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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"awatters":{"type":"authors","id":"4352","meta":{"index":"authors_1591205172","id":"4352","found":true},"name":"Audrey Watters","firstName":"Audrey","lastName":"Watters","slug":"awatters","email":"awatters@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["subscriber"]}],"headData":{"title":"Audrey Watters | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awatters"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. 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(Courtesy of Mary Barnett)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learn how to take great product photographs using equipment provided by Etsy’s pilot Craft Entrepreneurship program held at the Chattanooga Public Library. (Courtesy of Mary Barnett)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's well known that public libraries are no longer just about the books -- even e-books. Many community libraries are receiving 21st century digital-age makeovers: Numerous digital technologies, maker spaces to invite creation, even video production suites and 3-D printers now inhabit many libraries across the country.\u003c/p>\n\u003cp>But a report just released by the Aspen Institute Dialogue on Public Libraries asks us again to reconsider how the library can serve communities in the 21st century. \"\u003ca href=\"http://csreports.aspeninstitute.org/documents//AspenLibrariesReport.pdf\">Rising to the Challenge: Re-Envisioning Public Libraries\u003c/a>\" aims to “capture the momentum and excitement of the innovations taking place in public libraries across the country, and the impact these are having on communities,” said the group’s director, Amy Garmer. The report asks: With all the new technology and layered networks, what can be done beyond current advancements?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are a place for the curious, for creativity, a place for learning, a place to experiment. It’s always been the mission of the library. We’re just using different tools.”\u003c/aside>\n\u003cp>The Dialogue on Public Libraries \u003ca href=\"http://csreports.aspeninstitute.org/Dialogue-on-Public-Libraries/2014/participants\">group\u003c/a> is supported by the Bill & Melinda Gates Foundation’s Global Libraries Program and is made up of 34 library field leaders, business executives, government officials, education experts and community development visionaries. The group aims for more than just holding up great examples of libraries working well in the digital age.\u003c/p>\n\u003cp>“We want to provide a catalyst for new thinking about libraries as platforms for learning, creativity and innovation in their communities, and the creation of new networked forms of libraries,” Garmer said. If the report could spark engagement at the local, state and national levels to rethink how to use libraries and then constructively act on it, Garmer said, then the group's goal will have been achieved.\u003c/p>\n\u003cfigure id=\"attachment_38505\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-in-the-right-place.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-in-the-right-place-640x606.gif\" alt=\"The Chattanooga Public Library. (Courtesy of Mary Barnett)\" width=\"640\" height=\"606\" class=\"size-large wp-image-38505\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Chattanooga Public Library. (Courtesy of \u003ca href=\"https://www.flickr.com/photos/chattlibrary/12351824914/in/set-72157631269756074\">Mary Barnett\u003c/a>)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cstrong>Meeting Real-World Needs\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Two cities in the state of Tennessee, Nashville and Chattanooga, were highlighted in the report for their bold reimagining of what a library could be, and how their communities have responded in overwhelmingly positive and successful ways to the changes.\u003c/p>\n\u003cp>When Corinne Hill got appointed executive director of the Chattanooga Public Library in 2012, the city had just received a harrowing report on the state of its library. “It was a really bad report,” Hill said. “The consultant came in and basically said the system was broken.” Because the library needed rebuilding from the ground up, she said, the board was open to doing something really different, and she saw an opportunity.\u003c/p>\n\u003cfigure id=\"attachment_38507\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-library-loom.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-library-loom-300x284.gif\" alt=\"Visitors from New Zealand check out the Chattanooga Public Library's loom, in addition to the library's digital capabilities. (Courtesy of Mary Barnett)\" width=\"300\" height=\"284\" class=\"size-medium wp-image-38507\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitors from New Zealand check out the Chattanooga Public Library's loom, in addition to the library's digital capabilities. (Courtesy of Mary Barnett)\u003c/figcaption>\u003c/figure>\n\u003cp>At the same time, Chattanooga was undergoing a transformation. City leaders had recently provided the entire city with a one-gigabit-per-second Internet speed as a municipal utility, the first in the Western Hemisphere. Hill saw a great opportunity to leverage the brand-new \u003ca href=\"http://www.thegigcity.com/\">“GigCity”\u003c/a> to improve -- and expand -- the library.\u003c/p>\n\u003cp>“Having that kind of speed in a library is crazy-ridiculous-amazing,” Hill said. With the help of grants and the library’s operating budget, she invested in outfitting the downtown library with infrastructure to handle the highest-speed Internet, and then got to work on what they would offer.\u003c/p>\n\u003cp>The fourth floor of the library had historically been used as storage, but Hill decided to rip it all out and transform it into a space the community could use. “We emptied all of that [storage] out, and turned it into a raw space with all the appeal of a 1930s factory space, with concrete floors and everything that goes along with it,” she said. “It’s now a public space. If you’ve got an idea, you can develop it here.”\u003c/p>\n\u003cp>Currently, the fourth floor is home to several businesses, including a wedding-dress maker who uses the space to cut out patterns, and a writer in residence. One of Hill’s goals was not only to offer the high tech -- like a popular 3-D printer available to the public -- but the decidedly low tech, too. “We’ve got sewing classes, we’ve developed these popular programs about making stuff, which is a natural extension of the space,” she said. “And we’re now in the textile market! We brought in a loom and it’s really popular. We’re becoming where the community can come and make stuff. Yes, the gig is sexy, but this other stuff is very real, very much a maker movement.”\u003c/p>\n\u003cp class=\"p1\">And very soon, the fourth floor will be adding the GigLab, \"a separate but inclusive gig-connected space designed specifically for gigabit-related experimentation and learning,\" according the \u003ca href=\"http://blog.giglab.io/2014/09/13/begin/\">\u003cspan class=\"s1\">website\u003c/span>\u003c/a>. That level of connectivity, according to Hill, will create new opportunities. “Our job then will be to help the community figure out what to do when you got a gig,” Hill said. “It’s like back in the days when electricity was new. Once you turn the lights on, what do you want to do next? What do you do with all that electricity? We’re doing the same thing.”\u003c/p>\n\u003cp>[youtube http://www.youtube.com/watch?v=3cdGlX0jEVc&w=560&h=315]\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Nearly 700 kids and teens per day pour through the library’s second floor, which is dedicated to youth. Not only are kids enticed by the 3-D printer and video arcade, but they can also learn how to edit video using software provided by Mozilla, go to coding camp or lay down on the floor with a Chromebook and do research for a school project. Hill and her team have also joined with the online craft marketplace Etsy to help teens get their own Etsy stores off the ground. “When I was 14, I worked at a pizza place. Can you imagine if your first job can be your own shop?” Hill said.\u003c/p>\n\u003cp>While many parents and teachers worry that all the tech gadgets will draw students away from reading books, Hill said, she’s finding that reality is the opposite: So many students now associate technology with school that they find reading print books pure pleasure.\u003c/p>\n\u003cp>Much like the missions of Nashville’s Limitless Library and the Aspen Institute’s report, Hill said she hopes to transform the Chattanooga library “into a catalyst for lifelong learning, especially in the age that we live in.\"\u003c/p>\n\u003cp>“Giving people access in a public space is a great use of tax dollars,\" Hill said. \"We’re not really expanding the role of libraries. It’s doing what we’ve always done, we’re just using different stuff. We are a place for the curious, for creativity, a place for learning, a place to experiment. It’s always been the mission of the library. We’re just using different tools.”\u003c/p>\n\u003cp>\u003cstrong>Beyond Mobile Libraries\u003c/strong>\u003c/p>\n\u003cp>In Nashville, Mayor Karl Dean had an idea to “break down the walls” between the public library and the public school libraries. Dean, who is also a member of the Dialogue on Libraries group, noticed that technology changed how students received information in every area of their lives, but school libraries struggled to keep up both in the quality and relevance of the materials they could offer.\u003c/p>\n\u003cfigure id=\"attachment_38499\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Nashville-Library.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Nashville-Library-300x300.gif\" alt=\"Nashville Mayor Karl Dean (left) with a student at Dupont Tyler Middle School. The school participates in the Limitless Library program and recently had its library renovated through the program. \" width=\"300\" height=\"300\" class=\"size-medium wp-image-38499\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nashville Mayor Karl Dean (left) with a student at Dupont Tyler Middle School. The school participates in the Limitless Library program and recently had its library renovated through the program.\u003c/figcaption>\u003c/figure>\n\u003cp>So together with then-Library Director Donna Nicely, Dean created the \u003ca href=\"http://www.limitlesslibraries.org/\">Limitless Libraries \u003c/a>program, a way for public school students to access the entire public library catalog without ever having to leave school. Students can check out any material the public library has to offer -- including books, music and DVDs, but also iPads and e-readers -- through their school library, and the public libraries deliver the materials directly to the schools every day.\u003c/p>\n\u003cp>Beginning as a pilot program in 2009 with just a handful of schools, Dean can proudly say that Limitless Libraries is now available in every Nashville public school. The effects on the students and the libraries have been staggering. “Out of 28,000 students who have registered [for the program],” said Dean, “15,000 have used the public library for the first time because of Limitless Libraries. And circulation at school libraries has increased by 79 percent.”\u003c/p>\n\u003cp>Limitless Libraries has also helped teachers, Dean notes, by giving students access to the millions of volumes in the public libraries, which means better access to quality materials for research papers and projects. And, above all, the program gives access to books and materials to many kids who can’t afford them on their own, or have difficulty getting to a library from home.\u003c/p>\n\u003cp>Dean said he is a “big believer” in libraries, and they are far from becoming irrelevant. “People need to have access to computers, digital books and DVDs,” Dean said. “Libraries are also gathering places for a number of reasons,” he said, which is why he’s building two new Nashville libraries, one as part of a community center inside an abandoned shopping mall. “They’re tremendously popular, every community wants one, and the demand isn’t going away,” he said. “They’ll play an even more important role in cities going forward.”\u003c/p>\n\u003cp>Garmer said Dean is a “visionary leader when it comes to connecting and supporting the public library in the community,” and a great example for the report. While schools are an obvious partner for libraries, she said, because they come out of different parts of the budget and are part of two different professional communities, their “silos” are difficult to break down. “When leaders step outside of the box and really reimagine what a library is capable of doing in the community,” she said, “the new partnerships and collaborations will start to flow naturally.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Looking to the future, Dean has even more plans for the limitless nature of Nashville’s school libraries, investing in the physical places to make them “the coolest spaces in the school,” as well as upgrading their technology. “If what you want a city to be is filled with lifelong learners, and be a creative place, you have to have libraries,” Dean said. “Libraries are the best way to get that done.”\u003c/p>\n\n","blocks":[],"excerpt":"Libraries are experimenting with some exciting ways to inspire and engage the community by creating meeting and maker spaces with old technology and new. ","status":"publish","parent":0,"modified":1416510122,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1834},"headData":{"title":"How Libraries are Advancing and Inspiring Schools and Communities | KQED","description":"Libraries are experimenting with some exciting ways to inspire and engage the community by creating meeting and maker spaces with old technology and new. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Libraries are Advancing and Inspiring Schools and Communities ","datePublished":"2014-11-20T19:00:22.000Z","dateModified":"2014-11-20T19:02:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38418 http://blogs.kqed.org/mindshift/?p=38418","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/20/how-libraries-are-advancing-and-inspiring-communities/","disqusTitle":"How Libraries are Advancing and Inspiring Schools and Communities ","path":"/mindshift/38418/how-libraries-are-advancing-and-inspiring-communities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38500\" class=\"wp-caption alignnone\" style=\"max-width: 1280px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ETSY-photo-1.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/ETSY-photo-1.gif\" alt=\"Students learn how to take great product photographs using equipment provided by Etsy’s pilot Craft Entrepreneurship program held at the Chattanooga Public Library. (Courtesy of Mary Barnett)\" width=\"1280\" height=\"720\" class=\"size-full wp-image-38500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students learn how to take great product photographs using equipment provided by Etsy’s pilot Craft Entrepreneurship program held at the Chattanooga Public Library. (Courtesy of Mary Barnett)\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's well known that public libraries are no longer just about the books -- even e-books. Many community libraries are receiving 21st century digital-age makeovers: Numerous digital technologies, maker spaces to invite creation, even video production suites and 3-D printers now inhabit many libraries across the country.\u003c/p>\n\u003cp>But a report just released by the Aspen Institute Dialogue on Public Libraries asks us again to reconsider how the library can serve communities in the 21st century. \"\u003ca href=\"http://csreports.aspeninstitute.org/documents//AspenLibrariesReport.pdf\">Rising to the Challenge: Re-Envisioning Public Libraries\u003c/a>\" aims to “capture the momentum and excitement of the innovations taking place in public libraries across the country, and the impact these are having on communities,” said the group’s director, Amy Garmer. The report asks: With all the new technology and layered networks, what can be done beyond current advancements?\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are a place for the curious, for creativity, a place for learning, a place to experiment. It’s always been the mission of the library. We’re just using different tools.”\u003c/aside>\n\u003cp>The Dialogue on Public Libraries \u003ca href=\"http://csreports.aspeninstitute.org/Dialogue-on-Public-Libraries/2014/participants\">group\u003c/a> is supported by the Bill & Melinda Gates Foundation’s Global Libraries Program and is made up of 34 library field leaders, business executives, government officials, education experts and community development visionaries. The group aims for more than just holding up great examples of libraries working well in the digital age.\u003c/p>\n\u003cp>“We want to provide a catalyst for new thinking about libraries as platforms for learning, creativity and innovation in their communities, and the creation of new networked forms of libraries,” Garmer said. If the report could spark engagement at the local, state and national levels to rethink how to use libraries and then constructively act on it, Garmer said, then the group's goal will have been achieved.\u003c/p>\n\u003cfigure id=\"attachment_38505\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-in-the-right-place.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-in-the-right-place-640x606.gif\" alt=\"The Chattanooga Public Library. (Courtesy of Mary Barnett)\" width=\"640\" height=\"606\" class=\"size-large wp-image-38505\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Chattanooga Public Library. (Courtesy of \u003ca href=\"https://www.flickr.com/photos/chattlibrary/12351824914/in/set-72157631269756074\">Mary Barnett\u003c/a>)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>\u003cstrong>Meeting Real-World Needs\u003c/strong>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Two cities in the state of Tennessee, Nashville and Chattanooga, were highlighted in the report for their bold reimagining of what a library could be, and how their communities have responded in overwhelmingly positive and successful ways to the changes.\u003c/p>\n\u003cp>When Corinne Hill got appointed executive director of the Chattanooga Public Library in 2012, the city had just received a harrowing report on the state of its library. “It was a really bad report,” Hill said. “The consultant came in and basically said the system was broken.” Because the library needed rebuilding from the ground up, she said, the board was open to doing something really different, and she saw an opportunity.\u003c/p>\n\u003cfigure id=\"attachment_38507\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-library-loom.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Chattanooga-library-loom-300x284.gif\" alt=\"Visitors from New Zealand check out the Chattanooga Public Library's loom, in addition to the library's digital capabilities. (Courtesy of Mary Barnett)\" width=\"300\" height=\"284\" class=\"size-medium wp-image-38507\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Visitors from New Zealand check out the Chattanooga Public Library's loom, in addition to the library's digital capabilities. (Courtesy of Mary Barnett)\u003c/figcaption>\u003c/figure>\n\u003cp>At the same time, Chattanooga was undergoing a transformation. City leaders had recently provided the entire city with a one-gigabit-per-second Internet speed as a municipal utility, the first in the Western Hemisphere. Hill saw a great opportunity to leverage the brand-new \u003ca href=\"http://www.thegigcity.com/\">“GigCity”\u003c/a> to improve -- and expand -- the library.\u003c/p>\n\u003cp>“Having that kind of speed in a library is crazy-ridiculous-amazing,” Hill said. With the help of grants and the library’s operating budget, she invested in outfitting the downtown library with infrastructure to handle the highest-speed Internet, and then got to work on what they would offer.\u003c/p>\n\u003cp>The fourth floor of the library had historically been used as storage, but Hill decided to rip it all out and transform it into a space the community could use. “We emptied all of that [storage] out, and turned it into a raw space with all the appeal of a 1930s factory space, with concrete floors and everything that goes along with it,” she said. “It’s now a public space. If you’ve got an idea, you can develop it here.”\u003c/p>\n\u003cp>Currently, the fourth floor is home to several businesses, including a wedding-dress maker who uses the space to cut out patterns, and a writer in residence. One of Hill’s goals was not only to offer the high tech -- like a popular 3-D printer available to the public -- but the decidedly low tech, too. “We’ve got sewing classes, we’ve developed these popular programs about making stuff, which is a natural extension of the space,” she said. “And we’re now in the textile market! We brought in a loom and it’s really popular. We’re becoming where the community can come and make stuff. Yes, the gig is sexy, but this other stuff is very real, very much a maker movement.”\u003c/p>\n\u003cp class=\"p1\">And very soon, the fourth floor will be adding the GigLab, \"a separate but inclusive gig-connected space designed specifically for gigabit-related experimentation and learning,\" according the \u003ca href=\"http://blog.giglab.io/2014/09/13/begin/\">\u003cspan class=\"s1\">website\u003c/span>\u003c/a>. That level of connectivity, according to Hill, will create new opportunities. “Our job then will be to help the community figure out what to do when you got a gig,” Hill said. “It’s like back in the days when electricity was new. Once you turn the lights on, what do you want to do next? What do you do with all that electricity? We’re doing the same thing.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/3cdGlX0jEVc'\n title='//www.youtube.com/embed/3cdGlX0jEVc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>Nearly 700 kids and teens per day pour through the library’s second floor, which is dedicated to youth. Not only are kids enticed by the 3-D printer and video arcade, but they can also learn how to edit video using software provided by Mozilla, go to coding camp or lay down on the floor with a Chromebook and do research for a school project. Hill and her team have also joined with the online craft marketplace Etsy to help teens get their own Etsy stores off the ground. “When I was 14, I worked at a pizza place. Can you imagine if your first job can be your own shop?” Hill said.\u003c/p>\n\u003cp>While many parents and teachers worry that all the tech gadgets will draw students away from reading books, Hill said, she’s finding that reality is the opposite: So many students now associate technology with school that they find reading print books pure pleasure.\u003c/p>\n\u003cp>Much like the missions of Nashville’s Limitless Library and the Aspen Institute’s report, Hill said she hopes to transform the Chattanooga library “into a catalyst for lifelong learning, especially in the age that we live in.\"\u003c/p>\n\u003cp>“Giving people access in a public space is a great use of tax dollars,\" Hill said. \"We’re not really expanding the role of libraries. It’s doing what we’ve always done, we’re just using different stuff. We are a place for the curious, for creativity, a place for learning, a place to experiment. It’s always been the mission of the library. We’re just using different tools.”\u003c/p>\n\u003cp>\u003cstrong>Beyond Mobile Libraries\u003c/strong>\u003c/p>\n\u003cp>In Nashville, Mayor Karl Dean had an idea to “break down the walls” between the public library and the public school libraries. Dean, who is also a member of the Dialogue on Libraries group, noticed that technology changed how students received information in every area of their lives, but school libraries struggled to keep up both in the quality and relevance of the materials they could offer.\u003c/p>\n\u003cfigure id=\"attachment_38499\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Nashville-Library.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Nashville-Library-300x300.gif\" alt=\"Nashville Mayor Karl Dean (left) with a student at Dupont Tyler Middle School. The school participates in the Limitless Library program and recently had its library renovated through the program. \" width=\"300\" height=\"300\" class=\"size-medium wp-image-38499\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Nashville Mayor Karl Dean (left) with a student at Dupont Tyler Middle School. The school participates in the Limitless Library program and recently had its library renovated through the program.\u003c/figcaption>\u003c/figure>\n\u003cp>So together with then-Library Director Donna Nicely, Dean created the \u003ca href=\"http://www.limitlesslibraries.org/\">Limitless Libraries \u003c/a>program, a way for public school students to access the entire public library catalog without ever having to leave school. Students can check out any material the public library has to offer -- including books, music and DVDs, but also iPads and e-readers -- through their school library, and the public libraries deliver the materials directly to the schools every day.\u003c/p>\n\u003cp>Beginning as a pilot program in 2009 with just a handful of schools, Dean can proudly say that Limitless Libraries is now available in every Nashville public school. The effects on the students and the libraries have been staggering. “Out of 28,000 students who have registered [for the program],” said Dean, “15,000 have used the public library for the first time because of Limitless Libraries. And circulation at school libraries has increased by 79 percent.”\u003c/p>\n\u003cp>Limitless Libraries has also helped teachers, Dean notes, by giving students access to the millions of volumes in the public libraries, which means better access to quality materials for research papers and projects. And, above all, the program gives access to books and materials to many kids who can’t afford them on their own, or have difficulty getting to a library from home.\u003c/p>\n\u003cp>Dean said he is a “big believer” in libraries, and they are far from becoming irrelevant. “People need to have access to computers, digital books and DVDs,” Dean said. “Libraries are also gathering places for a number of reasons,” he said, which is why he’s building two new Nashville libraries, one as part of a community center inside an abandoned shopping mall. “They’re tremendously popular, every community wants one, and the demand isn’t going away,” he said. “They’ll play an even more important role in cities going forward.”\u003c/p>\n\u003cp>Garmer said Dean is a “visionary leader when it comes to connecting and supporting the public library in the community,” and a great example for the report. While schools are an obvious partner for libraries, she said, because they come out of different parts of the budget and are part of two different professional communities, their “silos” are difficult to break down. “When leaders step outside of the box and really reimagine what a library is capable of doing in the community,” she said, “the new partnerships and collaborations will start to flow naturally.”\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>Looking to the future, Dean has even more plans for the limitless nature of Nashville’s school libraries, investing in the physical places to make them “the coolest spaces in the school,” as well as upgrading their technology. “If what you want a city to be is filled with lifelong learners, and be a creative place, you have to have libraries,” Dean said. “Libraries are the best way to get that done.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38418/how-libraries-are-advancing-and-inspiring-communities","authors":["4445"],"categories":["mindshift_20523"],"tags":["mindshift_25","mindshift_167","mindshift_20784","mindshift_1040","mindshift_895"],"featImg":"mindshift_38500","label":"mindshift"},"mindshift_35214":{"type":"posts","id":"mindshift_35214","meta":{"index":"posts_1591205157","site":"mindshift","id":"35214","score":null,"sort":[1398202356000]},"guestAuthors":[],"slug":"are-existing-tech-tools-effective-for-teachers-and-students","title":"Are Existing Tech Tools Effective for Teachers and Students?","publishDate":1398202356,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\" target=\"_blank\">Click here for the full report [PDF].\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_35216\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart.jpg\">\u003cimg class=\"size-large wp-image-35216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart-640x453.jpg\" alt=\"chart\" width=\"640\" height=\"453\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"The Gates Foundation released a report today surveying teachers and students on the kinds of digital tools they'd like to see available in classrooms.","status":"publish","parent":0,"modified":1398268236,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":329},"headData":{"title":"Are Existing Tech Tools Effective for Teachers and Students? | KQED","description":"The Gates Foundation released a report today surveying teachers and students on the kinds of digital tools they'd like to see available in classrooms.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Existing Tech Tools Effective for Teachers and Students?","datePublished":"2014-04-22T21:32:36.000Z","dateModified":"2014-04-23T15:50:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35214 http://blogs.kqed.org/mindshift/?p=35214","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/22/are-existing-tech-tools-effective-for-teachers-and-students/","disqusTitle":"Are Existing Tech Tools Effective for Teachers and Students?","path":"/mindshift/35214/are-existing-tech-tools-effective-for-teachers-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.gatesfoundation.org/What-We-Do/US-Program/College-Ready-Education\" target=\"_blank\">Bill and Melinda Gates Foundation\u003c/a> just released a \u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\">report\u003c/a> detailing the results of 3,100 teacher surveys and 1,250 student surveys on the kinds of digital instruction tools that are useful and effective. The foundation has asked teachers and students what they need when it comes to digital instruction, aiming to close the communication gap between commercial developers and schools.\u003c/p>\n\u003cp>One of the biggest takeaways is that most teachers -- 54 percent -- don't find many of the digital tools they use effective. That's partly because teachers often aren't making purchasing decisions. When they do have a say in tool selection they often report on its effectiveness more favorably. When asked about free products, teachers reported that free products are just as likely to be effective as the products the district purchased for them.\u003c/p>\n\u003cp>[Click on images below for higher resolution.]\u003c/p>\n\u003cfigure id=\"attachment_35215\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings.jpg\">\u003cimg class=\"size-large wp-image-35215\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/key-findings-640x358.jpg\" alt=\"key-findings\" width=\"640\" height=\"358\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In terms of content, teachers are looking for digital tools that support their efforts to help students become college and career ready, including tools that are aligned to Common Core State Standards and the Next Generation Science Standards. Although there are many math-only and English Language Arts-only digital tools for the high school level, both teachers and students report low expectations of effectiveness when using those tools. There is a large gap of both perceived effectiveness and availability of science content at every grade level, and while few products are aimed at social studies-only, teachers often find those tools to be effective.\u003c/p>\n\u003cp>The report paints a picture of a fragmented system where teachers are constantly searching for tools to help them meet new standards and requirements, but are distanced from decision making about the tools they use in the classroom. Product developers are focusing on math and ELA tools, but teachers and students don't always find them to work well, with particularly large standard gaps when it comes to high school math.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://collegeready.gatesfoundation.org/Portals/0/Documents/Teachers%20Know%20Best/Teachers%20Know%20Best.pdf\" target=\"_blank\">Click here for the full report [PDF].\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_35216\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart.jpg\">\u003cimg class=\"size-large wp-image-35216\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/chart-640x453.jpg\" alt=\"chart\" width=\"640\" height=\"453\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35214/are-existing-tech-tools-effective-for-teachers-and-students","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_25","mindshift_125"],"featImg":"mindshift_34152","label":"mindshift"},"mindshift_31035":{"type":"posts","id":"mindshift_31035","meta":{"index":"posts_1591205157","site":"mindshift","id":"31035","score":null,"sort":[1378838145000]},"guestAuthors":[],"slug":"nglc-shifts-focus-to-funding-experimental-schools","title":"NGLC Shifts Focus To Funding Experimental Schools","publishDate":1378838145,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31255\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31255\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-10-at-11.27.12-AM-300x167.png\" alt=\"Danville Schools\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the past three years, \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC) has been granting money to a broad range of education ventures that used technology in education. The aim has been to help grow or scale ideas that shows some promise. Recently, however, the organization has steadily moved towards funding schools that want to shift from traditional teaching to more experimental models. This week, the organization announced it will \u003ca href=\"http://nextgenlearning.org/breakthrough-schools-regional-fund\">offer a set of grants \u003c/a>totaling $3.6 million to two school districts -- Washington D.C. and Chicago -- with the hopes of building up model schools in other partner cities in the future that have the support of local groups and government.\u003c/p>\n\u003cp>The NGLC is a partnership between the Gates Foundation, the \u003ca href=\"http://league.org/\">League for Innovation in the Community College\u003c/a>, the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL), the \u003ca href=\"http://www.ccsso.org/\">Council for Chief State School Officers \u003c/a>(CCSSO)* and \u003ca href=\"http://www.educause.edu/\">EDUCAUSE\u003c/a>, which leads the program work. The first two waves of funding (one focused on higher education and the other on K-12) focused on how technology can remove barriers to innovative educational practices.\u003c/p>\n\u003cp>NGLC is also accepting grant applications on a rolling basis this fall for districts throughout the country looking for funds to transform their schools. Most of the first grant recipients so far have been charter schools, but in the most recent round, which is ongoing, two non-charter public school districts have been recognized for their efforts to innovate.\u003c/p>\n\u003cp>“Charters are not the answer to the big scale question because even the most successful charters only have 150 schools and we’re talking about hundreds of thousands of schools total,” said Andy Calkins, deputy director of Next Generation Learning Challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.danvilleschools.net/\">Danville Schools\u003c/a> in Kentucky are one of the beneficiaries of NGLC's whole-school model grant-giving. And according to its superintendent Carmen Coleman, the grant is funding key positions, such as a \"pathways coach\" to focus on helping each student come up with a workable plan for life post-graduation and school staff with unique skill sets, like an engineer fluent in German, to act as teacher assistants and add diversity of experience to the staff.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The Next Generation Learning Challenge (NGLC) is moving towards funding schools that want to shift from traditional teaching to more experimental models. \r\n","status":"publish","parent":0,"modified":1380162033,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1180},"headData":{"title":"NGLC Shifts Focus To Funding Experimental Schools | KQED","description":"The Next Generation Learning Challenge (NGLC) is moving towards funding schools that want to shift from traditional teaching to more experimental models. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"NGLC Shifts Focus To Funding Experimental Schools","datePublished":"2013-09-10T18:35:45.000Z","dateModified":"2013-09-26T02:20:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31035 http://blogs.kqed.org/mindshift/?p=31035","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/10/nglc-shifts-focus-to-funding-experimental-schools/","disqusTitle":"NGLC Shifts Focus To Funding Experimental Schools","path":"/mindshift/31035/nglc-shifts-focus-to-funding-experimental-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31255\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-31255\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/Screen-Shot-2013-09-10-at-11.27.12-AM-300x167.png\" alt=\"Danville Schools\" width=\"300\" height=\"167\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">For the past three years, \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC) has been granting money to a broad range of education ventures that used technology in education. The aim has been to help grow or scale ideas that shows some promise. Recently, however, the organization has steadily moved towards funding schools that want to shift from traditional teaching to more experimental models. This week, the organization announced it will \u003ca href=\"http://nextgenlearning.org/breakthrough-schools-regional-fund\">offer a set of grants \u003c/a>totaling $3.6 million to two school districts -- Washington D.C. and Chicago -- with the hopes of building up model schools in other partner cities in the future that have the support of local groups and government.\u003c/p>\n\u003cp>The NGLC is a partnership between the Gates Foundation, the \u003ca href=\"http://league.org/\">League for Innovation in the Community College\u003c/a>, the \u003ca href=\"http://www.inacol.org/\">International Association for K-12 Online Learning\u003c/a> (iNACOL), the \u003ca href=\"http://www.ccsso.org/\">Council for Chief State School Officers \u003c/a>(CCSSO)* and \u003ca href=\"http://www.educause.edu/\">EDUCAUSE\u003c/a>, which leads the program work. The first two waves of funding (one focused on higher education and the other on K-12) focused on how technology can remove barriers to innovative educational practices.\u003c/p>\n\u003cp>NGLC is also accepting grant applications on a rolling basis this fall for districts throughout the country looking for funds to transform their schools. Most of the first grant recipients so far have been charter schools, but in the most recent round, which is ongoing, two non-charter public school districts have been recognized for their efforts to innovate.\u003c/p>\n\u003cp>“Charters are not the answer to the big scale question because even the most successful charters only have 150 schools and we’re talking about hundreds of thousands of schools total,” said Andy Calkins, deputy director of Next Generation Learning Challenges.\u003c/p>\n\u003cp>\u003ca href=\"http://www.danvilleschools.net/\">Danville Schools\u003c/a> in Kentucky are one of the beneficiaries of NGLC's whole-school model grant-giving. And according to its superintendent Carmen Coleman, the grant is funding key positions, such as a \"pathways coach\" to focus on helping each student come up with a workable plan for life post-graduation and school staff with unique skill sets, like an engineer fluent in German, to act as teacher assistants and add diversity of experience to the staff.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The Next Generation grant is allowing us to fund some positions that otherwise we would have a hard time doing because we wouldn’t be able to afford it,\" Coleman said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/10-million-grants-awarded-to-help-boost-college-readiness/\">$7 Million Dollar Grants Awarded to Help Boost College Readiness\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Danville began planning to shift towards a vision of school that \u003ca href=\"http://video.pbs.org/video/2364990349/\">veers away from testing and more towards project-based learning\u003c/a>, one that balances content goals with character development goals, like nurturing students' ability to persevere, be leaders, and think independently. That's not easy to do in a state where teacher accountability and school ranking are based on test scores and results are published in the newspaper. \"We don’t want to look bad,\" Coleman said. For its part, Gates Foundation has also focused its attention on measuring \u003ca href=\"http://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report\">\"effective teaching.\"\u003c/a>\u003c/p>\n\u003cp>The district is seeking relief from some of the accountability requirements while pursuing a \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">competency-based model of learning\u003c/a>. The state Department of Education chose Danville as one of its \u003ca href=\"http://www.danvilleschools.net/district_of_innovation\">Districts of Innovation\u003c/a>, giving it a level of flexibility to experiment that most other Kentucky districts don't have. The $150,000 NGLC grant is allowing them to take advantage of that flexibility and act more quickly.\u003c/p>\n\u003cp>NGLC’s Calkins admits the entire endeavor is a learning experience. “A lot of what we’re funding them to do is to experiment with different ways to make this happen,” Calkins said. The hope is to come up with a number of different workable models that are both affordable and scalable.\u003c/p>\n\u003cp>Another district grantee, \u003ca href=\"http://www.lebanon.k12.pa.us/\">Lebanon School District \u003c/a>in Pennsylvania, won the grant for its plan to expand a pilot blended learning program in its high school. All 1,300 Lebanon high school students will learn core subjects with a mix of online and in-person instruction. The district has many low-income students and superintendent Marianne Bartley is hopeful that the new blended approach will help teachers better reach individual learners at their own level.\u003c/p>\n\u003cp>A core part of NGLC's mission is to share the knowledge and discoveries broadly. Grantees sign contracts agreeing that what they produce will remain open source. Both Coleman and Bartley say they plan to access ideas of other like-minded educators with their school redesign plans.\u003c/p>\n\u003cp>Though technology has been the main thrust of focus for NGLC, Calkins said there's much more to the equation. “We were trying to help catalyze tech-enabled innovations related to the Common Core,” he said. The technology made a difference for some people, but Calkin said it didn’t provide the kind of systemic change NGLC was looking to create. “They weren’t going to produce the cohesive rethinking of educational design at the K-12 level that we felt was needed,” Calkins said.\u003c/p>\n\u003cp>Now, the organization is funding schools trying to restructure learning to be more student-centered, competency-based and that integrate technology in effective ways. “We’re hoping that at least some of them will become hugely influential to policymakers,” Calkin said. “They could visit and say this is what it could look like.”\u003c/p>\n\u003cp>\u003cstrong>POST-SECONDARY INVESTMENTS\u003c/strong>\u003c/p>\n\u003cp>NGLC also funds projects intended to help college students stay in school and graduate on time. Though the organization started off funding tech interventions, like using student data to help sequence classes and stay on track for graduation, now it's focusing on changing business practices of higher education to make it less expensive for students. For example, a Southern New Hampshire College initiative -- \u003ca href=\"http://collegeforamerica.org/about\">College For America\u003c/a> -- charges students based on the amount of time they spend in school, not on credits taken. The competency-based model could allow a student to spend much less on college and is particularly targeted at adults who need to finish a degree they dropped earlier.\u003c/p>\n\u003cp>But not all projects have been successful. A grant to the MIT Media Lab to create a real-time math Olympics game challenge failed miserably, Calkins said. Schools couldn’t commit to participate in a project with set time boundaries and the challenge was set for April and May, when not all schools had covered the same content.\u003c/p>\n\u003cp>When projects do show some measure of success, the organizations that make up the NGLC use their extensive networks to spread the idea, offering professional development and outreach resources.\u003c/p>\n\u003cp>Diana Oblinger, president and CEO of EDUCAUSE, the lead organization in the NGLC partnership, said this part of their mission is crucial since the broad goal is to find solutions to big problems that work, are affordable and can be scaled up to address the needs many learners.\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>*Clarification 9/18/2013: This version of the story includes the International Association for K-12 Online Learning (iNACOL) and the Council for Chief State School Officers (CCSSO) as partners in the Next Generation Learning Challenge.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31035/nglc-shifts-focus-to-funding-experimental-schools","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_25","mindshift_1040","mindshift_558"],"featImg":"mindshift_31255","label":"mindshift"},"mindshift_29361":{"type":"posts","id":"mindshift_29361","meta":{"index":"posts_1591205157","site":"mindshift","id":"29361","score":null,"sort":[1371474020000]},"guestAuthors":[],"slug":"can-students-learn-better-with-digital-games","title":"Can Digital Games Boost Students' Test Scores?","publishDate":1371474020,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-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\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?","status":"publish","parent":0,"modified":1373572783,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1539},"headData":{"title":"Can Digital Games Boost Students' Test Scores? | KQED","description":"A new report released today reveals the results attempting to answer the question: do digital games and simulation help students studying science, technology, math, and engineering achieve better learning outcomes?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Digital Games Boost Students' Test Scores?","datePublished":"2013-06-17T13:00:20.000Z","dateModified":"2013-07-11T19:59:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29361 http://blogs.kqed.org/mindshift/?p=29361","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/17/can-students-learn-better-with-digital-games/","disqusTitle":"Can Digital Games Boost Students' Test Scores?","path":"/mindshift/29361/can-students-learn-better-with-digital-games","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29539\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660134265/sizes/z/in/photolist-b9wVT8-b9wtzP-b9wB5t-b9ws7r-b9x2C4-b9wGuk-b9wbtD-b9wp3n-b9wjnP-b9wqra-b9wM2g-b9wqCB-b9w8wT-b9wPk2-b9wfxp-b9wrgr-b9wzna-b9wLvz-b9wxaT-b9wXWn-b9wKpx-b9wNJp-b9wEfK-b9wDF6-b9weXP-b9wHFH-b9wTmg-b9wLiM-b9wpfH-b9wcMV-b9wG9T-b9wZD8-b9wTH2-b9wEsv-b9wpVz-b9wFPk-b9wXLz-b9wypM-b9wFbv-b9wY7D-b9wSNz-b9wFu4-b9ww1T-b9wwoM-b9whbr-b9wAQD-bnGJSC-b9wZ1t-b9wnFZ-b9wevk-b9w9A2/\">\u003cimg class=\"size-full wp-image-29539\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/ipadgame.jpg\" alt=\"ipadgame\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/ipadgame-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\">In the past few years, educators have been closely watching the evolution of digital games used for learning. With a huge influx of products -- whether they're individual apps for tablets or an entire suite of software -- the market is already big and continues to grow, with entire \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/a-new-game-based-school-opens/\">game-based schools\u003c/a> cropping up across the country.\u003c/p>\n\u003cp>There's no question students are interested in digital games --\u003ca href=\"http://www.csmonitor.com/Innovation/Horizons/2008/0916/by-the-numbers-teens-and-video-games\"> 97 percent of kids \u003c/a>play them -- but what educators and industry watchers want to know is whether playing those games can actually improve student achievement.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.sri.com/work/projects/glasslab-research\">SRI study released\u003c/a> today suggests they do -- at least in the subjects of science, math, engineering, and technology. According to the report, which is an analysis of 77 peer-reviewed journal articles of students K-16 studying STEM subjects, \"when digital games were compared to other instruction conditions without digital games, there was a moderate to strong effect in favor of digital games in terms of broad cognitive competencies.\"\u003c/p>\n\u003cp>More specifically, \"students at the median in the control group (no games) could have been raised 12 percent in cognitive learning outcomes if they had received the digital game.\"\u003c/p>\n\u003cp>Another way to explain it: \"For a student sitting in the median who doesn’t have a game, his or her learning achievement would have increased by 12 percent if he or she had that game,\" said Ed Dieterle, Senior Program Officer for Research, Measurement, and Evaluation for the Bill and Melinda Gates Foundation, which funded the SRI report.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer.'\"\u003c/strong>\u003c/aside>\n\u003cp>Simulations have an even bigger impact, according to this analysis. When considering simulations -- taking a phenomena, process, or behavior and coding it into something that can be manipulated and studied -- improvement index jumped to 25 percent, meaning students who used simulations could have increased their learning outcomes by that amount.\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>Which begs the question, how do we define learning outcomes? According to Stacey Childress, deputy director of education at the Gates Foundation, learning outcomes can be defined in a few ways: progress toward mastery of a particular set of content and skill objectives in areas such as math and literacy; demonstration of complex skills like collaboration and critical thinking; and improvement in what researchers call \"non-cognitive\" skills such as persistence and grit.\u003c/p>\n\u003cp>\"With learning games, it’s important to understand which kinds of outcomes they are designed to improve and whether or not students are actually making progress on those dimensions,\" Childress said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">\u003cstrong>[RELATED\u003c/strong>: Teachers, Students, Digital Games: What's the Right Mix?]\u003c/a>\u003c/p>\n\u003cp>The Gates Foundation has made huge investments in the educational gaming world. Last year, the foundation launched the \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">Games Learning and Assessment Lab\u003c/a> (GlassLab), which was tasked with prototyping and developing games and formative assessments. The work is being conducted by the \u003ca href=\"http://www.instituteofplay.org/\" target=\"_blank\">Institute of Play\u003c/a>, the \u003ca href=\"http://www.ets.org\" target=\"_blank\">Educational Testing Service (ETS)\u003c/a>, \u003ca href=\"http://www.pearson.com\" target=\"_blank\">Pearson, Inc.\u003c/a>, \u003ca href=\"http://www.ea.com\" target=\"_blank\">Electronic Arts (EA)\u003c/a>, and the \u003ca href=\"http://www.theesa.com\" target=\"_blank\">Entertainment Software Association (ESA)\u003c/a>. GlassLab \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">recently released\u003c/a>, SimCityEdu, which integrates assessments aligned with Common Core State Standards. The educational version uses the same code as the commercial game, but with the addition of using students’ choices during challenges as a method of assessment, though \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/video-games-as-assessment-tools-game-changer/\">not all education experts agree \u003c/a>that assessment should be built into games.\u003c/p>\n\u003cp>The foundation has also invested in \u003ca href=\"http://www.centerforgamescience.org/site/\">The Center for Game Science\u003c/a> and the \u003ca href=\"http://education.mit.edu/projects/radix-endeavor\">Radix Endeavor\u003c/a> at MIT with the intent to develop games that embed valid assessment measures.\u003c/p>\n\u003cp>For this analysis, SRI considered reports from a gamut of sources in those 77 studies -- going as far back as \u003ca href=\"http://publications.aare.edu.au/07pap/har07639.pdf\">a 1992 study from \u003cem>The Journal of Educational Research\u003c/em> \u003c/a>looking at the effects of computer simulations and problem-solving approaches on high school students, to \u003ca href=\"http://www.academia.edu/654797/Using_just-in-time_information_to_support_scientific_discovery_learning_about_geometrical_optics_in_a_computer-based_simulation\">a 2006 study in the journal \u003cem>Interactive Learning Environments\u003c/em> \u003c/a>using just-in-time information to support scientific discovery learning in a computer-based simulation.\u003c/p>\n\u003cp>Other studies examined include \u003ca href=\"http://shura.shu.ac.uk/3556/\">one from 2011 that compares different versions of a game\u003c/a> in terms of the degree to which the learning mechanics and goals are integrated directly into the central game mechanics (intrinsic design) versus separating the learning mechanics and goals from the central game mechanic (extrinsic design); and another from 2012 that \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S0747563212000295\">compares different approaches to socially organizing players within a game\u003c/a> in terms of collaboration and competition to maximize learning. The games within each study were developed specifically for research purposes, and thus are not as elaborate as some commercial titles like SimCity, but are solid examples of learning games, according to Dieterle.*\u003c/p>\n\u003cp>\"This is the first big study to hit the pause button for a second and reach back in time and extract everything we could from what previous researchers have done with the intent of using that information to inform us about the field going forward,\" Dieterle said.\u003c/p>\n\u003ch4>\u003cstrong>FUTURE OF GAMES IN CLASSROOMS IS NOW \u003c/strong>\u003c/h4>\n\u003cp>If digital games were rare in the past, that's no longer the case. According to a recent \u003ca href=\"http://www.pbs.org/about/news/archive/2012/teacher-survey-fetc/\">teacher survey conducted by PBS\u003c/a>, 43 percent of classroom computing goes to playing educational digital games. And in \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">one study undertaken last year by the Joan Ganz Cooney Center\u003c/a>, surveying 505 teachers, the majority of teachers reported that games increase motivation and make it easier to personalize learning.\u003c/p>\n\u003cp>But experiences and perceptions around games are still very much a mixed bag, depending on whom you ask. Some educators are skeptical that digital games are the answer. They question whether games provide enough context and depth that come from hands-on experiences.\u003c/p>\n\u003cp>“Imagine the difference between a student who’s playing an online math video game and a student who’s sitting in a small group with a teacher, working out problems and receiving immediate, individualized feedback and guidance,” said St. Louis-based fifth-grade teacher Jenny Kavanaugh in \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right-mix/\">a recent interview\u003c/a>. “There is no comparison.”\u003c/p>\n\u003cp>But Childress points out that the issue is more nuanced.\u003c/p>\n\u003cp>\"The games and learning space is still in an exploratory, R&D phase. We shouldn’t frame games, or any other instructional support, as 'the answer,'\" she said. \"All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness. The SRI results are a strong start in the direction of solid evidence.\"\u003c/p>\n\u003cp>And Childress does not see the use of digital games as an either/or scenario -- either teachers or digital games.\u003c/p>\n\u003cp>\"We should be careful not to view learning technologies as a replacement for deep teacher and student interactions. We see effective technology supports as enabling the opposite,\" she said.\u003c/p>\n\u003cp>Digital games can be a part of a holistic plan that challenges students with things like \"quests\" and \"missions,\" when paired with tactics like spending targeted time with students in small groups or individually to help them address areas where they need help, she said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/money-time-and-tactics-can-games-be-effective-in-schools/\">Money, Time and Tactics: Can Games Be Effective in School?\u003c/a>]\u003c/p>\n\u003cp>For educators who aren't sure where to start, or how to find ways to integrate digital games into the current model, Childress said teachers' own network can be a great resource. For instance, one of the Gates-funded organizations,\u003ca href=\"http://www.playfullearning.com\"> Playful Learning,\u003c/a> focuses on creating a national network that offers teachers workshops on using games in the classroom.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignright\">“All of us working in education should be skeptical about any innovation that doesn’t aim to produce evidence of its effectiveness.\"\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>For their part, game developers should incorporate ways to help educators do their jobs better, as is the case with other industries that have embraced technologies. \"The best product developers deeply understand who they are designing for and the use case they are targeting, and offer the kind of implementation supports professionals need to integrate new tools into their daily work,\" Childress said.\u003c/p>\n\u003cp>If \u003ca href=\"http://www.instituteofplay.org/work/projects/quest-schools/\">Quest to Learn\u003c/a>, the entirely game-based schools in New York and Chicago, are any indication of whether games can be successful learning tools, the potential seems bright. \u003ca href=\"http://www.cnn.com/interactive/2012/08/tech/gaming.series/teachers.html\">According to CNN\u003c/a>, the school's New York test scores, \"an admittedly conventional metric, show the Quest kids have outperformed peers in the New York City school system in each of the last three years, in both English Language Arts and Math, according to data provided by the school,\" with the only exception being the 2010 math scores.\u003c/p>\n\u003cp>But not every school can be a Quest to Learn, with dedicated funding for games. Finding the funds to finance digital games is one of the main obstacles, in fact. In the Cooney Center survey, 51 percent of teachers said that cost of digital games was the primary obstacle to integrating them into class, and only 17 percent of those surveyed said the school spent $100 or more on games.\u003c/p>\n\u003cp>To that end, Childress said there are a number of free resources available on the web, and that the foundation has funded 17 game development projects over the last three years, a number of which are free or available at reduced cost to districts serving students in low-income neighborhoods.\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>*The updated version of the article includes information about the studies from 2011 and 2012.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29361/can-students-learn-better-with-digital-games","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_25","mindshift_1040","mindshift_20902","mindshift_20517"],"featImg":"mindshift_29539","label":"mindshift"},"mindshift_23528":{"type":"posts","id":"mindshift_23528","meta":{"index":"posts_1591205157","site":"mindshift","id":"23528","score":null,"sort":[1346793173000]},"guestAuthors":[],"slug":"a-new-game-based-school-opens","title":"GameDesk Opens New Game-Based School ","publishDate":1346793173,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1346800428,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":770},"headData":{"title":"GameDesk Opens New Game-Based School | KQED","description":"GameDesk By Andrew Miller GameDesk, an organization that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T. The PlayMaker School, funded by","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"GameDesk Opens New Game-Based School ","datePublished":"2012-09-04T21:12:53.000Z","dateModified":"2012-09-04T23:13:48.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23528 http://blogs.kqed.org/mindshift/?p=23528","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/04/a-new-game-based-school-opens/","disqusTitle":"GameDesk Opens New Game-Based School ","path":"/mindshift/23528/a-new-game-based-school-opens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23609\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003cimg class=\"size-large wp-image-23609\" title=\"Screen Shot 2012-09-04 at 1.33.59 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.59-PM-620x349.png\" alt=\"\" width=\"620\" height=\"349\">\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003ch5>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap\">GameDesk, \u003ca href=\"http://www.gamedesk.org/\">an organization\u003c/a> that's developing a variety of game-based learning initiatives, is venturing into new terrain with the opening of a new school and the development of new digital tools, with millions of dollars in funding from both the Bill and Melinda Gates Foundation and AT&T.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.gamedesk.org/playmaker-school/\">PlayMaker School\u003c/a>, funded by the Bill and Melinda Gates Foundation, will open in Los Angeles on September 7, with 60 students in 6th grade, and will operate as a \"school within a school\" at \u003ca href=\"http://www.newroads.org/\">New Roads\u003c/a>, an independent middle school.\u003c/p>\n\u003cp>Like \u003ca href=\"http://www.q2l.org/\">Quest to Learn\u003c/a>, the game-based school in New York, PlayMaker will incorporate principles of game-based learning into the entire instructional model, but with an additional focus on making and discovering. The goal is to engage students in both high-tech and low-tech games and modular, instructional activities. Individual students will work with an “Adventure Map” that will guide them to choose their own path, allowing for students to control how they learn and when they learn it. These modules will be not only individual tasks, but will also include group work. In a unit on kinetic and potential energy, for example, students will watch videos, play games, create digital roller-coasters, and create real-life models.\u003c/p>\n\u003cp>With ongoing formative assessments tied not only to the Common Core, but also practical digital skills, collaboration, critical thinking, and \u003ca href=\"http://casel.org\">social emotion learning principles,\u003c/a> the focus is meant to go beyond traditional schooling goals. Instruction will focus on providing context for the content, whereby students understand the relevance of what they're learning. Teachers will play the roles of questioners, facilitators, and reflective agents.\u003c/p>\n\u003cp>More information will soon be released about the specifics of the program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SCALING UP\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Lucien Vattel, the executive director of GameDesk, said he wants to scale the company's tools and learning models to schools and other groups across the country. To that end, the company \u003ca href=\"http://www.gamedesk.org/gamedesk-collaborates-with-att-to-build-a-new-learning-center-and-national-digital-learning-platform/\">received $3.8 million from AT&T\u003c/a> to fund two new initiatives: a learning laboratory called Learning Center, which will include a \"classroom of the future\" where new digital tools will be developed, tested, evaluated, and aligned with academic standards; and free access to an online portal of \u003c!--more-->digital learning content, as well as support for teachers to learn how to integrate it.\u003c/p>\n\u003cp>\"We see this as being a clearing house for all the best work in this space and we want the entire education community to contribute content to the site, from the professional developer, to the educator in Kansas, to the creative and tenacious parents and kids at home,” Vattel said.\u003c/p>\n\u003cdiv id=\"attachment_23612\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM.png\">\u003cimg class=\"size-medium wp-image-23612\" title=\"Screen Shot 2012-09-04 at 1.33.33 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/Screen-Shot-2012-09-04-at-1.33.33-PM-300x169.png\" alt=\"\" width=\"300\" height=\"169\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">GameDesk\u003c/p>\n\u003c/div>\n\u003cp>\u003cstrong>PROFESSIONAL DEVELOPMENT\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>As part of the professional development for the PlayMaker School, GameDesk also initiated a collaborative called \u003ca href=\"http://www.gamedesk.org/projects/dreamlab/\">DreamLab\u003c/a> focused on not only creating many of the GameDesk’s projects, but also how to implement and sustain them. Instead of simply creating and implementing, however, they design in collaboration with student and teachers, to ensure that real needs are being met well.\u003c/p>\n\u003cp>Although still in its infancy as a component of GameDesk’s work, DreamLab hopes to provide professional development for teachers on site. In addition, they hope to build a portal where teachers can collaborate on lesson design and share their ideas for implementing the games in the classroom. In the past months as they prepared for the new school opening, new teachers received intensive professional development, learned to design games, played games, and understood the pedagogical principles around using games for learning.\u003c/p>\n\u003cp>\u003cstrong>GAMES IN STEM\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"http://www.gamedesk.org\">GameDesk\u003c/a> is also \u003ca href=\"http://www.gamedesk.org/projects/\">creating and collaborating on games\u003c/a> that target the Common Core standards. \u003ca href=\"http://www.gamedesk.org/projects/on-site-school-pilots/\">Mathmaker\u003c/a>, which GameDesk created, is focused on having students take on the roles of engineers to learn math concepts. This game, as well as others, is directed at amplifying STEM curriculum, and is being piloting and used in large urban high schools.\u003c/p>\n\u003cp>GameDesk also uses another math-focused game called \u003ca href=\"http://www.gamedesk.org/projects/motion-math-in-class/\">Motion Math In-Class\u003c/a>, created by the team at Stanford University Learning, Design and Technology Program, which is part of its math curriculum. This interactive iPad app\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/dont-forget-the-fun-factor-in-educational-games/\"> helps students learn fractions, proportions and percentages\u003c/a>.\u003c/p>\n\u003cp>Another unique game is \u003ca href=\"http://www.gamedesk.org/projects/dojo/\">Dojo\u003c/a>, which uses play and biometrics to work on emotion regulation (not to be confused with \u003ca href=\"http://www.classdojo.com/\">Class Dojo\u003c/a>, which helps teachers with classroom management). So far, it has been used successfully with diverse populations and even youth within or exiting the juvenile justice system. Players experience real-life challenges that test their emotions, but also gives them strategies and feedback on how to overcome these challenges.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>More to come, as GameDesk continues to grow.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23528/a-new-game-based-school-opens","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_136","mindshift_25","mindshift_548","mindshift_929","mindshift_20902","mindshift_930"],"featImg":"mindshift_23609","label":"mindshift"},"mindshift_15776":{"type":"posts","id":"mindshift_15776","meta":{"index":"posts_1591205157","site":"mindshift","id":"15776","score":null,"sort":[1317831860000]},"guestAuthors":[],"slug":"drowning-in-student-data-two-companies-offer-solutions","title":"Drowning in Student Data? Two Companies Offer Solutions","publishDate":1317831860,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354061639,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":787},"headData":{"title":"Drowning in Student Data? Two Companies Offer Solutions | KQED","description":"By Betsy Corcoran, EdSurge Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing. With sophisticated high-tech tools comes a deluge of data,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Drowning in Student Data? Two Companies Offer Solutions","datePublished":"2011-10-05T16:24:20.000Z","dateModified":"2012-11-28T00:13:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15776 http://blogs.kqed.org/mindshift/?p=15776","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/05/drowning-in-student-data-two-companies-offer-solutions/","disqusTitle":"Drowning in Student Data? Two Companies Offer Solutions","path":"/mindshift/15776/drowning-in-student-data-two-companies-offer-solutions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cfigure id=\"attachment_15792\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/dno1967b/6043012600/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15792\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/6043012600_0e3d783af5-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Betsy Corcoran, \u003ca href=\"http://www.edsurge.com/\">EdSurge\u003c/a>\u003c/h5>\n\u003cp>Teachers who want to use technology in the classroom to its best potential typically face a problem dealing with computers that's weirdly reminiscent of dealing with a roomful of bright but disruptive students: It can be too much of a good thing.\u003c/p>\n\u003cp>With sophisticated high-tech tools comes a deluge of data, and for a lot of teachers, finding the right resources at the right moment can be maddeningly difficult. What's more, the most sophisticated programs, which deliver detailed reports about student progress, don't share data--which means that teachers can wind up with multiple \"data dashboards.\"\u003c/p>\n\u003cp>So educational technology entrepreneurs are starting to offer up a bit of help for both of these programs, according to two reports in today's \u003ca href=\"http://www.edsurge.com/\">EdSurge newsletter\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Combining data from different programs to help teachers avoid an air-traffic-control problem as they try to mix and match the tools they use.\u003c/aside>\n\u003cp>In Mountain View, a startup nonprofit organization, \u003ca href=\"http://www.ednovo.org/\">EdNovo\u003c/a>, is doing early \"alpha\" tests of a Google-like search program for helping teachers find exactly the right digital content at the right time. And in San Francisco, a firm called \u003ca href=\"edelements.com\">EdElements\u003c/a> just got a huge boost of financing to support \u003c!--more-->its work in building a unified \"data dashboard\" that can combine data from different programs to help teachers avoid an air-traffic-control like problem as they try to mix and match the tools they use.\u003c/p>\n\u003cp>First EdNovo: with a team of almost a dozen educators and engineers, former Google executive Prasad Ram is building a free search engine he calls \"Gooru\" to retrieve digital content starting with math and science. So far, the team has tagged and organized 20,000 free resources on the web, along with 1,200 class plans and \"classbooks,\" which are effectively playlists for learning. The effort is still very much under construction. Some 300 educators, including teachers at Oakland International High School, Milpitas Unified School District and FlipSchool are providing the first feedback. But Gooru promises to deliver what educators have long dreamed of: an education-specific search engine that pulls up timely and usable material for teachers. Educators can \u003ca href=\"http://www.goorulearning.org/gooru/index.g#/classplan/search/library\">request a chance to try out the program here.\u003c/a> [Update: \u003ca href=\"http://www.goorulearning.org\">Gooru\u003c/a> is now open to any user.]\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>There are also a wide range of more comprehensive teaching programs that many schools are using to create so called \"blended learning\" models: fusions of teacher-led and computer assisted instruction. (Heather Staker of the Innosight Institute \u003ca href=\"http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/\">offers more detailed definitions of blended learning here\u003c/a>.)\u003c/p>\n\u003cp>A bevy of ed-tech programs are emerging to serve as this kind of teacher's right-hand aide: for instance, \u003ca href=\"http://www.dreambox.com/\">Dreambox Learning\u003c/a> helps K-3 students develop their math skills; \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> offers a broad suite of K-12 programs.\u003c/p>\n\u003cp>In most cases, teachers trying these programs out want to mix and match their options like picking out a box of mixed chocolates. Why not some Dreambox for math and then a little \u003ca href=\"http://www.renlearn.com/ar/\">Accelerated Reader\u003c/a> for language arts?\u003c/p>\n\u003cp>But the nail-biting truth about mixing up these sophisticated learning programs is that each one has its own, carefully designed \"data dashboard.\" Use three programs and you'll wind up staring at three data dashboards. What's needed is a way to get the programs to talk and share data--or a way to build a single \"data dashboard,\" that can channel the reports from individual programs and portray a single, coherent report.\u003c/p>\n\u003cp>There are a handful of efforts to build such uber-dashboards. Charter school program \u003ca href=\"rocketshipeducation.org\">Rocketship Education\u003c/a> has been growing its own, supported by the Bill and Melinda Gates Foundation. The Gates Foundation is also fostering the development of common standards that could be used more broadly by any program. New York City's school district has worked with a program called \u003ca href=\"http://www.desire2learn.com/\">Desire2Learn\u003c/a> to craft a dashboard.\u003c/p>\n\u003cp>And then there's San Francisco \u003ca href=\"http://www.edelements.com/\">EdElements\u003c/a>, run by Anthony Kim. Kim is one of the country's leading blended learning consultants. He's worked with KIPP and IDEA schools to create blended learning programs in those schools. Along the way, his team has begun partnering with different ed-tech companies to wire up their programs to return data to a single dashboard--something Kim calls a \"Hybrid Learning Management System.\" So far, Kim's team works with 15 different vendors.\u003c/p>\n\u003cp>Kim's efforts got a boost this week by a $2.1 million equity investment by investors that include the \u003ca href=\"http://www.newschools.org/\">NewSchools Venture Fund\u003c/a>, \u003ca href=\"http://www.tugboatventures.com/\">Tugboat Ventures\u003c/a>, venture capitalist, Wally Hawley, and the three founders of edtech incubator, \u003ca href=\"http://www.imaginek12.com/\">ImagineK12.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It'll be interesting to watch how these two intriguing ways could help teachers be more incommand of the explosion of emerging digital tools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15776/drowning-in-student-data-two-companies-offer-solutions","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_25","mindshift_726","mindshift_724","mindshift_723","mindshift_725","mindshift_481"],"featImg":"mindshift_15792","label":"mindshift"},"mindshift_12578":{"type":"posts","id":"mindshift_12578","meta":{"index":"posts_1591205157","site":"mindshift","id":"12578","score":null,"sort":[1308085388000]},"guestAuthors":[],"slug":"10-million-grants-awarded-to-help-boost-college-readiness","title":"$7 Million Grants Awarded to Help Boost College Readiness","publishDate":1308085388,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-1.59.28-PM-300x204.png\" alt=\"\" width=\"300\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">The iCivics web-based game is one of the recipients of the Next Generation Learning Challenges grants.\u003c/figcaption>\u003c/figure>\n\u003cp>Today, the \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level.\u003c/p>\n\u003cp>Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college completion. The first round of grants, announced earlier this year, were aimed at developing tools for higher education. While those grant recipients aim to address some of the factors that cause students to drop out of college, the recipients of the second round of grants, announced today, tackle the other end of the spectrum: the factors that make students ill-prepared for college.\u003c/p>\n\u003cp>This $7 million round of funding asked for proposals that use technology to address some of the Common Core materials and to help build both educational content and and assessment tools. The 19 recipients are mostly a blend of private companies and universities. The Louisiana Department of Education - the only public K-12 grant winner in this round - will use the funding to expand its virtual school algebra program. The \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> program, another recipient, is an online civic education platform founded and led by Justice Sandra Day O'Connor, and its civics and literacy curriculum will be will be further developed.\u003c/p>\n\u003cp>Although the grant program said that entrants should be able to demonstrate a history of results, there were several \"proof of concept\" endeavors among today's winners, including a project by Classroom Inc to build out its \u003ca href=\"http://www.classroominc.org/node/111\">Sports Network\u003c/a> career simulation module, aimed at at-risk and below reading level students. \u003c!--more-->\u003c/p>\n\u003cp>NGLC is taking a sweeping approach to addressing the problems around college completion rates in the U.S. by addressing issues at both the K-12 level and in college itself. It also has an interesting tact of supporting startups, established technology companies, universities, and K-12 schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>There has been quite a bit of interest in the grant program, and this round had over 230 proposals. A third wave of grant opportunities will be announced later this year.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308089024,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":370},"headData":{"title":"$7 Million Grants Awarded to Help Boost College Readiness | KQED","description":"Today, the Next Generation Learning Challenges (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level. Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"$7 Million Grants Awarded to Help Boost College Readiness","datePublished":"2011-06-14T21:03:08.000Z","dateModified":"2011-06-14T22:03:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12578 http://blogs.kqed.org/mindshift/?p=12578","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/14/10-million-grants-awarded-to-help-boost-college-readiness/","disqusTitle":"$7 Million Grants Awarded to Help Boost College Readiness","path":"/mindshift/12578/10-million-grants-awarded-to-help-boost-college-readiness","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12582\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-12582\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-1.59.28-PM-300x204.png\" alt=\"\" width=\"300\" height=\"204\">\u003cfigcaption class=\"wp-caption-text\">The iCivics web-based game is one of the recipients of the Next Generation Learning Challenges grants.\u003c/figcaption>\u003c/figure>\n\u003cp>Today, the \u003ca href=\"http://nextgenlearning.org/\">Next Generation Learning Challenges\u003c/a> (NGLC), an education technology grant program funded by the Gates Foundation, announced the 19 winners of its latest wave of project funding aimed at the K-12 level.\u003c/p>\n\u003cp>Last fall, the Gates Foundation announced its NGLC initiative, a multi-year project to help support programs that boost college preparedness and college completion. The first round of grants, announced earlier this year, were aimed at developing tools for higher education. While those grant recipients aim to address some of the factors that cause students to drop out of college, the recipients of the second round of grants, announced today, tackle the other end of the spectrum: the factors that make students ill-prepared for college.\u003c/p>\n\u003cp>This $7 million round of funding asked for proposals that use technology to address some of the Common Core materials and to help build both educational content and and assessment tools. The 19 recipients are mostly a blend of private companies and universities. The Louisiana Department of Education - the only public K-12 grant winner in this round - will use the funding to expand its virtual school algebra program. The \u003ca href=\"http://www.icivics.org/\">iCivics\u003c/a> program, another recipient, is an online civic education platform founded and led by Justice Sandra Day O'Connor, and its civics and literacy curriculum will be will be further developed.\u003c/p>\n\u003cp>Although the grant program said that entrants should be able to demonstrate a history of results, there were several \"proof of concept\" endeavors among today's winners, including a project by Classroom Inc to build out its \u003ca href=\"http://www.classroominc.org/node/111\">Sports Network\u003c/a> career simulation module, aimed at at-risk and below reading level students. \u003c!--more-->\u003c/p>\n\u003cp>NGLC is taking a sweeping approach to addressing the problems around college completion rates in the U.S. by addressing issues at both the K-12 level and in college itself. It also has an interesting tact of supporting startups, established technology companies, universities, and K-12 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>\u003c/p>\n\u003cp>There has been quite a bit of interest in the grant program, and this round had over 230 proposals. A third wave of grant opportunities will be announced later this year.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12578/10-million-grants-awarded-to-help-boost-college-readiness","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_25","mindshift_558"],"featImg":"mindshift_12582","label":"mindshift"},"mindshift_2613":{"type":"posts","id":"mindshift_2613","meta":{"index":"posts_1591205157","site":"mindshift","id":"2613","score":null,"sort":[1286398229000]},"guestAuthors":[],"slug":"whats-your-college-story","title":"What's Your College Story?","publishDate":1286398229,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-2614\" href=\"http://ww2.kqed.org/mindshift/2010/10/whats-your-college-story/screen-shot-2010-10-06-at-1-46-28-pm/\">\u003cimg class=\"alignright size-medium wp-image-2614\" title=\"Screen shot 2010-10-06 at 1.46.28 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-06-at-1.46.28-PM-300x206.png\" alt=\"\" width=\"300\" height=\"206\">\u003c/a>The creatives at Good have come up with \u003ca href=\"http://www.good.is/post/project-tell-us-about-your-nontraditional-education/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+good%2Flbvp+%28GOOD+Main+RSS+Feed%29&utm_content=Google+Reader\">an interesting challenge\u003c/a>. Hoping to make a strong case for going to college, they're asking for submissions from the public for \"stories success and frustration as a nontraditional student trying to obtain your post-secondary degree.\"\u003c/p>\n\u003cp>Submissions can come in the form of videos, emails, photos, or any other medium that suits the participant and are due on November 23, 2010. You can email your submissions to projects [at] goodmagazine [dot] com with the subject: GOOD / Bill & Melinda Gates Foundation Education Contest.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1286474520,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":94},"headData":{"title":"What's Your College Story? | KQED","description":"The creatives at Good have come up with an interesting challenge. Hoping to make a strong case for going to college, they're asking for submissions from the public for "stories success and frustration as a nontraditional student trying to obtain your post-secondary degree." Submissions can come in the form of videos, emails, photos, or any","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What's Your College Story?","datePublished":"2010-10-06T20:50:29.000Z","dateModified":"2010-10-07T18:02:00.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"2613 http://blogs.kqed.org/mindshift/?p=2613","disqusUrl":"https://ww2.kqed.org/mindshift/2010/10/06/whats-your-college-story/","disqusTitle":"What's Your College Story?","path":"/mindshift/2613/whats-your-college-story","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-2614\" href=\"http://ww2.kqed.org/mindshift/2010/10/whats-your-college-story/screen-shot-2010-10-06-at-1-46-28-pm/\">\u003cimg class=\"alignright size-medium wp-image-2614\" title=\"Screen shot 2010-10-06 at 1.46.28 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-06-at-1.46.28-PM-300x206.png\" alt=\"\" width=\"300\" height=\"206\">\u003c/a>The creatives at Good have come up with \u003ca href=\"http://www.good.is/post/project-tell-us-about-your-nontraditional-education/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+good%2Flbvp+%28GOOD+Main+RSS+Feed%29&utm_content=Google+Reader\">an interesting challenge\u003c/a>. Hoping to make a strong case for going to college, they're asking for submissions from the public for \"stories success and frustration as a nontraditional student trying to obtain your post-secondary degree.\"\u003c/p>\n\u003cp>Submissions can come in the form of videos, emails, photos, or any other medium that suits the participant and are due on November 23, 2010. You can email your submissions to projects [at] goodmagazine [dot] com with the subject: GOOD / Bill & Melinda Gates Foundation Education Contest.\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>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/2613/whats-your-college-story","authors":["180"],"categories":["mindshift_20828"],"tags":["mindshift_25"],"featImg":"mindshift_2614","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. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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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. 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