For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars
Tech Companies Angle for Big Bucks in Education
Is It Worthy? How to Judge the Value of a Tech Product
Fear and Money: How to Face the Big Ed Tech Obstacles
What's Worth Investing In? How to Decide What Technology You Need
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Samberg is a research associate for the \u003ca href=\"http://www.fi.ncsu.edu/\" target=\"_blank\">Friday Institute for Educational Innovation\u003c/a>, a center at North Carolina State University dedicated to helping figure out what tech solutions work in classrooms and to sharing what its researchers learn with educators. “Schools are making the best decisions they can given the information they have,” Samberg said. “It’s very difficult to stay on top of what’s new and cutting edge when you’ve got a billion other things going on.”\u003c/p>\n\u003cp>Samberg offers some advice, both big-picture philosophies and detailed strategies, on how to move forward with a technology plan.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL SOFTWARE\u003c/strong>\u003c/p>\n\u003cp>Technology directors should be careful of software sold as the proposed solution to raising test scores. “If you expect software to raise test scores, that rarely happens,” Samberg said. He advises schools to reach out to other schools of similar size and demographics that are using that software with specific questions.“Canned content is very expensive,” Samberg said. “If you are going to spend that kind of money, you should always be asking what do I want out of this software.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Samberg has visited schools all over North Carolina and has seen technology used in innovative ways that enable students to show their learning in provocative and creative ways. But he’s also seen schools grasping at technology as a magic way to improve test scores. “If canned content could do what teachers can’t they would have gotten rid of all the teachers by now,” Samberg said. “A good teacher will get you more value than canned content.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"6ed8439af56dd9beda80d6776fb18cd8\"]\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE WHITEBOARDS\u003c/strong>\u003c/p>\n\u003cp>One of the biggest challenges facing school technologists is the long planning and budgeting cycles on which schools operate. Tech directors are forced to make their best predictions about what kinds of devices and investments they’ll need several years out and could be in the middle of implementing that plan with a fixed budget when a whole new set of devices, software, and pedagogical ideas to accompany them start rolling through.\u003c/p>\n\u003cp>Interactive whiteboards are a good example of how a long, slow, and expensive rollout can tie a district's hands when newer, and often less expensive, technologies are released. “When interactive white boards came out 15 or 16 years ago they were really the best way we could change interactions with computers,” Samberg said. “They are very expensive, over $5,000 per unit, and over the past couple of years better ways of interacting with computers have emerged.” But some schools are just coming to the end of a whiteboard rollout and can’t turn around to try something different.\u003c/p>\n\u003cp>For schools looking to invest now, Samberg has some much less expensive ideas that are modular and can be updated when something breaks or a newer and better version comes out. The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet. “You’ve saved money, but you’ve also opened up other ways to interact in the classrooms,” Samberg said. The teacher no longer has to lecture from the front of the room -- the technology isn’t hindering the teacher’s practice.\u003c/p>\n\u003cp>\u003cstrong>SHORT REPLACEMENT CYCLE OR LONG TERM INVESTMENT\u003c/strong>\u003c/p>\n\u003cp>Technology evolves so quickly that it's impossible to pick the “perfect” set-up for a classroom. That has led some schools to buy cheaper devices with the expectation that they’ll be replaced on a shorter timeline. But that approach can be dangerous. “If you run into a situation where your budget is tight and you can’t replace it, then you start to have problems,” Samberg said. Once devices start failing the whole effort is put in jeopardy.\u003c/p>\n\u003cp>At the same time, it can be hard for schools to get new money to sustain programs, so many technology directors try to pick something that will last. The trouble with that path is that after dishing out hundreds of thousands of dollars for expensive devices, administrators are less likely to fund the next technology need that comes along. Taking advantage of devices that students already own in conjunction with some school-owned devices -- a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">BYOD\u003c/a> policy -- could be a good way to maneuver around that problem, Samberg said.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you expect software to raise test scores, that rarely happens.”\u003c/aside>\n\u003cp>“A lot of schools that go one-to-one have taken desktops out of their classrooms, but there’s an argument for not doing that so you can have a ready plan B,” Samberg said. Students are often most comfortable on their own devices and if something malfunctions they can use the desktop computer or a stock of school-owned devices for the rest of the lesson. Since most teachers are using web-based resources, the type of device becomes less important.\u003c/p>\n\u003cp>\u003cstrong>SAVE MONEY WITH OPEN-SOURCE MATERIALS\u003c/strong>\u003c/p>\n\u003cp>“My personal opinion is that schools could do more with open source software and avoid some licensing that way,” Samberg said. During his time as technology director, he saved his school $18,000 installing Linux instead of operating systems like Windows or Mac OSX.* Open-source materials often take more up-front person-hours to install and train users, but this way, schools avoid paying licensing fees every year.\u003c/p>\n\u003cp>Some schools don’t have the in-house technical expertise to use open-source programs, especially if the tech director is also expected to teach. “It would be a hard sell to tell the tech guy who is also teaching three classes a day that now he’s got to do a rollout with Linux,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>INVEST IN WIRELESS\u003c/strong>\u003c/p>\n\u003cp>“You have to have adequate wireless,” Samberg said. “This is where it’s about spending more money and not less. It’s a tough argument to make and it’s the kind of thing no one thinks about until it fails.” Samberg has personal experience underestimating how many wireless hotspots a school needed. But once there are 30 or more devices using one hot spot it slows to a crawl. He thinks if a school has a BYOD policy, or a one-to-one every program, each classroom should have its own hot spot. Depending on the size and layout of the school that could cost about $40,000 per school.\u003c/p>\n\u003cp>With managed wireless services available through the cloud, Samberg sees an opportunity to provide a stable wireless network without continually returning to the district asking for more money. Using a cloud service that manages the wireless instead of an expensive in-house controller allows the school to make wireless costs an on-going expense. “Any time a school can turn a cost into a recurring cost is great because it’s just the price of doing business,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>PEERING INTO THE FUTURE\u003c/strong>\u003c/p>\n\u003cp>There’s no one great salve for school or district technology directors to choose the best investment. “Before making any purchases, evaluate what you have and plan as many years out as is feasible,” Samberg said. “You don’t know what tech is going to look like, but be very strategic about your purchases and what devices you’ll need.” That includes looking at what’s coming out in the consumer market that could be used in classrooms. Samberg encourages technologists to think creatively about solutions that could be adapted for the classroom and not to automatically buy solutions offered up by companies pitching schools with their products.\u003c/p>\n\u003cp>The other important piece of the puzzle is to involve everyone in the decision-making process. Consider the needs of teachers and students as well as the safety and support concerns of administrators and let all those data points guide technology choices. “No one person should be making all the decisions,” Samberg said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem> - A previous version of this post had an incorrect reference to Word and Microsoft Office.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"For schools looking to spend limited dollars allocated for technology in smart and efficient ways, lessons learned over years of making tough decisions can be helpful.","status":"publish","parent":0,"modified":1393305460,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1450},"headData":{"title":"For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars | KQED","description":"For schools looking to spend limited dollars allocated for technology in smart and efficient ways, lessons learned over years of making tough decisions can be helpful.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars","datePublished":"2014-02-24T15:00:40.000Z","dateModified":"2014-02-25T05:17:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34150 http://blogs.kqed.org/mindshift/?p=34150","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/24/for-cash-strapped-schools-smart-ways-to-spend-limited-technology-dollars/","disqusTitle":"For Cash-Strapped Schools, Smart Ways to Spend Limited Tech Dollars","path":"/mindshift/34150/for-cash-strapped-schools-smart-ways-to-spend-limited-technology-dollars","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34152\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/indyplanets/6096437685/\">\u003cimg class=\"size-full wp-image-34152\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/devices.jpg\" alt=\"devices\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/devices-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For schools looking to spend limited dollars allocated for technology in smart and efficient ways, lessons learned over years of making tough decisions can be helpful.\u003c/p>\n\u003cp>Mark Samberg, who has worked in education for 13 years, first as a K-12 tech director and later as a district level technology director, has some sage advice. Samberg is a research associate for the \u003ca href=\"http://www.fi.ncsu.edu/\" target=\"_blank\">Friday Institute for Educational Innovation\u003c/a>, a center at North Carolina State University dedicated to helping figure out what tech solutions work in classrooms and to sharing what its researchers learn with educators. “Schools are making the best decisions they can given the information they have,” Samberg said. “It’s very difficult to stay on top of what’s new and cutting edge when you’ve got a billion other things going on.”\u003c/p>\n\u003cp>Samberg offers some advice, both big-picture philosophies and detailed strategies, on how to move forward with a technology plan.\u003c/p>\n\u003cp>\u003cstrong>EDUCATIONAL SOFTWARE\u003c/strong>\u003c/p>\n\u003cp>Technology directors should be careful of software sold as the proposed solution to raising test scores. “If you expect software to raise test scores, that rarely happens,” Samberg said. He advises schools to reach out to other schools of similar size and demographics that are using that software with specific questions.“Canned content is very expensive,” Samberg said. “If you are going to spend that kind of money, you should always be asking what do I want out of this software.”\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>Samberg has visited schools all over North Carolina and has seen technology used in innovative ways that enable students to show their learning in provocative and creative ways. But he’s also seen schools grasping at technology as a magic way to improve test scores. “If canned content could do what teachers can’t they would have gotten rid of all the teachers by now,” Samberg said. “A good teacher will get you more value than canned content.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>INTERACTIVE WHITEBOARDS\u003c/strong>\u003c/p>\n\u003cp>One of the biggest challenges facing school technologists is the long planning and budgeting cycles on which schools operate. Tech directors are forced to make their best predictions about what kinds of devices and investments they’ll need several years out and could be in the middle of implementing that plan with a fixed budget when a whole new set of devices, software, and pedagogical ideas to accompany them start rolling through.\u003c/p>\n\u003cp>Interactive whiteboards are a good example of how a long, slow, and expensive rollout can tie a district's hands when newer, and often less expensive, technologies are released. “When interactive white boards came out 15 or 16 years ago they were really the best way we could change interactions with computers,” Samberg said. “They are very expensive, over $5,000 per unit, and over the past couple of years better ways of interacting with computers have emerged.” But some schools are just coming to the end of a whiteboard rollout and can’t turn around to try something different.\u003c/p>\n\u003cp>For schools looking to invest now, Samberg has some much less expensive ideas that are modular and can be updated when something breaks or a newer and better version comes out. The functions of an interactive whiteboard can be mimicked with a large screen TV and a Chromecast device, which also allows teachers to use any device available whether it’s a document camera, phone, iPad or other tablet. “You’ve saved money, but you’ve also opened up other ways to interact in the classrooms,” Samberg said. The teacher no longer has to lecture from the front of the room -- the technology isn’t hindering the teacher’s practice.\u003c/p>\n\u003cp>\u003cstrong>SHORT REPLACEMENT CYCLE OR LONG TERM INVESTMENT\u003c/strong>\u003c/p>\n\u003cp>Technology evolves so quickly that it's impossible to pick the “perfect” set-up for a classroom. That has led some schools to buy cheaper devices with the expectation that they’ll be replaced on a shorter timeline. But that approach can be dangerous. “If you run into a situation where your budget is tight and you can’t replace it, then you start to have problems,” Samberg said. Once devices start failing the whole effort is put in jeopardy.\u003c/p>\n\u003cp>At the same time, it can be hard for schools to get new money to sustain programs, so many technology directors try to pick something that will last. The trouble with that path is that after dishing out hundreds of thousands of dollars for expensive devices, administrators are less likely to fund the next technology need that comes along. Taking advantage of devices that students already own in conjunction with some school-owned devices -- a \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">BYOD\u003c/a> policy -- could be a good way to maneuver around that problem, Samberg said.\u003c/p>\n\u003caside class=\"pullquote alignright\">“If you expect software to raise test scores, that rarely happens.”\u003c/aside>\n\u003cp>“A lot of schools that go one-to-one have taken desktops out of their classrooms, but there’s an argument for not doing that so you can have a ready plan B,” Samberg said. Students are often most comfortable on their own devices and if something malfunctions they can use the desktop computer or a stock of school-owned devices for the rest of the lesson. Since most teachers are using web-based resources, the type of device becomes less important.\u003c/p>\n\u003cp>\u003cstrong>SAVE MONEY WITH OPEN-SOURCE MATERIALS\u003c/strong>\u003c/p>\n\u003cp>“My personal opinion is that schools could do more with open source software and avoid some licensing that way,” Samberg said. During his time as technology director, he saved his school $18,000 installing Linux instead of operating systems like Windows or Mac OSX.* Open-source materials often take more up-front person-hours to install and train users, but this way, schools avoid paying licensing fees every year.\u003c/p>\n\u003cp>Some schools don’t have the in-house technical expertise to use open-source programs, especially if the tech director is also expected to teach. “It would be a hard sell to tell the tech guy who is also teaching three classes a day that now he’s got to do a rollout with Linux,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>INVEST IN WIRELESS\u003c/strong>\u003c/p>\n\u003cp>“You have to have adequate wireless,” Samberg said. “This is where it’s about spending more money and not less. It’s a tough argument to make and it’s the kind of thing no one thinks about until it fails.” Samberg has personal experience underestimating how many wireless hotspots a school needed. But once there are 30 or more devices using one hot spot it slows to a crawl. He thinks if a school has a BYOD policy, or a one-to-one every program, each classroom should have its own hot spot. Depending on the size and layout of the school that could cost about $40,000 per school.\u003c/p>\n\u003cp>With managed wireless services available through the cloud, Samberg sees an opportunity to provide a stable wireless network without continually returning to the district asking for more money. Using a cloud service that manages the wireless instead of an expensive in-house controller allows the school to make wireless costs an on-going expense. “Any time a school can turn a cost into a recurring cost is great because it’s just the price of doing business,” Samberg said.\u003c/p>\n\u003cp>\u003cstrong>PEERING INTO THE FUTURE\u003c/strong>\u003c/p>\n\u003cp>There’s no one great salve for school or district technology directors to choose the best investment. “Before making any purchases, evaluate what you have and plan as many years out as is feasible,” Samberg said. “You don’t know what tech is going to look like, but be very strategic about your purchases and what devices you’ll need.” That includes looking at what’s coming out in the consumer market that could be used in classrooms. Samberg encourages technologists to think creatively about solutions that could be adapted for the classroom and not to automatically buy solutions offered up by companies pitching schools with their products.\u003c/p>\n\u003cp>The other important piece of the puzzle is to involve everyone in the decision-making process. Consider the needs of teachers and students as well as the safety and support concerns of administrators and let all those data points guide technology choices. “No one person should be making all the decisions,” Samberg said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem> - A previous version of this post had an incorrect reference to Word and Microsoft Office.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/34150/for-cash-strapped-schools-smart-ways-to-spend-limited-technology-dollars","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20513"],"label":"mindshift"},"mindshift_30504":{"type":"posts","id":"mindshift_30504","meta":{"index":"posts_1591205157","site":"mindshift","id":"30504","score":null,"sort":[1376326430000]},"guestAuthors":[],"slug":"tech-companies-angle-for-big-bucks-in-education","title":"Tech Companies Angle for Big Bucks in Education","publishDate":1376326430,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n","blocks":[],"excerpt":"No one knows which product or model will ultimately strike it big. In the meantime, investors keep pumping money into products that seem promising because “everybody is waiting for the Facebook of education to come along,\" says one industry analyst.","status":"publish","parent":0,"modified":1376408535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1060},"headData":{"title":"Tech Companies Angle for Big Bucks in Education | KQED","description":"No one knows which product or model will ultimately strike it big. In the meantime, investors keep pumping money into products that seem promising because “everybody is waiting for the Facebook of education to come along," says one industry analyst.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tech Companies Angle for Big Bucks in Education","datePublished":"2013-08-12T16:53:50.000Z","dateModified":"2013-08-13T15:42:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30504 http://blogs.kqed.org/mindshift/?p=30504","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/12/tech-companies-angle-for-big-bucks-in-education/","disqusTitle":"Tech Companies Angle for Big Bucks in Education","path":"/mindshift/30504/tech-companies-angle-for-big-bucks-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30504/tech-companies-angle-for-big-bucks-in-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_962","mindshift_369","mindshift_1040","mindshift_20513"],"featImg":"mindshift_30550","label":"mindshift"},"mindshift_29133":{"type":"posts","id":"mindshift_29133","meta":{"index":"posts_1591205157","site":"mindshift","id":"29133","score":null,"sort":[1371823238000]},"guestAuthors":[],"slug":"is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product","title":"Is It Worthy? How to Judge the Value of a Tech Product","publishDate":1371823238,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29530\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/money.jpg\" alt=\"money\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/money.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education has become a hot industry, both for the technology community and for investors hoping to back the next big success. It’s also in the spotlight nationally as new Common Core State Standards role out in most U.S states. Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?\u003c/p>\n\u003cp>Many products tap into education trends and buzz words while using “experts” to bolster claims. “We’re asked to believe a claim because someone who appears to be in a position of authority makes that claim,” said \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a>, a psychologist and author of\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">\u003cem> When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/em>\u003c/a> in a recent \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a> conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a>. By authority figures, he means people with advanced degrees, or who have written books, or appeared on television. “These things are designed to make us think, other people think this person is smart,” and by extension the consumer should trust the claim, Willingham said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In the case of education, there’s no vetting body at all.”\u003c/strong>\u003c/aside>\n\u003cp>People are most susceptible to these kinds of claims when there is little other information available to make an informed decision. Some professions have an organization dedicated to vetting claims like these in order to protect consumers. A good example is the \u003ca href=\"http://usmedicalboard.org/\">U.S. medical board\u003c/a>, which licenses doctors who demonstrate acceptable knowledge and skill levels. “In the case of education, there’s no vetting body at all,” Willingham said. “It’s up to me to judge the criteria. And the criteria that constitute an expert are very much up for grabs.”\u003c/p>\n\u003cp>Awareness that companies are explicitly playing on the consumer psyche is a good first step to using a critical eye on any new claim. It can help a consumer identify what’s called the “sunk cost fallacy,” the idea that because a lot of money has already been spent on an ineffective course of action the only choice is to continue throwing good money after bad. In this case, once the consumer is alerted to the ineffective method, they're likely to switch tactics because it helps them. They won’t have to keep paying for something ineffective.\u003c/p>\n\u003cp>But there are other forms of psychological manipulation that aren’t easy to spot or are convenient for the consumer, like “confirmation bias,” a common tendency to twist new evidence to corroborate a viewpoint already held. Willingham has developed a few shortcuts to help the layperson approach research claims critically.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>STRIP IT:\u003c/strong> When evaluating if a new intervention makes sense, strip it down to the essential parts, making sure to understand clearly what the change is, what outcomes it is supposed to create and the probability that if taken up those outcomes can be achieved. Looking at these concrete elements will help strip away the emotional part of the pitch.\u003c/li>\n\u003cli>\u003cstrong>TRACE IT:\u003c/strong> Find out where the product originated and who's supporting it. Just because a famous speaker supports it does not mean it’s a reliable claim. Being clear about how supporters are connected to the venture helps determine whether they're trustworthy.\u003c/li>\n\u003cli>\u003cstrong>USE EXPERIENCE TO EVALUATE:\u003c/strong> “You can’t pretend that you’ve never had any experience or that it’s completely unreliable,” Willingham said. Many educators will know if a claim sounds plausible, or if it could work at their site.\u003c/li>\n\u003cli>\u003cstrong>ACT LIKE A SCIENTIST:\u003c/strong> Once the decision has been made to try a new software product or curriculum, write down what is expected to happen, what indicators will show that it has happened, the timeframe in which it should happen, and some thoughts on what might happen next if the intervention does or doesn’t work. Physically documenting these things at the start of the project can prevent confirmation bias from springing up when it comes time to evaluate.\u003c/li>\n\u003c/ol>\n\u003cp>“This is a piece that I don’t see happening in many educational situations,” Willingham said. He’d like to see more of the scientific process applied to educational interventions to ascertain whether they actually work. He also warns that educators shouldn’t be naïve about how businesses will operate in the education space. No one should expect altruism, he said. Take, for example, publishing companies. Most will sell expensive and ineffective products if it makes them money, Willingham said, and no one should expect anything else.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For more, read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In: How to Decide to Decide What Technology You Need\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?","status":"publish","parent":0,"modified":1373572666,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":804},"headData":{"title":"Is It Worthy? How to Judge the Value of a Tech Product | KQED","description":"Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is It Worthy? How to Judge the Value of a Tech Product","datePublished":"2013-06-21T14:00:38.000Z","dateModified":"2013-07-11T19:57:46.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29133 http://blogs.kqed.org/mindshift/?p=29133","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/21/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product/","disqusTitle":"Is It Worthy? How to Judge the Value of a Tech Product","path":"/mindshift/29133/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29530\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29530\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/money.jpg\" alt=\"money\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/money.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/money-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education has become a hot industry, both for the technology community and for investors hoping to back the next big success. It’s also in the spotlight nationally as new Common Core State Standards role out in most U.S states. Many of the new products and teaching methodologies claim that research backs up the product or claim, but how can interested educators separate self-promotional claims from effective tools?\u003c/p>\n\u003cp>Many products tap into education trends and buzz words while using “experts” to bolster claims. “We’re asked to believe a claim because someone who appears to be in a position of authority makes that claim,” said \u003ca href=\"http://www.danielwillingham.com/about.html\">Daniel Willingham\u003c/a>, a psychologist and author of\u003ca href=\"http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118130278.html\">\u003cem> When Can You Trust the Experts? How to Tell Good Science from Bad in Education\u003c/em>\u003c/a> in a recent \u003ca href=\"http://www.futureofeducation.com/\">Future of Education\u003c/a> conversation with \u003ca href=\"http://www.stevehargadon.com/\">Steve Hargadon\u003c/a>. By authority figures, he means people with advanced degrees, or who have written books, or appeared on television. “These things are designed to make us think, other people think this person is smart,” and by extension the consumer should trust the claim, Willingham said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“In the case of education, there’s no vetting body at all.”\u003c/strong>\u003c/aside>\n\u003cp>People are most susceptible to these kinds of claims when there is little other information available to make an informed decision. Some professions have an organization dedicated to vetting claims like these in order to protect consumers. A good example is the \u003ca href=\"http://usmedicalboard.org/\">U.S. medical board\u003c/a>, which licenses doctors who demonstrate acceptable knowledge and skill levels. “In the case of education, there’s no vetting body at all,” Willingham said. “It’s up to me to judge the criteria. And the criteria that constitute an expert are very much up for grabs.”\u003c/p>\n\u003cp>Awareness that companies are explicitly playing on the consumer psyche is a good first step to using a critical eye on any new claim. It can help a consumer identify what’s called the “sunk cost fallacy,” the idea that because a lot of money has already been spent on an ineffective course of action the only choice is to continue throwing good money after bad. In this case, once the consumer is alerted to the ineffective method, they're likely to switch tactics because it helps them. They won’t have to keep paying for something ineffective.\u003c/p>\n\u003cp>But there are other forms of psychological manipulation that aren’t easy to spot or are convenient for the consumer, like “confirmation bias,” a common tendency to twist new evidence to corroborate a viewpoint already held. Willingham has developed a few shortcuts to help the layperson approach research claims critically.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>STRIP IT:\u003c/strong> When evaluating if a new intervention makes sense, strip it down to the essential parts, making sure to understand clearly what the change is, what outcomes it is supposed to create and the probability that if taken up those outcomes can be achieved. Looking at these concrete elements will help strip away the emotional part of the pitch.\u003c/li>\n\u003cli>\u003cstrong>TRACE IT:\u003c/strong> Find out where the product originated and who's supporting it. Just because a famous speaker supports it does not mean it’s a reliable claim. Being clear about how supporters are connected to the venture helps determine whether they're trustworthy.\u003c/li>\n\u003cli>\u003cstrong>USE EXPERIENCE TO EVALUATE:\u003c/strong> “You can’t pretend that you’ve never had any experience or that it’s completely unreliable,” Willingham said. Many educators will know if a claim sounds plausible, or if it could work at their site.\u003c/li>\n\u003cli>\u003cstrong>ACT LIKE A SCIENTIST:\u003c/strong> Once the decision has been made to try a new software product or curriculum, write down what is expected to happen, what indicators will show that it has happened, the timeframe in which it should happen, and some thoughts on what might happen next if the intervention does or doesn’t work. Physically documenting these things at the start of the project can prevent confirmation bias from springing up when it comes time to evaluate.\u003c/li>\n\u003c/ol>\n\u003cp>“This is a piece that I don’t see happening in many educational situations,” Willingham said. He’d like to see more of the scientific process applied to educational interventions to ascertain whether they actually work. He also warns that educators shouldn’t be naïve about how businesses will operate in the education space. No one should expect altruism, he said. Take, for example, publishing companies. Most will sell expensive and ineffective products if it makes them money, Willingham said, and no one should expect anything else.\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>For more, read \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In: How to Decide to Decide What Technology You Need\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29133/is-it-worthy-4-steps-to-judging-the-value-of-a-tech-product","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_962","mindshift_1040","mindshift_20513"],"featImg":"mindshift_29530","label":"mindshift"},"mindshift_29305":{"type":"posts","id":"mindshift_29305","meta":{"index":"posts_1591205157","site":"mindshift","id":"29305","score":null,"sort":[1371142115000]},"guestAuthors":[],"slug":"facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement","title":"Fear and Money: How to Face the Big Ed Tech Obstacles","publishDate":1371142115,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n","blocks":[],"excerpt":"Deciding how a school or district should invest its limited resources is a tough job, made even more difficult by the multitude of educational technology products that have exploded onto the market. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching. Here are some factors to consider.","status":"publish","parent":0,"modified":1373572848,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":952},"headData":{"title":"Fear and Money: How to Face the Big Ed Tech Obstacles | KQED","description":"Deciding how a school or district should invest its limited resources is a tough job, made even more difficult by the multitude of educational technology products that have exploded onto the market. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching. Here are some factors to consider.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Fear and Money: How to Face the Big Ed Tech Obstacles","datePublished":"2013-06-13T16:48:35.000Z","dateModified":"2013-07-11T20:00:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29305 http://blogs.kqed.org/mindshift/?p=29305","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/13/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement/","disqusTitle":"Fear and Money: How to Face the Big Ed Tech Obstacles","path":"/mindshift/29305/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29356\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29356\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/168357022.jpg\" alt=\"168357022\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/168357022-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Deciding how a school or district should invest its limited resources is tough, and made even more difficult by the multitude of ed tech products that have exploded onto the market. \u003ca href=\"http://www.digitalpromise.org/about-us/\">Digital Promise\u003c/a>, an organization created by Congress to spur innovation in education, has teamed up with the design firm\u003ca href=\"http://www.ideo.com/about/\"> IDEO\u003c/a> to tackle the difficult question of procurement when it comes to technology. It’s a question of resources, how to spend them and the fears decision makers have about making mistakes with public dollars and everyone watching.\u003c/p>\n\u003cp>To get a handle on the challenges school districts face when it comes to purchasing new products, the two organizations brought together a group of district leaders, ed-tech entrepreneurs, education experts and non-profit leaders to identify challenges and brainstorm solutions. The report, \u003ca href=\"http://www.digitalpromise.org/ideo-digital-promise-release-evolving-ed-tech-procurement-in-school-districts/\">\u003cem>Evolving Ed-Tech Procurement in School Districts,\u003c/em>\u003c/a> is by no means the end of the process, but it begins to frame the challenges and possible avenues for further study and reflection.\u003c/p>\n\u003cp>\u003cstrong>SIX BIG FEARS\u003c/strong>\u003c/p>\n\u003cp>District leaders identified the six things that most worry them as they think about the many technology options available to them.\u003c/p>\n\u003cul>\n\u003cli>Public scrutiny and the fear that causes risk aversion\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulties creating school culture that facilitates the uptake of new ed-tech solutions\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Cumbersome, time-consuming and overwhelming procurement regulations\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Difficulty navigating product options when so few reliable proof points exist\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Shifting and complex resources streams that make sustaining a choice a challenge\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>Trust among peers is high, but trust by outsiders is low.\u003c/li>\n\u003c/ul>\n\u003cp>After identifying the pain points that put gray hairs on the heads of school administrators, the group tried to look outside the education industry for examples of how those challenges could be met in new ways. For example, to try and build a more receptive school culture, educators might look at the “\u003ca href=\"http://www.starbucks.com/coffeehouse/learn-more/my-starbucks-idea\">My Starbucks Idea\u003c/a>” model, where customers are encouraged to share product and service ideas and comment on others. The most popular or best suggestions are considered and developed by Starbucks staff. Another example for dealing with difficult procurement regulations could be creating a program similar to \u003ca href=\"http://turbotax.com/lp/ty12/ppc/tmp5_5p.jsp?zna=0&znp=1&srqs=null&cid=ppc_gg_b_stan_dk_us-nstax_hv-brand-turbotax-main&srid=sr3_41089502_go&skw=turbotax&adid=ByYourSide&kw=turbotax&ven=gg&\">TurboTax\u003c/a> that walks users through a step-by-step guide for the complicated process.\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>Identifying what stops district administrators from jumping on new innovations and helping to see beyond limited industry tools, helped free up discussion of how to reduce some of those barriers, making purchasing technology a more efficient, informed and empathetic process. Together the group came up with five concepts that needed work and possible next steps for districts to take as they feel their way towards solutions.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/\">What's Worth Investing In? How to Decide What Technology You Need\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>SIMPLIFYING PROCUREMENT:\u003c/strong> This concept answers the question, how can we develop a more human-centered technology purchasing office? Simplifying the process and making it more transparent will help key stakeholders like teachers, vendors and administrators feel that they can get involved. Some ideas include a district-specific map of the procurement process or building up case studies and stories about how a particular product was successful. This might also mean that purchasing staff spend time in classrooms to build empathy for what teachers do and get real-time experience with how a new purchase might be used. The procurement office could become almost like a customer service office for teachers to get the support they need.\u003c/p>\n\u003cp>\u003cstrong>ED-TECH INCUBATOR:\u003c/strong> How can a district strengthen ties between its needs and the start-ups developing technology? One way to get the exact product a teacher wants is to participate in product development, creating stronger relationships between the end users and the developers. This idea could make products more relevant by giving entrepreneurs the access they need and benefit schools through discounts or privileged access.\u003c/p>\n\u003cfigure id=\"attachment_29364\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29364\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/digitalpromise-300x393.png\" alt=\"digitalpromise\" width=\"300\" height=\"393\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>OPEN PROCUREMENT:\u003c/strong> How can a district help those in charge of procurement understand the real value of the products in terms of price, quality and need? This idea might seem counter-intuitive to those concerned about public scrutiny, but by opening up the process and making purchasing as transparent as possible, everyone benefits. With extensive, disaggregated information about the vendor, quality of the product, alignment with common core, price, and other factors, purchasers can make more informed decisions. It also brings more competitiveness to the market when demand becomes smarter.\u003c/p>\n\u003cp>\u003cstrong>CREATIVE FINANCING:\u003c/strong> How can a district think about non-traditional resources available to them to help defray the costs of education technology? This concept relies on pulling together a diverse group of district stakeholders, end users and local experts to identifying underlying needs and brainstorm creative financing solutions based on models offered by other industries. The report suggests a 7 step process to do this: Set a vision, build a team, build the case, brainstorm solutions, meet the board, build based on input, and finally, apply the process elsewhere.\u003c/p>\n\u003cp>\u003cstrong>BETTER PLANNING, BETTER PROCESS:\u003c/strong> It’s a good idea to connect teachers -- the end-users for most products -- to those purchasing new technology. A bottom-up strategy will help ensure money isn’t wasted on products no one wants. Procurement officers will need to take the initiative on this, asking teachers and schools what kinds of pilots they may have planned for an upcoming school year or if they need specific equipment. They could also set up systems that open communication between stakeholders building awareness and empathy.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ideas generated in this report are by no means complete. Digital Promise and IDEO intend to continue working with schools in the \u003ca href=\"http://www.digitalpromise.org/initiatives/league-of-innovative-schools/\">League of Innovate Schools \u003c/a>to experiment with ways to connect better to entrepreneurs and vendors, connect within districts and connect across districts, leveraging the League’s size for transparency and buying power.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29305/facing-fear-and-financing-of-tech-tools-in-school-investing-in-technology-procurement","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_745","mindshift_1040","mindshift_51","mindshift_20513"],"featImg":"mindshift_29356","label":"mindshift"},"mindshift_24276":{"type":"posts","id":"mindshift_24276","meta":{"index":"posts_1591205157","site":"mindshift","id":"24276","score":null,"sort":[1349979586000]},"guestAuthors":[],"slug":"whats-worth-investing-in-criteria-for-choosing-technology-for-learning","title":"What's Worth Investing In? How to Decide What Technology You Need ","publishDate":1349979586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1391212733,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1467},"headData":{"title":"What's Worth Investing In? How to Decide What Technology You Need | KQED","description":"Lenny Gonzalez The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at $7.5 billion. With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Worth Investing In? How to Decide What Technology You Need ","datePublished":"2012-10-11T18:19:46.000Z","dateModified":"2014-01-31T23:58:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24276 http://blogs.kqed.org/mindshift/?p=24276","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/11/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/","disqusTitle":"What's Worth Investing In? How to Decide What Technology You Need ","path":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_24326\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/whats-worth-investing-in-criteria-for-choosing-technology-for-learning/computers/\" rel=\"attachment wp-att-24326\">\u003cimg class=\"size-large wp-image-24326\" title=\"computers\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/computers-620x385.jpg\" alt=\"\" width=\"620\" height=\"385\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzalez\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">The promise of technology in the pursuit of learning is vast -- and so are the profits. The SIIA valued the ed-tech market at \u003ca href=\"http://edtechdigest.wordpress.com/2011/11/29/trends-siia-report-edtech-7-5-billion-industry/\">$7.5 billion.\u003c/a> With daily launches of new products promising to solve all manner of problems -- from managing classrooms to engaging bored students with interactive content to capturing and organizing data, to serving as a one-stop-shop for every necessary service, choosing from the dizzying number of products on the market can be confusing.\u003c/p>\n\u003cp>But when it comes to the specific task of helping students, what's the best app in education? \"A web browser,\" said Chris Lehmann, Principal of \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a> in Philadelphia, a school that's embraced technology for years. \"Or a Google Doc, or anything that gives you the ability to make a film, or to research, to create, to connect or collaborate,\" he said.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum.\"\u003c/p>\n\u003c/aside>\n\u003cp>Lehmann is famous in progressive education circles for his quote: “Technology must be like oxygen: ubiquitous, necessary, and invisible.\" His point: The best technology allows students to explore and create \"artifacts of their own learning.\"\u003c/p>\n\u003cp>\"The question is, how will technology allow students and teachers to network their learning, to collaborate with each other, to extend the reach of what kids can learn beyond the walls of the \u003c!--more-->school,\" he said. \"How can technology be used to unlock what hasn't even been thought of yet?\"\u003c/p>\n\u003cp>These questions are more difficult to answer, and less tangible to measure, than improving test scores, which is what typically draws the attention of educators. But placing too much emphasis on raising test scores will eventually backfire, according to educator, author, and consultant Will Richardson, whose book \u003ca href=\"http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ\">\u003cem>Why School\u003c/em>\u003c/a>, was recently released.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Technology can be an amazing thing for learning, but the way we’re looking at isn’t amazing at all,\" Richardson said. \"If all we're doing is valuing test scores, then we're just using technology to deliver the same traditional curriculum. We have to be thinking about what’s the goal of using technology. What do we want to have happen?\"\u003c/p>\n\u003cp>The premise for using products and software that claim to raise test scores is appealing to lots of educators: leave the \"drudgery\" part of learning -- drill and practices exercises -- to software and games, which will then free up teachers' time to take on more interesting tasks, like applying the knowledge they've gained to projects that can lead to deeper learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING:\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/should-kids-schoolwork-impact-the-real-world/\">Connecting School Life to Real Life\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/despite-budget-cuts-schools-prioritize-technology/\">Despite Budget Cuts, Schools Prioritize Technology\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\"But my fear is that we’ll never get to that second part,\" Richardson said. \"As much as we would like to see the opportunity to spend time with kids, and see learning dispositions, we’re not going to value it as much as test scores, because we're not assessing for it. It's not showing up in our comparisons, our scores, our grades.\"\u003c/p>\n\u003cp>Richardson, who has embraced the use of technology for learning for many years, says we must ask the question: What’s the goal of using technology? What do we want to have happen? \"I’m not inherently against any use of technology, but want us to really think about where it’s going. If it’s about efficiencies of scale, or something more.\"\u003c/p>\n\u003cp>\u003cstrong>WHERE TO FIND INFORMATION\u003c/strong>\u003c/p>\n\u003cp>Currently, schools and educators can look to the Department of Education's \u003ca href=\"http://ies.ed.gov/ncee/wwc/\">What Works Clearinghouse\u003c/a> for some types of information, though \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/deconstructing-what-works-in-education-technology/\">it's been criticized\u003c/a> for not being comprehensive or current enough in its coverage of product reviews. In more recent events, just last week, two economists from the Hamilton Project proposed creating a nonprofit called EDU STAR \"that would provide the technology and reporting resources for schools looking to quickly and cheaply test education technology products,\" according to an \u003ca href=\"http://blogs.edweek.org/edweek/marketplacek12/2012/09/\">EdWeek article\u003c/a>.\u003c/p>\n\u003cp>For thorough online research, there are sites that offer useful reviews of products, such as \u003ca href=\"https://www.edsurge.com/reviews\">EdSurge\u003c/a>, which is building up a comprehensive repository of up-to-date product information, including things like how the product works, how it's used, which school districts use it, what platforms it's available on, price and more. \u003ca href=\"http://edshelf.com/\">EdShelf\u003c/a>, another excellent product information site in Beta, is also a good source, as is \u003ca href=\"http://classroomwindow.com/\">ClassroomWindow\u003c/a>.\u003c/p>\n\u003cp>For schools and educators considering tech purchases, there are guiding questions that can help make sense of the ed-tech market, and get to the heart of what matters: reaching students. Hack Education has \u003ca href=\"http://hackeducation.com/2012/03/17/what-every-techie-should-know-about-education/\">created an excellent list of questions\u003c/a> for ed-tech entrepreneurs to consider when creating products for educators, as well as \u003ca href=\"http://hackeducation.com/2012/09/23/what-educators-need-to-know-about-tech/\">a list of concepts and ideas\u003c/a> that educators should know about technology. And there are countless news outlets and teachers' blogs that dig into many of these ideas, too.\u003c/p>\n\u003cp>\u003cstrong>DEFINING THE CRITERIA\u003c/strong>\u003c/p>\n\u003cp>At the ISTE conference in June, where thousands of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">ed-tech vendors showcased their products\u003c/a>, Karen Cator, Department of Education's Technology Director, talked to educators and helped create the following list of questions to ask when considering tech purchases.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>\u003cstrong>WHAT DOES IT PROMISE TO DO?\u003c/strong> Is the main purpose to build students' knowledge of content, or is it to develop skills and dispositions? Are there meta-cognitive strategies or learning strategies associated with the product?\u003c/li>\n\u003cli>\u003cstrong>WHAT DO YOU EXPECT IT TO DO?\u003c/strong> Do you expect the product to raise students' test scores? To grab students' attention? To flip your classroom? To open up dialogue? To help students' inquiry process? Be clear about your goals.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>WHAT CRITERIA WAS THE PRODUCT DEVELOPED AGAINST?\u003c/strong> How was the product conceived and who designed and built the product? What classroom experience does the designer/entrepreneur have? What research was done during the designing process? Was it piloted in schools? Is this a rapid prototype with the flexibility to change and improve?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT HELP OR CHANGE TEACHERS' ROLES?\u003c/strong> Will the product keep the teacher in the center of the action in class, or will it give more control to students? Does it help the teacher meet the needs of the students, and if so, how? Does it augment teachers' performance?\u003c/li>\n\u003cli>\u003cstrong>\u003cstrong>HOW WILL IT CHANGE WHAT HAPPENS IN CLASS?\u003c/strong> \u003c/strong>What kind of class environment does it create? Does it encourage collaboration, risk-taking, and student control? \u003cstrong>\u003c/strong>\u003cstrong>\u003c/strong>If the product is software that allows kids to do practice exercises, how will classroom time be spent on that subject? Will a different kind of curriculum be created, and who will create it? Can hands-on projects be incorporated into class time that build on what students have practiced on computers?\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>HOW DO OTHERS RATE THE PRODUCT?\u003c/strong> Just as you would do with a personal purchase, checking Amazon reviews, Consumer Reports, Yelp, Facebook or Twitter recommendations, asking friends, do your due diligence and research to find out what other educators like and don't like about the product. For example, some schools have already experimented with certain kinds of software that's billed as adaptive, or encouraging critical thinking skills, and found that some are much better than others, and have switched. Sharing this knowledge can help educators root through the overwhelming number of choices, and find products that deliver what they promise.\u003c/li>\n\u003cli>\u003cstrong>HOW WILL IT SCALE AND GROW IN THE FUTURE?\u003c/strong> If the product is going to be used systemically, how sustainable is it? What are the chances that the company will stop providing this service, or start charging or raising fees? What's the ease of adoption and use? Are there built-in ongoing improvement processes?\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS PROFESSIONAL DEVELOPMENT NEEDED TO USE IT?\u003c/strong> If so, how much does it cost, and how much time will it take? Too often new technologies are not used to their maximum potential, or are left completely unused. Educators should make sure they have the time and budget allotted to ensure smooth transitions, and that the principal will make professional development a priority.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT A NATURAL FIT?\u003c/strong> This question is also quite subjective. The best product should be like electricity, Kator said -- there's no question whether you should or should not use it. There should be an intuitive need that the product fulfills, rather than having teachers tangle themselves into knots trying to find ways to use it.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>IS IT WORTH THE INVESTMENT?\u003c/strong> This is the most complex question to answer. How much is the cost compared to the amount of time and effort it takes to train staff to use it and to implement it system-wide? Based on what other educators have said, is it worth the time and effort?\u003c/li>\n\u003c/ul>\n\u003cp>What other questions are important to ask?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24276/whats-worth-investing-in-criteria-for-choosing-technology-for-learning","authors":["180"],"categories":["mindshift_20546"],"tags":["mindshift_399","mindshift_307","mindshift_29","mindshift_221","mindshift_65","mindshift_20513"],"featImg":"mindshift_24326","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png","officialWebsiteLink":"http://freakonomics.com/","airtime":"SUN 1am-2am, SAT 3pm-4pm","meta":{"site":"radio","source":"WNYC"},"link":"/radio/program/freakonomics-radio","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519","tuneIn":"https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/","rss":"https://feeds.feedburner.com/freakonomicsradio"}},"fresh-air":{"id":"fresh-air","title":"Fresh Air","info":"Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.","airtime":"MON-FRI 7pm-8pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Fresh-Air-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/fresh-air/","meta":{"site":"radio","source":"npr"},"link":"/radio/program/fresh-air","subscribe":{"npr":"https://rpb3r.app.goo.gl/4s8b","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Fresh-Air-p17/","rss":"https://feeds.npr.org/381444908/podcast.xml"}},"here-and-now":{"id":"here-and-now","title":"Here & Now","info":"A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. 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