What Education Technology Could Look Like Over the Next Five Years
5 Essential Insights About Mobile Learning
Finding Solutions for Tech Troubles In Schools
Privacy, Equity, and other BYOD Concerns
Six Lingering Obstacles to Using Technology in Schools
More School Districts Welcome Cell Phones in the Class
Four New Initiatives from the Department of Education
Games, Gadgets and the Cloud: Coming Soon to a School Near You
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FM","link":"/"}},"mindshift_40956":{"type":"posts","id":"mindshift_40956","meta":{"index":"posts_1591205157","site":"mindshift","id":"40956","score":null,"sort":[1435585926000]},"guestAuthors":[],"slug":"what-education-technology-could-look-like-over-the-next-five-years","title":"What Education Technology Could Look Like Over the Next Five Years","publishDate":1435585926,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"PmeaaeceW76uOnXIu8Fa2cHS6W5FB6bI\"]\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n","blocks":[],"excerpt":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","status":"publish","parent":0,"modified":1435585926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1703},"headData":{"title":"What Education Technology Could Look Like Over the Next Five Years | KQED","description":"A survey of schools around the world reveals what schools could look like, trends in personalized learning, the role of teachers and challenges to exciting techniques. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Education Technology Could Look Like Over the Next Five Years","datePublished":"2015-06-29T13:52:06.000Z","dateModified":"2015-06-29T13:52:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"40956 http://ww2.kqed.org/mindshift/?p=40956","disqusUrl":"https://ww2.kqed.org/mindshift/2015/06/29/what-education-technology-could-look-like-over-the-next-five-years/","disqusTitle":"What Education Technology Could Look Like Over the Next Five Years","path":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The \u003ca href=\"http://go.nmc.org/2015-k12\" target=\"_blank\">NMC Horizon 2015 K-12\u003c/a> report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.\u003c/p>\n\u003cp>\u003cstrong>TRENDS\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Deeper Learning: \u003c/strong>The expert panel identified several long-term trends that will greatly influence the adoption of technology in classrooms over the next five years and beyond. They see worldwide educators focusing on “\u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/03/report-finds-deeper-learning-model-improves-outcomes-for-all-students/\">deeper learning\u003c/a>” outcomes that try to connect what happens in the classroom to experts and experiences beyond school as an important trend.\u003c/p>\n\u003cp>Teachers at the cutting edge of this work are asking students to use technology to access and synthesize information in the service of finding solutions to multifaceted, complex problems they might encounter in the real world. The popularity of \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/\">project-based learning\u003c/a>, \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/19/5-ways-to-inspire-students-through-global-collaboration/\">global collaboration\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\">integrated learning experiences\u003c/a> is driving this trend and powerful tech use as an extension of it.\u003c/p>\n\u003cp>\u003cstrong>Rethinking Traditions:\u003c/strong> Educators are also rethinking how school has traditionally worked, questioning everything from school schedules, to how individual disciplines are taught and how success and creativity are \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/06/beyond-standardized-tests-existing-tools-for-measuring-student-progress/\">measured\u003c/a>. This macro trend to shake up typical ways of schooling is opening new opportunities for technology to play an even bigger role in education. \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/23/tossing-out-teaching-by-subject-as-part-of-a-modern-high-school-education/\">Finland\u003c/a> took a big step toward reimagining school when it did away with many traditional subjects in favor of interdisciplinary classes that more accurately reflect a world in which disciplines influence one another. Some U.S districts have also tried to reimagine how school would look with movements toward \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\">competency-based models\u003c/a> that don’t rely on time in class as the constant variable.\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>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Collaborations:\u003c/strong> In the next three to four years, experts see collaborative social learning and a move to transition students from consumers to creators as big trends in education technology. Educators have long known learning is a social process -- when teachers and students create meaning together, often the results are much more effective. The \u003ca href=\"http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/\">NMC Horizon report\u003c/a> highlights four principles of collaborative learning: “placing the learner at the center, emphasizing interaction and doing, working in groups, and developing solutions to real-world problems.” Working in this way necessarily pushes students to create solutions, rather than passively consume content, lectures and lessons handed out by teachers. Access to mobile technology especially has helped students feel comfortable in the role of digital creator.\u003c/p>\n\u003cp>\u003cstrong>Blended Learning:\u003c/strong> Blended learning, or the use of technology alongside in-person instruction from a teacher, has been included in the NMC Horizons report before. Now, experts see it as a short-term trend that is quickly becoming common in many classrooms and is driving many efforts to integrate technology. STEAM programs, in which teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/13/how-integrating-arts-into-other-subjects-makes-learning-come-alive/\" target=\"_blank\">integrate the arts and humanities into teaching about science, technology, engineering and math\u003c/a>, is also a short-term trend driving technology.\u003c/p>\n\u003cp>\u003cstrong>CHALLENGES\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Authentic Learning:\u003c/strong> As with any changing industry, there are many problems standing in the way of effective technology implementation. Some problems are already being solved in creative ways by educators setting an example of the way forward, while others are more difficult and haven’t yet been solved. One challenge that persists in mainstream education is how to create truly \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/03/what-meaningful-reflection-on-student-work-can-do-for-learning/\">authentic learning\u003c/a> opportunities within the bureaucracy of schools. As with other education buzzwords, many schools believe they are providing authentic learning, but they don’t offer the apprenticeships, vocational training and portfolio-based assessments that often characterize work that carries larger life lessons.\u003c/p>\n\u003cp>\u003cimg class=\" size-medium wp-image-40973 alignright\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png\" alt=\"2015 K-12 Report Topics Graphic\" width=\"800\" height=\"620\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-800x620.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-400x310.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-1180x915.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic-960x745.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2015/06/2015-K-12-Report-Topics-Graphic.png 1390w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cstrong>Professional Development:\u003c/strong> Another challenge being met in some places is how to incorporate technology into teacher-training programs. When teachers don’t use technology in their classrooms, it’s often because they don’t feel comfortable with it or don’t see how it enhances their teaching. \u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/\" target=\"_blank\">Exposure during teacher training would help seed good practices\u003c/a> early and ingrain digital literacy as an important skill for students to learn. As things stand now, many teachers receive professional development around technology platforms that often turn over or are replaced by something else. The report notes, “This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.”\u003c/p>\n\u003cp>\u003cstrong>Personalized Learning & Teacher's Role:\u003c/strong> Two of the much more difficult challenges facing tech integration are effective strategies for personalizing learning and reevaluating the role of teachers in education. These two challenges go hand-in-hand, as they require a complete re-engineering of the school experience, rather than tinkering around the edges of traditional school. Many school leaders believe that by using technology and adaptive software to allow students to move at different paces, they are offering “personalized learning.” But the experts behind this report caution that, “this approach may be indicative of personalized learning solutions being sold to schools as a mass commodity that helps them raise standardized test scores, ultimately missing the goal of making learning a more meaningful experience.”\u003c/p>\n\u003cp>The value in “personalized learning” lies in \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/02/what-do-we-really-mean-when-we-say-personalized-learning/\" target=\"_blank\">student autonomy and individualized instruction and support\u003c/a>, not in the control and compliance model required to achieve high test scores. If this more radical and child-centered definition of “personalized” is to be achieved, the role teachers play also need reimagining. With online interactions facilitating collaboration for both students and teachers, and learning taking place at all times of the day online and off, a lot is being asked of teachers. Their guidance is no longer confined to school hours.\u003c/p>\n\u003cp>The report points out that teachers are no longer information distributors, but their new role has not always been well defined or supported by education leaders and policymakers:\u003c/p>\n\u003cblockquote>\u003cp>“In ideal situations, the teacher’s role is becoming that of a mentor, visiting with groups and individual learners during class to help guide them, while allowing them to have more of a say in their own learning. However, these types of interactions and the enabling use of technology are not always inherent or sufficiently integrated in pre-service training.”\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Scalability:\u003c/strong> The really thorny challenges -- those that are “complex to define, let alone address\" -- provide food for thought. Experts identified \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/08/steve-hargadon-escaping-the-education-matrix/\" target=\"_blank\">scaling innovative technologies and approaches\u003c/a> as one intractable dilemma. Educators are familiar with the frustration of trying to break through rules and bureaucracy to experiment with innovative ideas. While inspiring teaching is happening all over the world, in many cases it does so in pockets, due to the tireless work of a dedicated educator, and not as part of mainstream education.\u003c/p>\n\u003cp>A similarly tricky problem lies in how to teach students the complex thinking skills that will be required to nimbly move through future challenges. One way educators are trying to cultivate these skills is through \u003ca href=\"http://ww2.kqed.org/mindshift/2015/06/25/what-schools-hope-to-achieve-by-making-computer-science-widespread/\" target=\"_blank\">computer science and coding\u003c/a>. However, coding alone won’t solve all the problems of the world, and as long as traditional school remains siloed into discrete subject areas, it will be difficult to allow students opportunities to tackle truly complex problems.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTS IN ED TECH\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>BYOD/Maker Movement:\u003c/strong> In just one or two years, experts predict \u003ca href=\"http://ww2.kqed.org/mindshift/tag/byod/\" target=\"_blank\">Bring Your Own Device\u003c/a> policies and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/04/how-to-turn-your-school-into-a-maker-haven/\" target=\"_blank\">makerspaces will be commonplace in schools\u003c/a>. A \u003ca href=\"http://www.cosn.org/focus-areas/it-management/it-leadership-survey\" target=\"_blank\">2014 Consortium for School Networking (CoSN) survey\u003c/a> found that 81 percent of surveyed schools either had a BYOD policy or planned to implement one. These policies reflect the reality of students’ lives and can also cut down on school technology costs. Similarly, the popular Maker Movement and increasing emphasis on hands-on learning has propelled school makerspaces into the limelight. School leaders see these spaces as a way for students to take initiative: designing, prototyping and building their ideas from start to finish.\u003c/p>\n\u003cp>\u003cstrong>3-D Printing:\u003c/strong> The report notes that in the next two to three years, 3-D printing and adaptive learning technologies will have become mainstream school technologies. Experts believe \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/23/time-to-start-making-free-design-programs-for-3d-printers/\" target=\"_blank\">3-D printing offers tremendous opportunities\u003c/a> for students to explore objects and concepts that might be difficult to experience in school. The printer can help students visualize mathematical graphs and models or touch replicas of historic artifacts. Low-cost online design tools and cheaper machines are helping to make 3-D printing accessible to schools, while project-based pedagogy is making it popular.\u003c/p>\n\u003cp>\u003cstrong>Adaptive Learning:\u003c/strong> Adaptive learning refers to software that adjusts to students’ learning needs as they use the product. Increasingly, this kind of software is being used to \u003ca href=\"http://ww2.kqed.org/mindshift/2015/01/12/some-benefits-and-drawbacks-of-blended-learning/\" target=\"_blank\">allow each student to move at his or her own pace\u003c/a>. The idea is tremendously appealing to some education leaders, while others worry that relying on software to recognize student needs will actually diminish the personalized attention from an educator that each student deserves.\u003c/p>\n\u003cp>While the authors of the NMC Horizon report feel adaptive learning could soon be a game changer, they caution that the software may not be sophisticated enough yet to meet educators' dreams. Instead, the authors posit its best use may be to analyze macro-level data on the effectiveness of curriculum and instruction.\u003c/p>\n\u003cp>\u003cstrong>Badges and Wearables:\u003c/strong> On the long-term horizon, experts see digital badges and wearable technology as important technology developments in four to five years. Badges are already being used to recognize competence in a skill in digital spaces like Khan Academy. Increasingly, schools are looking to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/25/how-mozillas-open-badges-may-work-in-the-real-world/\" target=\"_blank\">badges as a way to validate informal learning\u003c/a> for both students and teachers. While not yet pervasive, badges could offer a more comprehensive way to certify learning opportunities, inside and outside of school.\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>NMC Horizon reports have highlighted wearable technology in the past, pointing to learning opportunities in virtual reality experiences and the potential for biometric devices to teach about nutrition and exercise. Now, educators around the world are beginning to use wearable technology to \u003ca href=\"http://ww2.kqed.org/mindshift/2014/09/17/how-virtual-reality-meets-real-life-learning-with-mobile-games/\" target=\"_blank\">push limits and offer creative outlets\u003c/a>, but use is not widespread. Experts note one place that wearable technology could have a particularly large impact is on disabled students.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40956/what-education-technology-could-look-like-over-the-next-five-years","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20509","mindshift_561","mindshift_775","mindshift_20906","mindshift_544","mindshift_20784","mindshift_1040","mindshift_980","mindshift_820","mindshift_421"],"featImg":"mindshift_40988","label":"mindshift"},"mindshift_35726":{"type":"posts","id":"mindshift_35726","meta":{"index":"posts_1591205157","site":"mindshift","id":"35726","score":null,"sort":[1405432820000]},"guestAuthors":[],"slug":"5-essential-insights-about-mobile-learning","title":"5 Essential Insights About Mobile Learning","publishDate":1405432820,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>[contextly_sidebar id=\"bbc86d0e49f0b2ed278b2c409f765c1d\"]\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n","blocks":[],"excerpt":"As mobile learning becomes more common, district leaders are working hard to juggle nimble adaptation in a changing environment and the desire to get it right.","status":"publish","parent":0,"modified":1405434642,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1676},"headData":{"title":"5 Essential Insights About Mobile Learning | KQED","description":"As mobile learning becomes more common, district leaders are working hard to juggle nimble adaptation in a changing environment and the desire to get it right.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Essential Insights About Mobile Learning","datePublished":"2014-07-15T14:00:20.000Z","dateModified":"2014-07-15T14:30:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"35726 http://blogs.kqed.org/mindshift/?p=35726","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/15/5-essential-insights-about-mobile-learning/","disqusTitle":"5 Essential Insights About Mobile Learning","path":"/mindshift/35726/5-essential-insights-about-mobile-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_36709\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-36709\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/erinscott_-7061.jpg\" alt=\"Erin Scott/MindShift\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/07/erinscott_-7061-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Erin Scott/MindShift\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Just a few years ago, mobile devices were almost unheard of in classrooms. Over time, teachers and administrators have been experimenting with how to make mobile devices into powerful learning tools, and have come up with some strategies.\u003c/p>\n\u003cp>A group of administrators from some of the first districts to pioneer Bring Your Own Device (BYOD) policies and other forms of mobile learning are now sharing their experiences with those hustling to get on board. \u003ca href=\"http://www.cosn.org/\" target=\"_blank\">The Consortium of School Networking\u003c/a>, a professional group for district leaders, is trying to make that knowledge more widely available through its \u003ca href=\"https://sites.google.com/site/lmlguide/\" target=\"_blank\">Mobile Learning Initiative\u003c/a>.\u003c/p>\n\u003cp>“It’s a way to keep up with what are the new burning questions, find out what leading people are doing, give a variety of insights into that particular topic so you can get a little bit of context and understanding,” said Marie Bjerede the initiative’s project director.\u003c/p>\n\u003cp>The site offers insights into some of the key steps to implementing a strong mobile learning program and provides quick answers to real world problems that busy administrators may have as they roll out their own programs.\u003c/p>\n\u003cp>\u003cstrong>1. Set goals and expectations for teaching and learning with mobile devices before worrying about the device itself. \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>“If this is a device plan and not a learning plan, you are definitely going down a path that could lead to some confusion and failed deployments,” said Michelle Bourgeois, technology coordinator at \u003ca href=\"http://www.svvsd.org/\" target=\"_blank\">St. Vrain Valley School District in Colorado,\u003c/a> and every administrator echoed this sentiment.\u003c/p>\n\u003cp>It's easy to focus a mobile learning initiative on the devices themselves, without realizing that some of the thorniest shifts are in how educators approach the use of technology in the classroom. “The technology is a tool,” said Scott Smith, chief technology officer at \u003ca href=\"http://www.mgsd.k12.nc.us/MGSD/Home.html\" target=\"_blank\">Mooresville Graded School District\u003c/a> in North Carolina. “The technology gives us exponential potential to do things we haven’t been able to do before. But the focus is on curriculum and instruction.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"It's no longer just something you implement; it's evolving and it's unique in each location.\"\u003c/aside>\n\u003cp>Focusing on how mobile devices will change learning -- not merely replicate old pedagogy on a digital device -- means involving teachers and curriculum specialists in the planning process from the beginning. “The tendency is for the technology people to make the decisions in terms of the technology,” said John Connolly, Director of Technology at \u003ca href=\"http://d230.org/\" target=\"_blank\">Consolidated High School District 230\u003c/a> in Illinois. “I think it’s really important for the curriculum folks and teachers to be involved in choosing what type of device and content, but more importantly the goals and where do we want to go as a group.”\u003c/p>\n\u003cp>Beginning a new initiative with the support and energy of teachers will also help the program to go more smoothly. Administrators who’ve been through the roll-out process before also recommend a pilot program to help identify problems, areas of professional development that are most needed and to begin developing some best practices to share with a larger group of teachers.\u003c/p>\n\u003cp>\u003cstrong>2. Develop a strong community of support for the initiative early and keep up transparent communication with parents and community members throughout the process.\u003c/strong>\u003c/p>\n\u003cp>“Long before we handed out the first device, we started a community awareness program in terms of what we were planning to do and why,” Smith said. District representatives held many community meetings where they explained why it would be important for students to come out of school fluent in technology use and with a collaborative set of skills different from what parents were expected to have. By describing a vision for what students would be able to do after leaving school, Smith gradually won over parents.\u003c/p>\n\u003cp>“Things were a lot different then,” said \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/how-byod-programs-can-fuel-inquiry-learning/\" target=\"_blank\">Tim Clark\u003c/a>, Coordinator of Instructional Technology for \u003ca href=\"http://www.forsyth.k12.ga.us/site/default.aspx?PageID=1\" target=\"_blank\">Forsyth County Schools in Georgia\u003c/a>. The iPad hadn’t even been released yet when Forsyth began its program. “Now the parents are expecting it and are actually driving our schools to adopt even more mobile learning because they want students to find instructional purposes for those devices in their pockets.”\u003c/p>\n\u003cp>The strong vision for how mobile learning can change teaching and learning was the core of the communication between district officials and the community. Getting everyone on board with the ultimate goal helped them deal with the inevitable bumps in rolling out the technology and learning to use it for learning.\u003c/p>\n\u003cp>\u003cstrong>3. Think about equity, but don’t let it stop forward motion.\u003c/strong>\u003c/p>\n\u003cp>While some districts deal with more poverty than others, equity concerns are part of every school administrator’s job. Many districts that pioneered mobile learning programs did so because they wanted to offer more equal access to the benefits of anytime-anywhere access to knowledge that computers offer.\u003c/p>\n\u003cp>\"When you give every student a device, it levels that playing field, but there are still inequities,” Smith said. His district charges each student a $50 tech fee per year. A local education foundation has agreed to pay for families who can’t afford the fee, but about half of the families eligible for free and reduced price lunch still pay the fee because they recognize its importance for their children, Smith said.\u003c/p>\n\u003cp>For many districts embracing a 24-7 mobile learning program, the toughest equity challenge is getting every student access to the internet at home. “We’ve been trying to build lots of partnerships,” Bourgeois said. Her district \u003ca href=\"http://ww2.kqed.org/mindshift/2014/02/think-big-how-to-jumpstart-tech-use-in-low-income-schools/\" target=\"_blank\">includes both urban and rural areas\u003c/a>, each of which have access issues. The district has been mapping resources that already exist, convincing cities to extend their programs if they are offering free internet in downtown business districts, and making sure students and parents know how to save resources for offline use.\u003c/p>\n\u003cp>\"Most of our kids are bringing a device to school, so we’ve just been able to supplement what students bring in with school owned technology,” Clark said. His students go back and forth between school-owned devices and their own, depending on need and in case of battery failure or other technical difficulties. It’s become a very fluid process, he said.\u003c/p>\n\u003cp>\u003cstrong>4. Evaluate the effectiveness of a mobile learning initiative based on the goals set at the beginning of the rollout.\u003c/strong>\u003c/p>\n\u003cp>It’s easy to use improved test scores as a measure of whether a mobile learning initiative has been successful, but school leaders recommend trying to evaluate the goals set forth in the original vision and to think about evaluation holistically. If one element of a district’s vision is to put more power to direct learning in the hands of students, test scores aren’t the most appropriate measure of that goal.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Everybody wants to look at test scores because that’s a measurable goal that everyone understands, but there are other things that you can use to evaluate success,” Smith said. His district is in the sixth year of implementation and has found that graduation rates, attendance rates and academic success are all up. Meanwhile discipline issues and dropout rates are down. “Is that all because of technology? Absolutely not, but it is certainly a contributing factor for being able to meet all students where they are,” he said.\u003c/p>\n\u003cp>It’s also tempting to expect results immediately, but leaders recommended allowing three to four years for educators and parents to grow into the program before expecting to see its value.\u003c/p>\n\u003cp>\u003cstrong>5. Some of the biggest lessons learned include giving up control and trusting students.\u003c/strong>\u003c/p>\n\u003cp>“A lot of our shifts are making sure we are not mandating any more than we have to and that we’re empowering as much as we can,” Bourgeois said. She found that once devices were in the hands of teachers and students there was far more potential for creativity and student empowerment than district officials had imagined. The district has been working to get out of the way of that generative energy.\u003c/p>\n\u003cp>“One of the things I would do early is bring the students into the process because I think their insights are pretty powerful and sometimes surprising in the way they think about things,” Bourgeois said. If she could re-do her rollout she would have \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/students-speak-up-trust-us-with-devices/\" target=\"_blank\">included students in the discussions\u003c/a> long before devices were chosen or in classrooms. They are stakeholders in their own education, but often aren’t included in the decisions that will directly affect their daily instruction.\u003c/p>\n\u003cp>“Over time you start to really focus in on what students are doing and learning with those devices and then where is the rigor of instruction and where is the authenticity of instructional tasks,” Clark said. He noted that it's natural for schools to worry about the technical aspects of a rollout, but the novelty of the devices wears off quickly and when it does the whole school community can become even more focused on how to use the devices to offer the best learning opportunities possible.\u003c/p>\n\u003cp>\u003cstrong>STAY NIMBLE\u003c/strong>\u003c/p>\n\u003cp>While these mobile learning pioneers have seen some of the pitfalls and can help districts new to the game avoid the same stumbles, this space is changing quickly and every community’s needs will be different.\u003c/p>\n\u003cp>“It’s no longer just something you implement; it’s evolving and it’s unique in each location,” Bjerede said. “If you try to be cookie cutter about it you won’t meet the needs of every kid in every classroom.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The technology will change, students will surprise their teachers and the best advice to district leaders is to stay open to all the possibilities and allow students to take control of the tremendous learning opportunity that having a device at all times could offer them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35726/5-essential-insights-about-mobile-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_484","mindshift_20906","mindshift_544","mindshift_1040","mindshift_187"],"featImg":"mindshift_36709","label":"mindshift"},"mindshift_28036":{"type":"posts","id":"mindshift_28036","meta":{"index":"posts_1591205157","site":"mindshift","id":"28036","score":null,"sort":[1365692418000]},"guestAuthors":[],"slug":"finding-ways-to-boost-broadband-for-schools","title":"Finding Solutions for Tech Troubles In Schools","publishDate":1365692418,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1365700926,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":824},"headData":{"title":"Finding Solutions for Tech Troubles In Schools | KQED","description":"With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the growth of blended learning, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Finding Solutions for Tech Troubles In Schools","datePublished":"2013-04-11T15:00:18.000Z","dateModified":"2013-04-11T17:22:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28036 http://blogs.kqed.org/mindshift/?p=28036","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/11/finding-ways-to-boost-broadband-for-schools/","disqusTitle":"Finding Solutions for Tech Troubles In Schools","path":"/mindshift/28036/finding-ways-to-boost-broadband-for-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"alignleft size-full wp-image-28109\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/112806574.jpg\" alt=\"112806574\" width=\"354\" height=\"483\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574.jpg 354w, https://ww2.kqed.org/app/uploads/sites/23/2013/04/112806574-320x437.jpg 320w\" sizes=\"(max-width: 354px) 100vw, 354px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">With the onset of the Common Core State Standards, which teachers are expected to implement next year, and the \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">growth of blended learning\u003c/a>, the role of digital resources both for instruction and assessment has come under close scrutiny. The quickly shifting landscape is leaving many Internet Technology directors worrying that they won’t be able to meet the demand for fast and reliable Internet service.\u003c/p>\n\u003cp>\u003ca href=\"http://www.cosn.org/\">The Consortium for School Networking\u003c/a>'s (CoSN) recently \u003ca href=\"http://www.cosn.org/Home/ITLeadershipSurvey/tabid/14326/Default.aspx\">surveyed IT leaders\u003c/a> and found their top three priorities are \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device\u003c/a> (BYOD) policies, assessment readiness, and broadband access. All of these priorities hinge upon one thing – lots of bandwidth.\u003c/p>\n\u003cp>Recognizing the substantial challenge facing many school districts, CoSN has launched the Designing Education Network (DEN) initiative to compile best practices for how to quickly and carefully build up IT infrastructure.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“If you’re first grader and you are learning to read and you've got a screen that takes 90 seconds to load, you may not be able to sit still that long.”\u003c/aside>\n\u003cp>\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>“One of the reasons we want to identify best practices and vendor neutral resources is because districts don’t have resources to hire consultants for research and development,” said \u003ca href=\"http://www.linkedin.com/pub/denise-atkinson-shorey/7/2b2/581\">Denise Atkinson-Shorey\u003c/a>, project director for DEN. In fact, 80 percent of school districts predict they will have flat or declining IT budgets for the next school year.\u003c!--more-->\u003c/p>\n\u003cp>Most school districts have only a few IT specialists who are often responsible for both the central office systems and local site networks. What's more, CoSN's survey found that a majority of Chief Technology Officers in schools earn about half of the going salary in the private sector. They're faced with a huge task that will affect the learning of hundreds of children, but they're understaffed, under-resourced and could make a lot more money elsewhere.\u003c/p>\n\u003cp>DEN is trying to relieve some of that load by compiling best practices and advice that will be housed on a website. The first tools should be available in June, and DEN hopes to expand its offerings to include a community forum so that IT leaders across the country can learn from each other as they go through the process.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/07/what-it-takes-to-launch-a-mobile-learning-program-in-schools/\">What it Takes to Launch Mobile Learning Programs in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the biggest concerns for schools is the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/privacy-equity-and-other-byod-concerns/\">quality and security of the network\u003c/a>. Another is accommodating the needs of various devices that students and teachers use to access the network, hoping to make all connections solid. “In the network, we have to think of how to get Internet access to a mobile device and how to do it securely,” Atkinson-Shorey said.\u003c/p>\n\u003cp>One thing they’re considering is more \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/is-the-school-in-the-cloud-the-future-of-learning/\">cloud based computing\u003c/a>, but that can come with challenges too. “If we move resources into the cloud it’s easier for wireless devices to have access, but it may not meet the learning needs of students and staff,” Atkinson-Shorey said. Many schools are trying to move ahead on many technological fronts simultaneously and they don’t realize how much bandwidth they’ll need.\u003c/p>\n\u003cp>BYOD policies have been touted as money savers, but in informal surveys Atkinson-Shorey has found that most students bring more than one device to school at a time. Demands on the network might be far greater than anyone imagined.\u003c/p>\n\u003cp>Another big concern is making sure that everyone, no matter what device they're using, gets the same speedy and reliable connection, which could hinder learning and affect the outcome of a student’s test. “If you’re first grader and you are learning to read and you’ve got a screen that takes 90 seconds to load, you may not be able to sit still that long,” Atkinson-Shorey said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/\">More School Districts Welcome Cell Phones in Class\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>One of the main services DEN will try to provide is a spending resource so districts know just how much they can expect to pay to move online. The tool will compare and contrast different tech models, taking into account the tech requirements for BYOD, laptop carts, or computer labs.\u003c/p>\n\u003cp>“Early adopters went through all this the hard way, but there’s no reason for all of us to have to do that,” Atkinson-Shorey said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The initiative is a boost for IT administrators at a time when social media networks are full of concerns that schools won’t be able to provide adequate broadband access in time for implementation goals of the Common Core. Some states are even seeking to delay implementation until they can get adequate tech support in place. As with all new launches, there will probably be glitches as schools role it out. The question will be whether schools are given a break if the technology doesn't perform.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28036/finding-ways-to-boost-broadband-for-schools","authors":["234"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_410","mindshift_1004","mindshift_544"],"featImg":"mindshift_28109","label":"mindshift"},"mindshift_23716":{"type":"posts","id":"mindshift_23716","meta":{"index":"posts_1591205157","site":"mindshift","id":"23716","score":null,"sort":[1347474760000]},"guestAuthors":[],"slug":"privacy-equity-and-other-byod-concerns","title":"Privacy, Equity, and other BYOD Concerns","publishDate":1347474760,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1347476010,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":615},"headData":{"title":"Privacy, Equity, and other BYOD Concerns | KQED","description":"Erin Scott As the Bring Your Own Device movement continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up. One of the biggest issues educators continually bring up is equity. "Especially at","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Privacy, Equity, and other BYOD Concerns","datePublished":"2012-09-12T18:32:40.000Z","dateModified":"2012-09-12T18:53:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23716 http://blogs.kqed.org/mindshift/?p=23716","disqusUrl":"https://ww2.kqed.org/mindshift/2012/09/12/privacy-equity-and-other-byod-concerns/","disqusTitle":"Privacy, Equity, and other BYOD Concerns","path":"/mindshift/23716/privacy-equity-and-other-byod-concerns","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23782\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone.jpg\">\u003cimg class=\"size-large wp-image-23782\" title=\"cellphone\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/09/cellphone-620x433.jpg\" alt=\"\" width=\"620\" height=\"433\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Erin Scott\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">Bring Your Own Device movement\u003c/a> continues to gain momentum, allowing students to use their own devices (mobile phones, laptops, tablets) in school, administrators and educators are figuring out how to iron out concerns and issues that crop up.\u003c/p>\n\u003cp>One of the biggest issues educators continually bring up is equity.\u003c/p>\n\u003cp>\"Especially at the middle school level, not having a device and needing to find a classmate to share with results in further issues (selfishness, resentment, etc.),\" writes Kevin, a commenter to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/09/how-to-launch-a-successful-byod-program/\">a recent post about Katy School District's BYOD program\u003c/a>. \"If so, how are these issues dealt with and turned into instructional situations?\"\u003c/p>\n\u003cp>But proponents of BYOD contend that students who have devices should not be prohibited from using them as a solution to the equity issue. Education blogger Lisa Nielsen \u003ca href=\"http://thejournal.com/Articles/2011/11/09/7-BYOD-Myths.aspx?Page=2\" target=\"_blank\">gives the following example of\u003c/a> a school district in Forsyth County, Georgia.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The BYOD environment is fluid and policies should be as well.\"\u003c/p>\n\u003c/aside>\n\u003cp>\"Tim Clark, district instructional technology specialist with \u003cstrong>Forsyth County Schools\u003c/strong> (GA), explains that \u003cstrong>\u003ca href=\"http://theinnovativeeducator.blogspot.com/2011/04/contraband-of-some-schools-is.html\" target=\"_blank\">in his experience with BYOD\u003c/a>\u003c/strong>, 'Students who do not have personal technology devices have greater access to school-owned technology tools when students who bring their own devices to school are no longer competing for that access,'\" Nielsen writes.\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>Another set of concerns, according to a \u003ca href=\"http://www.cosn.org/EdTechNex\" target=\"_blank\">CoSN report\u003c/a>, are around potential safety and security risks. One prevailing question, for example: Who's responsible for theft or damage to students' devices? Different districts deal with the issue in different ways. While some educators say kids \u003c!--more-->take care of their own devices better than those issued to them by schools, Fairfax County School district asks parents to sign a liability waiver along with their BYOD permission slips.\u003c/p>\n\u003cp>Students' use of their devices to send harassing or otherwise inappropriate messages is another concern. Most school districts already have bullying and behavioral policies in place, but those may need to be further clarified in regards to students' devices. While some schools prohibit use of devices in areas that are difficult to monitor, CoSN's report cites experts who suggest a more flexible policy.\u003c/p>\n\u003cp>\"CoSN Chair Bailey Mitchell, chief technology officer of Forsyth County (GA) Schools—a BYOD leader—advises against BYOD policies that are too rigid or restrictive. The BYOD environment is fluid, he says, and policies should be as well. Some districts give flexibility to schools to craft policies that make sense for their student populations,\" the report states.\u003c/p>\n\u003cp>That's exactly what's happening at Sacred Heart Cathedral Prep in San Francisco, where administrators see cell phones as tools used to say or do what might happen in the hallways and dining halls regardless of the device itself. The policy there is evolving, says Principal Gary Cannon.\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>“The challenge is giving [kids] a sense of a digital footprint,” Cannon says.\u003c/p>\n\u003cp>Other districts handle it in different ways. According to the report, last year, computers and tablets were allowed at the Fairfax County district, but not cell phones. This year, the district \u003ca href=\"http://www.fcps.edu/it/byod/index.%20shtml\">is allowing smartphones\u003c/a> to be used, but each school must decide where and how they can be used.\u003c/p>\n\u003cp>Other logistics that must be dealt with:\u003c/p>\n\u003cul>\n\u003cli>The possibility of passing along viruses or malware from student devices to school computers while the devices are being charged.\u003c/li>\n\u003cli>Compliance to filtering policies in schools that ban certain websites on broadband, but that can be accessed through students' wireless service.\u003c/li>\n\u003cli>Unintentional access to private content, both on the part of teachers and students.\u003c/li>\n\u003c/ul>\n\u003cp>The CoSN report lists a host of ideas -- everything from wireless authentication to how to deal with virtual and remote desktops -- as solutions to addressing some of these concerns.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23716/privacy-equity-and-other-byod-concerns","authors":["180"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_20906","mindshift_544"],"featImg":"mindshift_23782","label":"mindshift"},"mindshift_22218":{"type":"posts","id":"mindshift_22218","meta":{"index":"posts_1591205157","site":"mindshift","id":"22218","score":null,"sort":[1340216398000]},"guestAuthors":[],"slug":"six-lingering-obstacles-to-using-technology-in-schools","title":"Six Lingering Obstacles to Using Technology in Schools","publishDate":1340216398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1340225320,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":7,"wordCount":1202},"headData":{"title":"Six Lingering Obstacles to Using Technology in Schools | KQED","description":"Flickr:Marygrove College Library Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The NMC Horizon Report: 2012 K-12 Edition, a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Lingering Obstacles to Using Technology in Schools","datePublished":"2012-06-20T18:19:58.000Z","dateModified":"2012-06-20T20:48:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"22218 http://blogs.kqed.org/mindshift/?p=22218","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/20/six-lingering-obstacles-to-using-technology-in-schools/","disqusTitle":"Six Lingering Obstacles to Using Technology in Schools","path":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003cdiv id=\"attachment_22226\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/marygrovelib/6869115600/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-22226\" title=\"6869115600_8a147da18d\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/06/6869115600_8a147da18d-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Marygrove College Library\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Though educators are finding smart ways to integrate technology and learning, the road has been and continues to be challenging on multiple fronts. The \u003ca href=\"http://www.nmc.org/publications/2012-horizon-report-k12\">NMC Horizon Report: 2012 K-12 Edition,\u003c/a> a collaboration between the New Media Consortium, the Consortium for School Networking, and the International Society for Technology in Education, takes the birds-eye view and encapsulates some of the significant challenges that must still be addressed and offers the following assessment.\u003c/p>\n\u003cp>Behind the challenges listed here is also a pervasive sense that local and organizational constraints are likely the most important factors in any decision to adopt — or not to adopt — a given technology. Even K-12 institutions that are eager to adopt new technologies may be constrained by school policies, the lack of necessary human resources, and the financial wherewithal to realize their ideas. Still others are located within buildings that simply were not designed to provide the radio frequency transparency that wireless technologies require, and thus find themselves shut out of many potential technology options. While acknowledging that local barriers to technology adoptions are many and significant, the advisory board focused its discussions on challenges that are common to the K-12 community as a whole. The highest ranked challenges they identified are listed here, in the order in which the advisory board ranked them.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>1. Digital media literacy continues its rise in importance as a key skill in every discipline and profession, especially teaching.\u003c/strong> This challenge appears at the top of the list because despite the widespread agreement on the importance of digital media literacy, training in the supporting skills and techniques is still very rare in teacher education. As classroom professionals begin to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum, the lack of formal training is being offset through professional development or informal learning, but we are far from seeing digital media literacy as a norm. This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>2. K-12 must address the increased blending of formal and informal learning.\u003c/strong> Traditional lectures and subsequent testing are still dominant learning vehicles in schools. In order for students to get a well- rounded education with real world experience, they must also engage in more informal in-class activities as well as learning to learn outside the classroom. Most schools are not encouraging students to do any of this, nor to experiment and take risks with \u003c!--more-->their learning — but a new model, called the “flipped classroom,” is opening the door to new approaches. The flipped classroom uses the abundance of videos on the Internet to allow students to learn new concepts and material outside of school, thus preserving class time for discussions, collaborations with classmates, problem solving, and experimentation. The approach is not a panacea, and designing an effective blended learning model is key, but the growing success of the many non- traditional alternatives to schools that are using more informal approaches indicates that this trend is here to stay for some time.\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>3. The demand for personalized learning is not adequately supported by current technology or practices.\u003c/strong> The increasing demand for education that is customized to each student’s unique needs is driving the development of new technologies that provide more learner choice and control and allow for differentiated instruction, but there remains a gap between the vision and the tools needed to achieve it. It has become clear that one-size-fits-all teaching methods are neither effective nor acceptable for today’s diverse students. Technology can and should support individual choices about access to materials and expertise, amount and type of educational content, and methods of teaching.\u003c/p>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>4. Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.\u003c/strong> A key challenge is the fundamental structure of the K-12 education establishment — aka “the system.” As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice. Learners have increasing opportunities to take their education into their own hands, and options like informal education, online education, and home-based learning are attracting students away from traditional educational settings. If the system is to remain relevant it must adapt, but major change comes hard in education. Too often it is education’s own processes and practices that limit broader uptake of new technologies.\u003c/p>\n\u003cdiv>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>5. Learning that incorporates real life experiences is not occurring enough and is undervalued when it does take place.\u003c/strong> This challenge is an important one in K-12 schools, because it can greatly impact the engagement of students who are seeking some connection between the world as they know it exists outside of school, and their experiences in school that are meant to prepare them for that world. Use of project-based learning practices that incorporate real- life experiences, technology and tools that are already familiar to students, and mentoring from community members are examples of practices that can bring the real world into the classroom. Practices like these may help retain students in school and prepare them for further education, careers, and citizenship in a way that traditional practices are failing to do.\u003c/p>\n\u003c/div>\n\u003cdiv>\n\u003cp style=\"padding-left: 30px\">\u003cstrong>6. Many activities related to learning and education take place outside the walls of the classroom and thus are not part of traditional learning metrics\u003c/strong>. Students can take advantage of learning material online, through games and programs they may have on systems at home, and through their extensive — and constantly available — social networks. The experiences that happen in and around these venues are difficult to tie back to the classroom, as they tend to happen serendipitously and in response to an immediate need for knowledge, rather than being related to topics currently being studied in school.These trends and challenges are a reflection of the impact of technology that is occurring in almost every aspect of our lives. They are indicative of the changing nature of the way we communicate, access information, connect with peers and colleagues, learn, and even socialize.\u003c/p>\n\u003cdiv style=\"padding-left: 30px\">\n\u003cp>Taken together, they provided the advisory board a frame through which to consider the potential impacts of nearly 50 emerging technologies and related practices that were analyzed and discussed for possible inclusion in this edition of the NMC Horizon Report series. Six of those were chosen through successive rounds of ranking and have been identified as “Technologies to Watch.” They each have been placed on one of three possible adoption horizon that span the coming five years, and are detailed in the main body of the report, which follows.\u003c/p>\n\u003cp>Gathering data from research, as well as the expertise of an advisory board, the report also includes noted trends in emerging technologies and challenges and examines each criteria in detail.\u003c/p>\n\u003cp>The report can be read in full by registering \u003ca href=\"http://www.nmc.org/welcome-website?destination=node%2F37071\">here\u003c/a>, and can be accessed on mobile devices \u003ca href=\"http://go.nmc.org/app\">here\u003c/a>.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\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\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/22218/six-lingering-obstacles-to-using-technology-in-schools","authors":["4354"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_544","mindshift_546","mindshift_820"],"featImg":"mindshift_22226","label":"mindshift"},"mindshift_20548":{"type":"posts","id":"mindshift_20548","meta":{"index":"posts_1591205157","site":"mindshift","id":"20548","score":null,"sort":[1333732270000]},"guestAuthors":[],"slug":"in-the-digital-age-welcoming-cell-phones-in-the-class","title":"More School Districts Welcome Cell Phones in the Class","publishDate":1333732270,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n","blocks":[],"excerpt":"No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.","status":"publish","parent":0,"modified":1339190391,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2225},"headData":{"title":"More School Districts Welcome Cell Phones in the Class | KQED","description":"No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"More School Districts Welcome Cell Phones in the Class","datePublished":"2012-04-06T17:11:10.000Z","dateModified":"2012-06-08T21:19:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20548 http://blogs.kqed.org/mindshift/?p=20548","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/06/in-the-digital-age-welcoming-cell-phones-in-the-class/","disqusTitle":"More School Districts Welcome Cell Phones in the Class","path":"/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20550\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://www.youtube.com/watch?v=_CastlWoH2c&feature=player_embedded\">\u003cimg class=\"size-large wp-image-20550\" title=\"ISD\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/MN_blue_688-620x349.jpg\" alt=\"\" width=\"620\" height=\"349\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Innovation in ISD\u003c/p>\n\u003c/div>\n\u003ch5>\u003cem>No longer afraid of giving kids access to the Internet, a growing number of school districts are developing digital media policies that emphasize responsibility over fear.\u003c/em>\u003c/h5>\n\u003ch5>By Heather Chaplin\u003c/h5>\n\u003cp class=\"dropcap-serif\">Since early 2001, every school accepting federal funding for discounted Internet access through the government’s E-rate program had to do two things – block “harmful” sites and create an Acceptable Use Policy.\u003c/p>\n\u003cp>The mantra of schools back then was pretty simple: Keep it out. The standard approach to this government mandate, the Children’s Internet Protection Act (CIPA), was to build the equivalent of walls, fences, and moats to keep kids from the web.\u003c/p>\n\u003cp>“It’s a historical hiccup in the history of learning,” said \u003ca title=\"Rich Halverson\" href=\"http://elpa.education.wisc.edu/elpa/people/faculty-and-staff-directory/richard-halverson\">Rich Halverson\u003c/a>, a learning scientist at the University of Wisconsin-Madison, and the lead researcher on \u003ca title=\"KidGrid\" href=\"http://www.gameslearningsociety.org/research/kidgrid\">KidGrid\u003c/a>, a mobile app that helps teachers study and analyze student data. “Here we had the most sophisticated advances in the history of learning banned from schools out of fear.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/in-the-digital-age-welcoming-cell-phones-in-the-class/mobile-mind-shift-icon/\" rel=\"attachment wp-att-20566\">\u003cimg class=\"alignleft size-thumbnail wp-image-20566\" title=\"Mobile Mind Shift Icon\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/Mobile-Mind-Shift-Icon-140x140.png\" alt=\"\" width=\"67\" height=\"67\">\u003c/a>GUIDE TO MOBILE LEARNING:\u003c/strong> Part two of a series exploring mobile learning co-produced by \u003cstrong>MindShift\u003c/strong> and \u003ca href=\"http://spotlight.macfound.org/\">Spotlight on Digital Media & Learning\u003c/a>. The first post in this series: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>\u003c/p>\n\u003c/aside>\n\u003cp>Fear was definitely the word you heard when talking to school administrators – no doubt partly because in the age of the Internet, 2001 was a long time ago, and the Web was still unknown territory for plenty of people back then. Also, all it takes is one student downloading pornography and sending it around the school, or one case of sexting that makes it in the news, for a school to find itself in serious hot water.\u003c/p>\n\u003cp>But recently – in the last two or three years - something has changed. Schools seem to be getting over their fears and want to bring the Web and social media and all the attendant digital tools into \u003c!--more-->the classroom. You can see this change reflected in a slew of new Acceptable Use Policies (AUPs) across the country that emphasize responsibility over mere acceptance and the implementation of school-wide blogs and even the distribution of smartphones for classroom use.\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>“This isn’t happening in the majority of schools,” said \u003ca title=\"Jim Bosco\" href=\"http://homepages.wmich.edu/%7Ebosco/bio.html\">Jim Bosco\u003c/a>, principal investigator at the Consortium of School Networking’s \u003ca title=\"Participatory Learning in Schools\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/Home/tabid/7112/Default.aspx\">Participatory Learning in Schools\u003c/a> initiative. “But it’s not the rarity anymore, either.”\u003c/p>\n\u003cp>Bosco said that while he had no empirical data to track these changes in schools, he estimated that between 40 and 50 percent of school districts were developing more forward-thinking policies. The Consortium of School Networking (CoSN) is working with school leaders from 13 districts to \u003ca title=\"collaborate on creating models for district-level digital media use policies\" href=\"http://spotlight.macfound.org/blog/entry/school-leaders-collaborate-on-best-practices-for-district-level-digital-med/\">collaborate on creating models for district-level digital media use policies\u003c/a> in K-12 education.\u003c/p>\n\u003cp>COSN released a paper this month called “\u003ca title=\"Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\" href=\"http://www.cosn.org/Initiatives/ParticipatoryLearning/MakingProgress/tabid/12543/Default.aspx\">Making Progress: Rethinking State and School District Policies Concerning Mobile Technologies and Social Media\u003c/a>.”\u003c/p>\n\u003cp>“The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement,” the paper says.\u003c/p>\n\u003cp>It simply makes no sense, the paper argues, to try and keep students out of a world – a digital world – that is going to be paramount to how they live and work as adults. In fact, says Bosco, it’s not even possible to keep them out.\u003c/p>\n\u003cp>“You can build as big a moat as you want,” he said. “But it’s not going to work if for no other reason than they go home at night. A lot of people say, well, what they do when they get home is not my problem. But I think that seems borderline unethical.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>“You can build as big a moat as you want, but it’s not going to work if for no other reason than they go home at night.\"\u003c/p>\n\u003c/aside>\n\u003cp>According to Bosco, administrators at schools ought to be providing safe environments for students to learn how to be responsible digital citizens – not just protecting themselves from lawsuits by keeping the Internet out of the classroom and leaving kids to flail about when they go home.\u003c/p>\n\u003cp>“One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school,” the CoSN paper reads.\u003c/p>\n\u003cp>The Children’s Internet Protection Act requires Internet filters, but the changing thinking over the last two or three years is that maybe those “filters” aren’t best enforced by draconian AUPs.\u003c/p>\n\u003cp>“When I talk to colleagues in Finland, they say, how do you filter?” said \u003ca title=\"Jim Klein\" href=\"http://www.classroom20.com/profile/jimklein\">Jim Klein\u003c/a>, director of Information Services and Technology at the \u003ca title=\"Saugus Union School District\" href=\"http://www.saugususd.org/\">Saugus Union School District\u003c/a> in Southern California. “They say, our kids’ filters are in their heads. You do this by giving them a safe environment to educate themselves instead of sticking your head in the sand and pretending these technologies don’t exist.”\u003c/p>\n\u003cp>This doesn’t mean that students in Klein’s district have unfettered access to anything online. But Klein has a different approach to blocking. Instead of buying a commercial filter that blocks URLs, Klein, who uses only open source software, has created filters based on content. This means YouTube, for example, is available as a site, but a particular page – pornographic or hate-based – won’t be.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/dispelling-myths-about-blocked-websites-in-schools/\">DISPELLING MYTHS ABOUT BLOCKED WEBSITES\u003cstrong>\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">STUDENTS DEMAND THE RIGHT TO USE TECHNOLOGY IN SCHOOLS\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/when-school-web-filtering-comes-home/\">WHEN SCHOOL WEB FILTERING COMES HOME\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Klein also said that when he’s building filters, he doesn’t work with the mindset of keeping out every kid who desperately wants to get around them – those kids are going to get access anyway, he said, whether by breaking through the filter or waiting until they go home. Rather, he sets out to prevent students from accidentally stumbling on something harmful or upsetting.\u003c/p>\n\u003cp>“You have to understand the purpose of filters,” he said, “and change your assumptions about what you’re doing.”\u003c/p>\n\u003cp>When Klein was loosening the filter system, he spent a lot of time talking to teachers about what he was doing and why. Teachers have to be responsible for what happens in their classroom, Klein said. And the expectation has to be that students are responsible for their own behavior. His message of responsibility is echoed by the new CoSN paper and by other forward-thinking tech administrators at districts around the country.\u003c/p>\n\u003cp>\u003cstrong>DISTRICTS FIGURING IT OUT\u003c/strong>\u003c/p>\n\u003cp>The \u003ca title=\"Katy Independent School District\" href=\"http://www.katyisd.org/Pages/default.aspx\">Katy Independent School District\u003c/a> in Texas recently changed its AUP to focus on “responsible use,” said Darlene Rankin, director of instructional technology. “Digital responsibility is big.” Rankin said. “We’re teaching students how to operate in this new world. We wanted to change the wording in our guidelines because we don’t want students to accept them; we want students to be responsible for them.”\u003c/p>\n\u003cp>Do things ever go wrong? Of course. In the Katy ISD, one fifth grader did a search for and found videos of lap dancers. The parents, Rankin said, were irate.\u003c/p>\n\u003cp>“Things are going to happen,” Rankin said. “We talked to the parents – ultimately it was a great teaching moment.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"The depth of thought and level of discourse gets much deeper when you add an online environment.\"\u003c/p>\n\u003c/aside>\n\u003cp>Halverson, of the University of Wisconsin-Madison, said one of the problems schools are now facing over responsible internet use is a legacy of the last 20-plus years of what he called an “accountability squeeze” in the school system. There’s been so much focus on “holding schools accountable” that school administrators have been living in a culture of fear – fear of innovating, fear of trying something that might be messy.\u003c/p>\n\u003cp>“Research-driven intervention like changing the curriculum or bringing in new textbooks leaves no room for error,” he said, “which is never going to be the case with digital technology. Of course there’s uncertainty and variation in what they’ve been doing – just look at the state of algebra in inner-city schools. But you can certify a textbook. Everyone wants a magic bullet that will solve all problems, but it doesn’t exist. We need to lay off schools and let them innovate.”\u003c/p>\n\u003cp>Katy ISD has been innovating by distributing Android phones to students. Three years ago, the district gave 150 phones to fifth graders at one elementary school. The next year, it gave out 1,500 phones at 11 schools; and this year, 3,200 students at 18 schools now have Androids.\u003c/p>\n\u003cdiv id=\"attachment_20565\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6659976191/sizes/m/in/set-72157628777364255/\">\u003cimg class=\"size-medium wp-image-20565\" title=\"6659976191_5a16b0a624\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/6659976191_5a16b0a624-300x400.jpg\" alt=\"\" width=\"300\" height=\"400\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Flickinger\u003c/p>\n\u003c/div>\n\u003cp>In the classroom, students log in and receive assignments, take quizzes and do research on their phones. The school has made certain apps available, including an online catalog for the library and reference books. Teachers also plan specific lessons taking advantage of the phones; for example, when students are studying 3-D objects, they watch a video and then take pictures with their phones. Afterwards, they open a drawing program, where they do work based on the image, and then send the work to their teacher.\u003c/p>\n\u003cp>Katy ISD, like many other districts that embrace mobile technologies and other digital media, uses the social networking platform \u003ca title=\"Edmodo\" href=\"http://www.edmodo.com/\">Edmodo\u003c/a> to facilitate online work. Parents can log on to the site to view student grades.\u003c/p>\n\u003cp>The \u003ca title=\"Inner Grove Heights Community Schools\" href=\"http://www.invergrove.k12.mn.us/\">Inner Grove Heights Community Schools\u003c/a> in Minnesota use Edmodo. Two years ago, the district didn’t even have wireless Internet access. But six months later, administrators made the decision to add wireless to all schools, elementary as well as high school.\u003c/p>\n\u003cp>“Teachers were using digital tools, and we were getting more and more requests to open online sites and make it possible for teachers to, for example, use video from the web in the classroom,” said Lynn Tenney, director of technology for the district.\u003c/p>\n\u003cp>Now, Inner Grove offers hybrid classes. Students meet three times a week in the classroom, and twice a week they work independently online. One year after implementing the program in standardized 12th grade English, the failure rate dropped from 63 percent to 13 percent, said Deirdre Wells, superintendent of the school district.\u003c/p>\n\u003cp>Factors other than technology, including a different set of students, could have contributed to the decline. Wells couldn’t put her finger on one specific reason for the extraordinary drop, but she pointed to factors like increased flexibility and freedom, which students loved. Also, she said, struggling students could stay in class those two days a week and get more one-on-one help from the teacher, while the more confident students were off doing their online projects.\u003c/p>\n\u003cp>“The depth of thought and level of discourse gets much deeper when you add an online environment,” Wells said. The teacher can present information in class, and then the students are free to explore it online – they can look at other students’ work, or check out videos on YouTube. Time constraints are no longer a factor, the process becomes more individualized, and school becomes more relevant, Wells said.\u003c/p>\n\u003cp>\u003cstrong>UNDERSTANDING THE SOCIAL ELEMENT\u003c/strong>\u003c/p>\n\u003cp>The social aspect is certainly a big factor in these new learning environments. A fourth grader in the Saugus Union School District in Southern California, for example, posted a plea for help on a Saturday, saying he was struggling with his math homework. His math teacher saw the post and, using his own Macbook web cam, made a video of himself explaining the subject in more depth. He put the video online, and by the end of the weekend his post was filled with comments from students chiming in about the work.\u003c/p>\n\u003cp>For Jim Bosco of CoSN, these advances are absolutely key to providing real educations, not only to the “haves” but to the “have-nots” as well. Bosco grew up in Pittsburg, the child of Italian immigrants. His father had a fourth-grade education, and the Catholic school Bosco attended was less than ideal, he said. But Bosco happened to live within walking distance of a Carnegie public library branch, where he spent much of his free time. He still remembers being struck by the fact that his cousins, who lived 60 miles away in Newcastle, didn’t have access to all that he did by the simple accident of where they lived.\u003c/p>\n\u003cp>“By being walking distance to that library, I had access to all kinds of information and really to all that human culture had produced,” Bosco said.\u003c/p>\n\u003cp>The library of his childhood is like the internet today – a repository of “human culture and knowledge.”\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>“What you have access to has traditionally been determined by money and location,” Bosco said. “But the internet has the potential to change that.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20548/in-the-digital-age-welcoming-cell-phones-in-the-class","authors":["4354"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_544","mindshift_227","mindshift_187"],"featImg":"mindshift_20550","label":"mindshift"},"mindshift_13285":{"type":"posts","id":"mindshift_13285","meta":{"index":"posts_1591205157","site":"mindshift","id":"13285","score":null,"sort":[1309297736000]},"guestAuthors":[],"slug":"four-new-initiatives-from-the-department-of-education","title":"Four New Initiatives from the Department of Education","publishDate":1309297736,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_13292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13292\" href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/screen-shot-2011-06-28-at-2-45-44-pm/\">\u003cimg class=\"size-medium wp-image-13292\" title=\"Screen shot 2011-06-28 at 2.45.44 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-28-at-2.45.44-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Interactive map on data.ed.gov\u003c/figcaption>\u003c/figure>\n\u003cp>“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.”\u003c/p>\n\u003cp>Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday.\u003c/p>\n\u003cp>1. \u003cstrong>TRANSPARENCY\u003c/strong>. \u003ca href=\"http://Data.Ed.Gov\">Data.Ed.Gov\u003c/a> is an interactive map that pintpoints which schools in the U.S. have broadband. It’s a collaboration with the Federal Communications Commission and the National Telecommunications and Inofrmation Administration. “If we can build those kinds of maps that we can layer on what’s happening in all these schools around country, that provides transparency and something that people can aspire to, follow,” Cator \u003ca href=\"http://kqed.argoproject.org/2010/12/20/how-to-push-for-progress-the-key-is-tranparency/\">told me late last year.\u003c/a>\u003c/p>\n\u003cp>2. \u003cstrong>DIGITAL LITERACY.\u003c/strong> \u003ca href=\"http://DigitalLiteracy.Gov.\">DigitalLiteracy.gov\u003c/a> was recently launched by a group of federal government agencies to help build computer and Internet skills, a free resource for anyone. A description from the site: “To provide librarians, teachers, workforce trainers, and others a central location to share digital literacy content and best practices. These trusted groups can, in turn, better reach out to their communities in providing them the skills today’s employers need.” Educators have their \u003ca href=\"http://www.digitalliteracy.gov/content/educator\">own dedicated link\u003c/a>.\u003c/p>\n\u003cp>3. \u003cstrong>BRING YOUR OWN DEVICE ADVICE.\u003c/strong> For educators who want to find the best way to leverage their students’ devices, whether it’s their mobile phones or home laptops, \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>’s newly launched \u003ca href=\"http://Access4ed.net\">Access4ed\u003c/a> provides a host of resources about working experiments. From the site: “It will include conversations around key issues, case studies from districts addressing them, discussion of policy issues and how to address them, and opportunities to connect with education leaders in districts similar to and different from yours.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>4. \u003cstrong>CLEARING HOUSE FOR PROFESSIONAL NETWORKS.\u003c/strong> Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-to-push-for-progress-the-key-is-tranparency/\">described it to me this way\u003c/a>: \"If I’m a teacher, I maintain a profile, I let others into my professional learning network to see the conversations and the communities I’m a part of. I can follow fellow educators that might be involved in interesting projects and trying new projects in the classroom. So it goes beyond just following people on Twitter, but creating a profile for professional educators.\" The idea of this \"persistent online profile\" is the \u003c!--more-->premise behind \u003cstrong>\u003ca href=\"http://EDCOCP.ORG\">Connected Online Communities of Practice\u003c/a>\u003c/strong>, a directory of professional teachers networks created by the D.O.E. and the American Institutes for Research. The organization aims to launch new online communities of practice, conduct design experiments, undertake case studies, and develop ideas about new designs and infrastructure. After reviewing all the nominated online professional networks, the organization’s \u003ca href=\"http://edcocp.org/about/twg/\">technical working group\u003c/a>, a who’s who of innovative education thinkers, will produce a report about best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other goals on the horizon for the D.O.E.:\u003c/p>\n\u003cul>\n\u003cli>Equity of access to all Americans. If schools are able to provide access to technology, Cator said the goal is provide the same access at home, as well as teach them \u003cem>how\u003c/em> to use the technology so they can \"fully participate.\"\u003c/li>\n\u003cli>Connect basic research to the marketplace. With all the research and development that's being done in government agencies, the goal is to connect that knowledge to those who create products.\u003c/li>\n\u003cli>Connect entrepreneurs to investors. Through organizations like \u003ca href=\"http://www.startupamericapartnership.org/about\">Startup America\u003c/a>, a way for smart ideas to find their way to those who can bring it to life.\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1309297741,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":593},"headData":{"title":"Four New Initiatives from the Department of Education | KQED","description":"“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.” Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday. 1.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four New Initiatives from the Department of Education","datePublished":"2011-06-28T21:48:56.000Z","dateModified":"2011-06-28T21:49:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13285 http://blogs.kqed.org/mindshift/?p=13285","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/28/four-new-initiatives-from-the-department-of-education/","disqusTitle":"Four New Initiatives from the Department of Education","path":"/mindshift/13285/four-new-initiatives-from-the-department-of-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_13292\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13292\" href=\"http://ww2.kqed.org/mindshift/2011/06/four-new-initiatives-from-the-department-of-education/screen-shot-2011-06-28-at-2-45-44-pm/\">\u003cimg class=\"size-medium wp-image-13292\" title=\"Screen shot 2011-06-28 at 2.45.44 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-28-at-2.45.44-PM-300x158.png\" alt=\"\" width=\"300\" height=\"158\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Interactive map on data.ed.gov\u003c/figcaption>\u003c/figure>\n\u003cp>“Now is the time,” said Karen Cator, director of education technology at the Department of Education. “We’re at this incredible inflection point as we go from print to digital.”\u003c/p>\n\u003cp>Cator enumerated the ways in which the D.O.E. is helping to make the shift between the print and digital world at the ISTE conference yesterday.\u003c/p>\n\u003cp>1. \u003cstrong>TRANSPARENCY\u003c/strong>. \u003ca href=\"http://Data.Ed.Gov\">Data.Ed.Gov\u003c/a> is an interactive map that pintpoints which schools in the U.S. have broadband. It’s a collaboration with the Federal Communications Commission and the National Telecommunications and Inofrmation Administration. “If we can build those kinds of maps that we can layer on what’s happening in all these schools around country, that provides transparency and something that people can aspire to, follow,” Cator \u003ca href=\"http://kqed.argoproject.org/2010/12/20/how-to-push-for-progress-the-key-is-tranparency/\">told me late last year.\u003c/a>\u003c/p>\n\u003cp>2. \u003cstrong>DIGITAL LITERACY.\u003c/strong> \u003ca href=\"http://DigitalLiteracy.Gov.\">DigitalLiteracy.gov\u003c/a> was recently launched by a group of federal government agencies to help build computer and Internet skills, a free resource for anyone. A description from the site: “To provide librarians, teachers, workforce trainers, and others a central location to share digital literacy content and best practices. These trusted groups can, in turn, better reach out to their communities in providing them the skills today’s employers need.” Educators have their \u003ca href=\"http://www.digitalliteracy.gov/content/educator\">own dedicated link\u003c/a>.\u003c/p>\n\u003cp>3. \u003cstrong>BRING YOUR OWN DEVICE ADVICE.\u003c/strong> For educators who want to find the best way to leverage their students’ devices, whether it’s their mobile phones or home laptops, \u003ca href=\"http://www.cosn.org/\">CoSN\u003c/a>’s newly launched \u003ca href=\"http://Access4ed.net\">Access4ed\u003c/a> provides a host of resources about working experiments. From the site: “It will include conversations around key issues, case studies from districts addressing them, discussion of policy issues and how to address them, and opportunities to connect with education leaders in districts similar to and different from yours.”\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>4. \u003cstrong>CLEARING HOUSE FOR PROFESSIONAL NETWORKS.\u003c/strong> Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/how-to-push-for-progress-the-key-is-tranparency/\">described it to me this way\u003c/a>: \"If I’m a teacher, I maintain a profile, I let others into my professional learning network to see the conversations and the communities I’m a part of. I can follow fellow educators that might be involved in interesting projects and trying new projects in the classroom. So it goes beyond just following people on Twitter, but creating a profile for professional educators.\" The idea of this \"persistent online profile\" is the \u003c!--more-->premise behind \u003cstrong>\u003ca href=\"http://EDCOCP.ORG\">Connected Online Communities of Practice\u003c/a>\u003c/strong>, a directory of professional teachers networks created by the D.O.E. and the American Institutes for Research. The organization aims to launch new online communities of practice, conduct design experiments, undertake case studies, and develop ideas about new designs and infrastructure. After reviewing all the nominated online professional networks, the organization’s \u003ca href=\"http://edcocp.org/about/twg/\">technical working group\u003c/a>, a who’s who of innovative education thinkers, will produce a report about best practices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Other goals on the horizon for the D.O.E.:\u003c/p>\n\u003cul>\n\u003cli>Equity of access to all Americans. If schools are able to provide access to technology, Cator said the goal is provide the same access at home, as well as teach them \u003cem>how\u003c/em> to use the technology so they can \"fully participate.\"\u003c/li>\n\u003cli>Connect basic research to the marketplace. With all the research and development that's being done in government agencies, the goal is to connect that knowledge to those who create products.\u003c/li>\n\u003cli>Connect entrepreneurs to investors. Through organizations like \u003ca href=\"http://www.startupamericapartnership.org/about\">Startup America\u003c/a>, a way for smart ideas to find their way to those who can bring it to life.\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/13285/four-new-initiatives-from-the-department-of-education","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_544","mindshift_29","mindshift_546","mindshift_605","mindshift_221"],"featImg":"mindshift_13292","label":"mindshift"},"mindshift_12392":{"type":"posts","id":"mindshift_12392","meta":{"index":"posts_1591205157","site":"mindshift","id":"12392","score":null,"sort":[1307734238000]},"guestAuthors":[],"slug":"games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","title":"Games, Gadgets and the Cloud: Coming Soon to a School Near You","publishDate":1307734238,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1307988229,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":800},"headData":{"title":"Games, Gadgets and the Cloud: Coming Soon to a School Near You | KQED","description":"Cloud computing and mobile learning: That's the way of the near future in education, according to the New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition. Released by the NMC's Horizon Project, the report distills current trends, challenges, and emerging technologies in K-12 education. "There are so many things to pay attention to in the","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Games, Gadgets and the Cloud: Coming Soon to a School Near You","datePublished":"2011-06-10T19:30:38.000Z","dateModified":"2011-06-13T18:03:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12392 http://blogs.kqed.org/mindshift/?p=12392","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/10/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you/","disqusTitle":"Games, Gadgets and the Cloud: Coming Soon to a School Near You","path":"/mindshift/12392/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"padding-left: 30px;\">\n\u003cfigure id=\"attachment_11579\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11579\" href=\"http://ww2.kqed.org/mindshift/2011/05/its-flexibility-draws-one-family-to-virtual-school/2456767724_bdd5d95a1d_z/\">\u003cimg class=\"size-medium wp-image-11579\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/2456767724_bdd5d95a1d_z-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Computer games and mobile devices will be prevalent in schools within the next few years.\u003c/figcaption>\u003c/figure>\n\u003c/p>\u003cp>Cloud computing and mobile learning: That's the way of the near future in education, according to the \u003ca href=\"http://www.nmc.org/publications/2011-horizon-report-k-12\" target=\"_blank\">\u003cem>New Media Consortium (NMC) Horizon Report: 2011 K-12 Edition\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>Released by the \u003ca href=\"http://www.nmc.org/horizon\" target=\"_blank\">NMC's Horizon Project\u003c/a>, the report distills current trends, challenges, and emerging technologies in K-12 education. \"There are so many things to pay attention to in the world of emerging technologies,\" says New Media Consortium CEO and Horizon Project founder \u003ca href=\"http://www.nmc.org/user/larry-johnson\" target=\"_blank\">Dr. Larry Johnson\u003c/a>. \"What we're saying is, 'Pay attention to this small list and you won't go wrong.'\"\u003c/p>\n\u003cp>The report is full of specific examples of what's really happening in schools, but Johnson recommends keeping a close eye on the following trends.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>IN THE NEXT YEAR: \u003ca href=\"http://blogs.edweek.org/edweek/DigitalEducation/2011/05/clouds_on_ed-tech_horizon_agai.html\" target=\"_blank\">CLOUD COMPUTING AND MOBILE DEVICES\u003c!--more-->\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Schools will start incorporating mobile, hand-held devices in the classroom in significant ways. Mobiles (read: smart phones), Johnson says, were placed \"pretty far out\" in past Horizon reports -- in the four- to five-year category, mostly because of policy concerns. \"Schools didn't have the right policies in place to even think about it; [phones] were still considered disruptive,\" he says. But now, \"we think mobiles are finally going to tip in education.\"\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>Cloud computing will replace data storage on school servers because using free data centers that host thousands of servers, like Google, is becoming more prevalent. Not only are these cloud computing services more convenient for schools (\u003ca href=\"http://ww2.kqed.org/mindshift/tag/google-apps-for-education/\">Google Docs\u003c/a>, for instance), but it's \"increasingly seen as a way to save money,\" Johnson says.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>2-3 YEARS:\u003c/strong> \u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">GAME-BASED LEARNING\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/open-source/\">OPEN CONTENT\u003c/a>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cem> \u003c/em>Games are gaining more traction in education -- primarily for the potential of highly sophisticated video games to \"foster collaboration and engage students deeply in the process of learning.\" \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/10-open-education-resources-you-may-not-know-about-but-should/\" target=\"_blank\">Open content\u003c/a> is perhaps not \u003cem>yet\u003c/em> as widely employed as cloud computing is to save money, but it's on its way: open educational resources have been offered by institutions as renowned as MIT for a decade and are increasingly seen in the K-12 community as a way to increase student choice and access to learning.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>4-5 YEARS:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/linking-analytics-with-learning/\">LEARNING ANALYTICS\u003c/a> AND \u003ca href=\"http://ww2.kqed.org/mindshift/tag/guide-to-future-school/\">PERSONAL LEARNING ENVIRONMENTS \u003c/a>\u003c/li>\n\u003c/ul>\n\u003cp>It might still be far out, but there's a glimmer on the horizon that standardized tests may not be the only widely approved form of student assessment. Analytics technology is becoming sophisticated enough that schools may start providing personalized assessment systems for students over the next five years. And while a \"personal learning environment\" is still very much in its conceptual phase, the idea that \"student-designed learning approaches that encompass different types of content\" -- like videos, apps, games, and social media tools -- can meet his or her learning style and pace goes a long way to making education more personalized, and therefore effective.\u003c/p>\n\u003cp>The report also cites key trends and critical challenges. Among them:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>A NEW DEFINITION OF \"THE DIGITAL DIVIDE.\" \u003c/strong>Today's digital divide is \"less about the devices that you have than the \u003ca href=\"http://www.huffingtonpost.com/daniel-donahoo/horizon-report-k12-releas_b_863345.html\">knowledge and capability\u003c/a> you have to use them when you need to,\" says Johnson. \"We use the Internet as if it were air. Doing a Web search is something we do without even thinking. That, more and more, is how employers expect their workforce to be. The people who have those skills are going to be relatively more successful than people who don't.\"\u003c/li>\n\u003cli>\u003cstrong>LACK OF DIGITAL MEDIA TRAINING FOR TEACHERS. \u003c/strong>Despite widespread agreement about its importance in schools, schools of education and professional development programs for teachers are \u003ca href=\"http://thejournal.com/articles/2011/05/18/a-fistful-of-challenges-for-ed-tech.aspx\" target=\"_blank\">still not providing the training necessary\u003c/a> to make tech integration a reality.\u003c/li>\n\u003cli>\u003cstrong>THE NEED FOR SYSTEMATIC CHANGE. \u003c/strong>\"The fundamental structure of the K-12 education establishment\" is one of the greatest obstacles to innovation, write the report's collaborators. \"As long as maintaining the basic elements of the existing system remains the focus of efforts to support education, there will be resistance to any profound change in practice.\"\u003c/li>\n\u003c/ul>\n\u003cp>This last idea is potentially controversial, but Johnson is matter-of-fact.\u003c/p>\n\u003cp>\"Everything about the way that teachers are evaluated and the way their work is evaluated is based on old models,\" he says. \"It's really very difficult to change. When your lesson plans have to conform to a specific structure, and when your creativity is limited to making sure your students pass high-stakes tests, the ability of a teacher to encourage students to become self-directed learners is hampered.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Nevertheless, he insists, \"I'm an optimist in this. I understand that change takes time. Schools are not early adopters. They tend to look for technologies that are proven in the rest of the world -- in the business, entertainment, or other industries. Once they're established elsewhere, schools bring them in.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12392/games-gadgets-and-the-cloud-coming-soon-to-a-school-near-you","authors":["4351"],"categories":["mindshift_192"],"tags":["mindshift_547","mindshift_543","mindshift_544","mindshift_545","mindshift_546","mindshift_187","mindshift_540","mindshift_542"],"featImg":"mindshift_11579","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. 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You ask the questions. You decide what Bay Curious investigates. 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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. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg","imageAlt":"On Our Watch from NPR and KQED","officialWebsiteLink":"/podcasts/onourwatch","meta":{"site":"news","source":"kqed","order":"1"},"link":"/podcasts/onourwatch","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1567098962","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw","npr":"https://rpb3r.app.goo.gl/onourwatch","spotify":"https://open.spotify.com/show/0OLWoyizopu6tY1XiuX70x","tuneIn":"https://tunein.com/radio/On-Our-Watch-p1436229/","stitcher":"https://www.stitcher.com/show/on-our-watch","rss":"https://feeds.npr.org/510360/podcast.xml"}},"on-the-media":{"id":"on-the-media","title":"On The Media","info":"Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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