that we can take the investment that the public is making into education technologies and use them to create much richer learning experiences for students. We’ve tried in these four posts about \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/the-future-of-tablets-in-education-potential-vs-reality/\">Consumption\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/to-get-the-best-out-of-tablets-for-education-classrooms-use-smart-curation/\">Curation\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\">Creation \u003c/a>and Connection to chart a journey from the ordinary to the exceptional, and in each post we’ve tried to point the way to transformative uses of technology while helping point out the first step (Monday) of a longer adventure (Someday). Many thanks to all who have read, shared and commented on these posts over the last few months!\u003c/p>\n\u003cp>\u003cem>Justin Reich is a Fellow at Harvard’s \u003ca href=\"http://www.cyber.law.harvard.edu/%E2%80%8E\">Berkman Center for Internet and Society\u003c/a> and co-Founder of \u003ca href=\"http://www.edtechteacher.org/\">EdTechTeacher. \u003c/a>Beth Holland is a Senior Associate with EdTechTeacher.\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30952/how-tablets-can-enable-meaningful-connections-for-students-and-teachers","authors":["4354"],"categories":["mindshift_20634","mindshift_193"],"tags":["mindshift_1040","mindshift_20548","mindshift_20528"],"label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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