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From the Bay Area, Smith graduated with a B.A. in Rhetoric from UC Berkeley and is an alumnus of \u003cem>The Daily Californian.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["author"]},{"site":"mindshift","roles":["editor"]},{"site":"forum","roles":["editor"]},{"site":"perspectives","roles":["editor"]}],"headData":{"title":"Caroline Smith | KQED","description":"Producer, Forum","ogImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/36b81e5f708f5bf91084149f95da8754?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/csmith"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_61098":{"type":"posts","id":"mindshift_61098","meta":{"index":"posts_1591205157","site":"mindshift","id":"61098","score":null,"sort":[1677582039000]},"guestAuthors":[],"slug":"worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","publishDate":1677582039,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Mark Schneider, the director of the Institute of Education Sciences, addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.","status":"publish","parent":0,"modified":1677305871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1281},"headData":{"title":"Worried about ChatGPT and cheating? Here are 4 things teachers should know | KQED","description":"Should teachers be concerned about students using ChatGPT to cheat? Mark Schneider, the director of the Institute of Education Sciences, talks about Chat GPT’s limitations and potential.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried about ChatGPT and cheating? Here are 4 things teachers should know","datePublished":"2023-02-28T11:00:39.000Z","dateModified":"2023-02-25T06:17:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">In his university teaching days, Mark Schneider watched as his students’ research sources moved from the library to Wikipedia to Google. With greater access to online information, cheating and plagiarism became easier. So Schneider, who taught at State University of New York, Stony Brook for 30 years, crafted essay prompts in ways that he hoped would deter copy-paste responses. Even then, he once received a student essay with a bill from a paper-writing company stapled to the back. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers probably spend more time than they’d like trying to thwart students who are able to cheat in creative ways. And many educators are alarmed that ChatGPT, a new and widely available artificial intelligence (AI) model developed by OpenAI, offers yet another way for students to sidestep assignments. ChatGPT uses machine learning and large language modeling to produce convincingly human-like writing. Because users can input prompts or questions into ChatGPT and get paragraphs of text, it has become a popular way for students to complete essays and research papers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some schools have already banned ChatGPT for students. At the same time, some educators are exploring ways to \u003c/span>\u003ca href=\"https://apnews.com/article/chatgpt-ai-use-school-essay-7bc171932ff9b994e04f6eaefc09319f\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">harness the tool for learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. To help educators understand how artificial intelligence might fit into a classroom environment, Schneider, who is now the director of the Institute of Education Sciences (IES), an independent research arm of the U.S. Department of Education, compares it to the invention of the calculator. “For years there was a question about whether or not students should have calculators when they do a math assessment,” he said. “And this happens all over the place: Some new technology comes [and] it’s overwhelming.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Eventually educators decided to permit calculators and make test questions more complex instead of constantly having to monitor students’ behavior. Similarly, with ChatGPT, Schneider urges educators to ask themselves, “What do you need to do with this incredibly powerful tool so that it is used in the furtherance of education rather than as a cheat sheet?” In a conversation with MindShift, he addressed teachers’ ChatGPT worries and offered insights on how to ensure students continue to have meaningful learning experiences.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Using ChatGPT to cheat isn’t fool-proof\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT produces essays that are grammatically correct and free of spelling errors in a matter of seconds; however, its information isn’t always factual. ChatGPT provides answers that draw from webpages that may be biased, outdated or incorrect. Schneider described ChatGPT’s output as “semi reliable.” It has been shown to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60639/a-new-ai-chatbot-might-do-your-homework-for-you-but-its-still-not-an-a-student\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">produce plausible references that are inaccurate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and supply convincing answers that are not rooted in science. \u003c/span>\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>\u003cspan style=\"font-weight: 400\">“So when people get lazy and [say], ‘Hey, write this thing for me,’ and then take it and use it, there could be errors in it,” said Schneider. This makes it a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">valuable tool for generating ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and writing rough drafts, but a risky option when using it for final assignments. Students who decide to use ChatGPT will likely need to double check that the information it provides is correct either by knowing the information in the first place or confirming with other dependable sources.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>ChatGPT can support teachers, not replace them\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some educators, ChatGPT also raises alarm that the widespread adoption of AI could lead to \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2023-01-19-ai-tools-like-chatgpt-may-reshape-teaching-materials-and-possibly-substitute-teach\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">job losses\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly in areas such as tutoring and teaching languages. Schneider said that’s unlikely. “I can't imagine a school system that has no teachers in it,” he said. \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/why-teacher-student-relationships-matter/2019/03\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Numerous studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> show a correlation between strong student-teacher connections and increased student involvement, attendance and academic performance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As people explore how AI will support teaching and learning, teachers' roles may change as these tech tools become more widely used. “Teachers are going to have to evolve and figure out how to harness the power of this tool to improve instruction,” said Schneider. For example, the AI Institute for Transforming Education for Children with Speech and Language Processing Challenges, which was awarded $20 million in funding from IES and the National Science Foundation, is exploring how ChatGPT can support speech pathologists. According to a recent \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">survey by the American Speech-Language-Hearing Association\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the median number of students served by one speech pathologist is 48. “There are simply not enough pathologists in schools,” said Schneider. ChatGPT has the potential to help speech pathologists complete paperwork, which takes up \u003c/span>\u003ca href=\"https://www.asha.org/siteassets/surveys/2022-schools-survey-slp-caseload.pdf\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">almost six hours each week\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and build personalized treatment plans for students with cognitive disabilities, such as dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We need to rethink what we can do to free up teachers to do the work that they are really good at and how to help them individualize their interventions and provide instruction and support,” said Schneider.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>When you use ChatGPT, your data is not secure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">ChatGPT is convincing because it references a massive amount of data and identifies patterns to generate text that seems like it is written by a human. It can even mimic the writing style and tone of the person who uses it. “The more data they have, the better the model,” said Schneider, referring to ChatGPT’s ability to generate responses. “And there's tons of data floating around.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The information that users put into ChatGPT to make it generate a response – also known as the input – can take the form of a question, a statement or even a partial text that the user wants ChatGPT to complete. But when students use ChatGPT they may be putting their data at risk.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://openai.com/privacy/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">According to Open AI’s privacy policy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, inputs – including ones with personal information, such as names, addresses, phone numbers or other sensitive content – may be reviewed and shared with third parties. Also, there is the ever present risk that if ChatGPT is hacked, a bad actor can access users’ data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schneider acknowledged that if ChatGPT will be used to support teaching and learning, privacy is a major concern. “We are developing much better methods for preserving privacy than we have in the past,” he said. “We have to remember it's a bit of a cost analysis. Using all this data has many benefits. It also has some risks. We have to balance those.” He added that ChatGPT is similar to wearing an Apple Watch or talking to an Amazon Alexa, because those tools also rely on data from users. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Banning ChatGPT isn’t a long-term solution\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because students can input original prompts into ChatGPT and get unique answers, it raises the question: \u003c/span>\u003ca href=\"https://www.wired.com/story/chatgpt-college-university-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Is using ChatGPT plagiarism?\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> And how much does AI-generated text need to be edited until it is considered a \u003c/span>\u003ca href=\"https://www.cultofpedagogy.com/preventing-plagiarism/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">students’ own work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">? In lieu of answering these questions, some schools, including districts in \u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2023/01/05/nyc-schools-ban-chatgpt/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Los Angeles, New York City\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.geekwire.com/2023/seattle-public-schools-bans-chatgpt-district-requires-original-thought-and-work-from-students/\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">Seattle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, have opted to ban use of ChatGPT outright.\u003c/span>\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>\u003cspan style=\"font-weight: 400\">Schneider concedes that it makes sense for schools and teachers to hold ChatGPT at bay for the rest of the school year so they can take the summer to figure out how to use it next year. For example, ChatGPT can be used to \u003c/span>\u003ca href=\"https://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">help students outline essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> before they write a rough draft longhand. Other teachers have used ChatGPT to suggest classroom activities or generate test questions. Trying to ban it completely won’t work and it’s an innovation in education that teachers will eventually have to face, Schneider said. “Just like they had to face calculators and computers and laptops and iPhones.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know","authors":["11721"],"categories":["mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21511","mindshift_739","mindshift_631","mindshift_918","mindshift_21213","mindshift_20898","mindshift_166","mindshift_125","mindshift_21094","mindshift_851"],"featImg":"mindshift_61099","label":"mindshift"},"mindshift_57786":{"type":"posts","id":"mindshift_57786","meta":{"index":"posts_1591205157","site":"mindshift","id":"57786","score":null,"sort":[1623225534000]},"guestAuthors":[],"slug":"the-benefits-of-speech-to-text-technology-in-all-classrooms","title":"The Benefits of Speech-to-Text Technology in All Classrooms","publishDate":1623225534,"format":"standard","headTitle":"The Benefits of Speech-to-Text Technology in All Classrooms | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","status":"publish","parent":0,"modified":1713642359,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":2037},"headData":{"title":"The Benefits of Speech-to-Text Technology in All Classrooms | KQED","description":"Speech-to-text technology helped many teachers and students unlock opportunities for literacy. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Benefits of Speech-to-Text Technology in All Classrooms","datePublished":"2021-06-09T07:58:54.000Z","dateModified":"2024-04-20T19:45:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. Learning console grips helps students develop the hand-eye coordination and fine motor skills necessary to correctly form shapes on a page. He could provide grip tools for pencils or guide students’ hands with his own, familiarizing them with the strokes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual education, he relied on reference materials and parent assistance when available. An adult in the room could help demonstrate grips, steer hands and inform Nahal when additional resources were needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite the difficulties of offering support remotely, Nahal found that virtual learning allowed him to experiment with new technologies that supported his students with learning disabilities. Speech-to-text\u003c/span> \u003cspan style=\"font-weight: 400;\">technology allowed them to more easily transfer their ideas onto the page. This especially helped his students with ADHD and processing-related disabilities, such as auditory processing disorder or working memory deficits.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Speech-to-text tools also saved time, which is helpful for students who might forget their ideas once they try to write or students who struggle with getting any words on the page at all, feeling unable to transfer their thoughts. For some, this was because of the intimidation of writing academically, with spelling and grammar anxieties prohibiting them from starting. For others, the time taken to write out initial thoughts caused them to forget later conclusions and analyses, given the lack of immediacy in writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Coming into the distance learning, I was really worried about these kids. But what I found was through using the speech-to-text feature, they were able to get their ideas on paper. They didn’t have that physical transfer where they had to go and write it out and lose what they were thinking about in the process. And they really evolved as writers,” said Nahal.\u003c/span>\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>\u003cspan style=\"font-weight: 400;\">The process of vocalizing their ideas and watching their words simultaneously appear on the screen relieved much of the stress around writing. Students could watch their thoughts fill a page, proving for some that they were capable of doing so. They could then go through and revise their grammar and ideas, correcting anywhere the technology misheard them and getting practice editing their own writing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The initial skill required of students wasn’t spelling or grammar, but the ability to transfer their ideas to the page. Natalie Conway is a teacher who works with students with disabilities in grades Kindergarten through 3rd at a statewide online charter school in Oregon. She has been teaching online for seven years. She said that specifically identifying which standard is being assessed, and providing accommodations for the standards not presently up to bat, can help make school more accessible for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those accommodations are going to benefit kids who are unidentified (in disability) and who just would enjoy learning that way,” said Conway. “So if you make it available to everyone, it’s not stigmatizing to anyone. And students are going to self-select what’s going to work for them. They know themselves, too, especially the older they get.”\u003c/span>\u003c/p>\n\u003ch2>Writing is Rewriting\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Nahal eventually transitioned his students off speech-to-text, encouraging them to write phonetically in a subsequent phase but with the same initial indifference to spelling and grammar encouraged by a first draft from speech-to-text. Then, once the ideas were on the page, Nahal and his students could comb through their work, updating spelling and modifying their language to meet academic conventions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Through the process of correcting their work and typing, they’ve become better writers,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">He spotlighted spell check as a simple way students could see that they misspelled words, with the automatic underline quickly notifying students of a mistake. That helped make editing for spelling and grammar less difficult online. Speech-to-text technology accelerated his students’ writing skills during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These gains would have not happened had we been in person. I mean, it would have happened, but not so rapidly in my estimation,” Nahal said.\u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Voice Practice \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway spotlighted speech-to-text technology as liberating for kids with writing disabilities and fine motor needs. Beyond writing homework assignments, the technology can also be used for quick in-class responses. If a teacher asks all students to put an answer in the virtual class’ chatbox, for instance, a student who might not feel confident in their ability to write their thoughts can use transcription software to still participate. And for chat boxes with microphone transcription enabled, they can participate even more quickly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s giving students independence, instead of having to have a scribe all the time or having to have someone read to them all the time,” said Kathleen Kane Parkinson, a diverse learner teacher in Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the past, many students would only be able to practice their pronunciations in a classroom setting. Now, this technology and related technologies allow for pronunciation practice to be incorporated into at-home work. Some teachers, like Parkinson, may choose to continue using some form of voice-recognition software for out-of-class assignments moving forward. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parkinson mentioned, however, that the technology does not yet fully accommodate students with speech and language impairments. The transcription of their speech may not accurately reflect what students said into their microphones, which can cause confusion and frustration. \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>Repeated Read Alouds\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The related but inverse technology of text-to-speech, also known as read-aloud technology,\u003c/span> \u003cspan style=\"font-weight: 400;\">helped Nahal’s students improve their reading skills. The process of hearing text read aloud ensured that words or lines weren’t skipped, improving comprehension. Students could also highlight new words to hear pronunciations or learn definitions, strengthening vocabularies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For students who might not feel confident reading grade-level material, or who process information better when listening, read-along features for books and articles can be pivotal. Students with attention deficits might benefit from the ability to pause a story to process or take notes, and then press play to resume reading without losing their place.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[For] kids who might have working memory deficits or trouble recalling information, the ability to listen to something over and over or listen to it as they read it, following along — that can be really powerful,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Jodi Dezale, a speech language pathologist at Jefferson Community School in Minneapolis pointed to online books as a key resource brought about during virtual learning. The read-along audio feature provided students the autonomy to read books on their own. Tie-in videos from publishers like Scholastic gave students an additional level of engagement for books, encouraging new modes of interaction with familiar images and stories. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“One of the tools that we use to build comprehension is repeated readings of the same thing. So getting comfortable with seeing something in different ways and using it multiple times was very helpful,” said Dezale.\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003ch2>Accessibility Opportunities\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Engagement with both audible and visual modes of learning can also be achieved through closed captioning in class video software. Offered on both Google Meet and Zoom, closed captioning can have benefits for all students. It can make virtual classrooms that don’t have sign language translators more accessible for students who are deaf and hard of hearing. Students with unimpaired hearing can also utilize captions as a secondary cue for their minds, allowing for another way to perceive the material. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You’re pairing verbal input with visual input and it’s just more likely to stick in your brain and make sense to you,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Access to technology is an equity issue. Students gained technological skills during virtual learning that they might not have otherwise gleaned. Many schools engaged with new learning and accessibility tools they didn’t have the bandwidth or funding to try during in-person learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Increased familiarity with online platforms and technologies may lessen the digital divide between the schools that had embedded technology before the pandemic and those that newly engaged with modes of digital education over the past year. This offered more students digital skills that may be needed after graduation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate,” Nahal said. “It’s a literacy issue for me.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Teachers who work with students with disabilities specifically can supply their students with tools and methods of enabling accessibility technologies that they can take with them into general education classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When they’re in, say, a humanities class or a science class, that’s where those tools are going to come in handy. And it’s a matter of teaching them how to use the tools,” Parkinson said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This not only makes education more accessible, it encourages students to take agency in their learning, spurring\u003c/span> \u003cspan style=\"font-weight: 400;\">greater independence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For teachers who work with students with disabilities, the instantaneous nature of online assignments’ feedback saves time. Sandra Zickrick works with middle schoolers with disabilities. She shared that before virtual education, she would take each student aside to assess their skills and\u003c/span> \u003cspan style=\"font-weight: 400;\">determine where additional support was needed. Now, she can have all of her students complete simultaneous virtual assessments and immediately receive the results, allowing her to spend more class time providing specific support or doing activities with the entire class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Beyond the new technologies learned, a number of students with disabilities preferred learning online. For some, doing school from home induced less social anxiety, which led to increased academic confidence.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Attending school from home was less optimal for many students, with many facing challenges of family distractions, Wi-Fi connection issues or an inability to find a quiet place to work. Yet some\u003c/span> \u003cspan style=\"font-weight: 400;\">students were better able to concentrate on schoolwork at home, whether from reduced distractions in virtual school compared to social classroom settings, or from decreased social stress. \u003c/span>\u003cspan style=\"font-weight: 400;\">Online education can allow for greater control over a student’s environment, which can limit external distractors or overbearing external stimuli, benefiting some students with autism, ADD and ADHD. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“A lot of the physical distractors that happened in a building, that happened in a physical classroom, aren’t the same at home,” Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Conway also pointed to the ability for students to revisit lectures, to rewind, rewatch and take their time, as another accessibility tool. The more methods teachers offer for students to access the material and demonstrate that they’ve learned it, the more accessible school becomes for all students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When students can select how to best prove their knowledge — be it in an essay, video, PowerPoint, Google Doc or other tool — they not only take agency in their learning, but can unlock new creativity. This creativity will be an asset in higher education and in the workforce, Conway said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They now have skills to communicate in a variety of ways, collaborate with other kids and be creative and think critically about what they’re doing and how they’re doing it,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The specific tools and technologies a school may take on during virtual education may depend on the school’s location, technology team and budget. Yet the fact that more students received technological devices and more schools explored assistive technologies during virtual education helped in the movement to make education more accessible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I think the biggest takeaway of this online experience is just that there are things out there for free that we can use,” Conway said. “The sky’s the limit and you just need to Google whatever it is you want.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57786/the-benefits-of-speech-to-text-technology-in-all-classrooms","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_21079","mindshift_21128","mindshift_21906","mindshift_21436","mindshift_851"],"featImg":"mindshift_57966","label":"mindshift"},"mindshift_57780":{"type":"posts","id":"mindshift_57780","meta":{"index":"posts_1591205157","site":"mindshift","id":"57780","score":null,"sort":[1621238961000]},"guestAuthors":[],"slug":"when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","publishDate":1621238961,"format":"standard","headTitle":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","status":"publish","parent":0,"modified":1713642296,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1378},"headData":{"title":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know | KQED","description":"During remote learning, teachers were unable to see some of the visual cues that indicate a child's progress learning writing. So they got tech savvy and creative. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know","datePublished":"2021-05-17T08:09:21.000Z","dateModified":"2024-04-20T19:44:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\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>\u003cspan style=\"font-weight: 400;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57780/when-learning-how-to-write-starts-virtually-heres-whats-helpful-to-know","authors":["11603"],"categories":["mindshift_193"],"tags":["mindshift_918","mindshift_358","mindshift_20637","mindshift_790","mindshift_21906","mindshift_21359","mindshift_851"],"featImg":"mindshift_57873","label":"mindshift"},"mindshift_46509":{"type":"posts","id":"mindshift_46509","meta":{"index":"posts_1591205157","site":"mindshift","id":"46509","score":null,"sort":[1475234856000]},"guestAuthors":[],"slug":"why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","title":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","publishDate":1475234856,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As computers become a common part of daily life for most adults and children, the debate about whether handwriting should be taught in school has heated up. Some claim it will be more important for students to learn keyboarding than writing with pen and paper given the ubiquity of digital communication. But there's a lot of strong research showing that \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">learning to write by hand aids cognition\u003c/a>. Linking motor skills and the sense of touch to writing helps the brain recognize letters, an important part of learning to read. But while handwriting is supported by research, as well as the link between \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\">writing by hand and memory\u003c/a>, it is far \u003ca href=\"https://ww2.kqed.org/mindshift/2013/06/28/should-schools-still-teach-cursive/\" target=\"_blank\">less obvious that students must learn cursive\u003c/a> in order to get those cognitive benefits.\u003c/p>\n\u003cp>In a \u003ca href=\"http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\" target=\"_blank\">Nautilus article\u003c/a> dissecting the claims made about cursive, Philip Ball writes:\u003c/p>\n\u003cblockquote>\u003cp>But imposing cursive from an early age is another matter. There should be a sound reason for it, as there should be reasons for teaching anything to children. Yet the grip that cursive exerts on much of teaching practice is sustained only by a disturbing blend of traditionalism, institutional inertia, folklore, prejudice, and bribery. It suggests that what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data. It seems unlikely, in this regard, that teaching cursive is unique in educational practice. Which forces us to wonder: What happened to evidence?\u003c/p>\u003c/blockquote>\n\u003cp>Ball writes that teachers often cite three reasons for teaching cursive: it's faster, helps with spelling and helps children with dyslexia. In this article he takes on those claims one by one, looking at the research, and the myths behind them. This deep dive into the research on handwriting -- both manuscript and cursive -- cuts through the noise and emotion often raised when the subject of handwriting comes up.\u003c/p>\n\u003cp>http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"While learning to write by hand has been proven by researchers to aid cognition and early reading, the scientific foundation for cursive writing specifically is far fuzzier.","status":"publish","parent":0,"modified":1475234856,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":338},"headData":{"title":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting? | KQED","description":"While learning to write by hand has been proven by researchers to aid cognition and early reading, the scientific foundation for cursive writing specifically is far fuzzier.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","datePublished":"2016-09-30T11:27:36.000Z","dateModified":"2016-09-30T11:27:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"46509 http://ww2.kqed.org/mindshift/?p=46509","disqusUrl":"https://ww2.kqed.org/mindshift/2016/09/30/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting/","disqusTitle":"Why Are We So Obsessed With Teaching Kids Cursive Handwriting?","path":"/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As computers become a common part of daily life for most adults and children, the debate about whether handwriting should be taught in school has heated up. Some claim it will be more important for students to learn keyboarding than writing with pen and paper given the ubiquity of digital communication. But there's a lot of strong research showing that \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/05/does-losing-handwriting-in-school-mean-losing-other-skills-too/\" target=\"_blank\">learning to write by hand aids cognition\u003c/a>. Linking motor skills and the sense of touch to writing helps the brain recognize letters, an important part of learning to read. But while handwriting is supported by research, as well as the link between \u003ca href=\"https://ww2.kqed.org/mindshift/2015/08/18/taking-notes-is-the-pen-still-mightier-than-the-keyboard/\" target=\"_blank\">writing by hand and memory\u003c/a>, it is far \u003ca href=\"https://ww2.kqed.org/mindshift/2013/06/28/should-schools-still-teach-cursive/\" target=\"_blank\">less obvious that students must learn cursive\u003c/a> in order to get those cognitive benefits.\u003c/p>\n\u003cp>In a \u003ca href=\"http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\" target=\"_blank\">Nautilus article\u003c/a> dissecting the claims made about cursive, Philip Ball writes:\u003c/p>\n\u003cblockquote>\u003cp>But imposing cursive from an early age is another matter. There should be a sound reason for it, as there should be reasons for teaching anything to children. Yet the grip that cursive exerts on much of teaching practice is sustained only by a disturbing blend of traditionalism, institutional inertia, folklore, prejudice, and bribery. It suggests that what teachers “know” about how children learn is sometimes more a product of the culture in which they’re immersed than a result of research and data. It seems unlikely, in this regard, that teaching cursive is unique in educational practice. Which forces us to wonder: What happened to evidence?\u003c/p>\u003c/blockquote>\n\u003cp>Ball writes that teachers often cite three reasons for teaching cursive: it's faster, helps with spelling and helps children with dyslexia. In this article he takes on those claims one by one, looking at the research, and the myths behind them. This deep dive into the research on handwriting -- both manuscript and cursive -- cuts through the noise and emotion often raised when the subject of handwriting comes up.\u003c/p>\n\u003cp>http://nautil.us/issue/40/learning/cursive-handwriting-and-other-education-myths\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/46509/why-are-we-so-obsessed-with-teaching-kids-cursive-handwriting","authors":["234"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_918","mindshift_20784","mindshift_1040","mindshift_20637"],"featImg":"mindshift_46514","label":"mindshift"},"mindshift_37341":{"type":"posts","id":"mindshift_37341","meta":{"index":"posts_1591205157","site":"mindshift","id":"37341","score":null,"sort":[1408046400000]},"guestAuthors":[],"slug":"could-robo-readers-be-valuable-teaching-tools","title":"Could Robo-Readers Be Valuable Teaching Tools?","publishDate":1408046400,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The debate over whether a software program can grade writing as well as a human teacher rages on, focusing mainly on whether the new technology should be used for assessment. Research is now showing that apart from whether a robo-reader spits out a grade, it could be a great tool to compel students to revise their writing. Annie Murphy Paul digs into why students take and use feedback from a computer more readily than they do from a teacher in a recent \u003ca href=\"http://hechingerreport.org/content/robo-readers-arent-good-human-readers-theyre-better_17021/\" target=\"_blank\">Hechinger Report\u003c/a> column.\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/content/robo-readers-arent-good-human-readers-theyre-better_17021/\">Robo-readers aren't as good as human readers - they're better - The Hechinger Report\u003c/a>\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Sometimes impersonal feedback can be easier for students to accept and incorporate into their writing.","status":"publish","parent":0,"modified":1408040549,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":103},"headData":{"title":"Could Robo-Readers Be Valuable Teaching Tools? | KQED","description":"Sometimes impersonal feedback can be easier for students to accept and incorporate into their writing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Could Robo-Readers Be Valuable Teaching Tools?","datePublished":"2014-08-14T20:00:00.000Z","dateModified":"2014-08-14T18:22:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37341 http://blogs.kqed.org/mindshift/?p=37341","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/14/could-robo-readers-be-valuable-teaching-tools/","disqusTitle":"Could Robo-Readers Be Valuable Teaching Tools?","path":"/mindshift/37341/could-robo-readers-be-valuable-teaching-tools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The debate over whether a software program can grade writing as well as a human teacher rages on, focusing mainly on whether the new technology should be used for assessment. Research is now showing that apart from whether a robo-reader spits out a grade, it could be a great tool to compel students to revise their writing. Annie Murphy Paul digs into why students take and use feedback from a computer more readily than they do from a teacher in a recent \u003ca href=\"http://hechingerreport.org/content/robo-readers-arent-good-human-readers-theyre-better_17021/\" target=\"_blank\">Hechinger Report\u003c/a> column.\u003c/p>\n\u003cdiv>\u003ca class=\"embedly-card\" href=\"http://hechingerreport.org/content/robo-readers-arent-good-human-readers-theyre-better_17021/\">Robo-readers aren't as good as human readers - they're better - The Hechinger Report\u003c/a>\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37341/could-robo-readers-be-valuable-teaching-tools","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_918","mindshift_20721"],"featImg":"mindshift_35985","label":"mindshift"},"mindshift_23309":{"type":"posts","id":"mindshift_23309","meta":{"index":"posts_1591205157","site":"mindshift","id":"23309","score":null,"sort":[1345056449000]},"guestAuthors":[],"slug":"can-texting-develop-other-writing-skills","title":"Can Texting Develop Other Writing Skills?","publishDate":1345056449,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1345074083,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":768},"headData":{"title":"Can Texting Develop Other Writing Skills? | KQED","description":"Flickr: English106 As more schools begin allowing students to bring their own devices and actually use them in class, the debate around the value of "digital writing" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up. Some educators (and even a linguistic expert) believe kids who text are exercising a different,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Texting Develop Other Writing Skills?","datePublished":"2012-08-15T18:47:29.000Z","dateModified":"2012-08-15T23:41:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23309 http://blogs.kqed.org/mindshift/?p=23309","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/15/can-texting-develop-other-writing-skills/","disqusTitle":"Can Texting Develop Other Writing Skills?","path":"/mindshift/23309/can-texting-develop-other-writing-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23327\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/can-texting-develop-other-writing-skills/4358500584_4e1b858258/\" rel=\"attachment wp-att-23327\">\u003cimg class=\"size-full wp-image-23327\" title=\"4358500584_4e1b858258\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg\" alt=\"\" width=\"500\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-400x275.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/4358500584_4e1b858258-320x220.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr: English106\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">As more schools begin allowing students to \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">bring their own devices\u003c/a> and actually use them in class, the debate around the value of \"digital writing\" -- texting, taking notes on mobile devices, tweeting, etc. -- is heating up.\u003c/p>\n\u003cp>Some educators (and even a linguistic expert) believe kids who text are exercising a different, additional muscle when texting, writing, and note-taking -- and that skill is actually adding to a student's growing and changing repertoire.\u003c/p>\n\u003cp>\"Children know that when you’re in school, you do not use texting language,\" said linguistics expert Susana Sotillo, an associate professor at \u003ca href=\"http://www.northjersey.com/montclair\">Montclair\u003c/a> State University in \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">an article in the \u003cem>North Jersey Record. \u003c/em>\u003c/a>\"...No one is destroying the English language; the English language just keeps changing. It’s not a good idea to present change as a negative aspect.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Our students write more than any generation in history. They have to be doing something right.\"\u003c/p>\n\u003c/aside>\n\u003cp>The ability to switch between formal writing and texting comes naturally to kids, tweets \u003ca href=\"https://twitter.com/sunightingale\">Sunightingale \u003c/a>in response to the article above. \"Kids know how to code-switch by learning when to text-talk & when to use a grammatical register: language evolution :),\" she writes.\u003c/p>\n\u003cp>Critics of this genre of writing fervently disagree with the premise. \"Seriously? As a teacher, I do not accept texting language. Texting is ABSOLUTELY hurting youth's grammar and spelling. I can't believe this is even a debate!\" writes Cindy Barnes Herron in response to the link to the article on Facebook.\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>Apart from anecdotal evidence from educators and parents, research of this subject is also contradictory. The \u003ca href=\"http://www.northjersey.com/news/business/tech_news/165943756_Texting_s_effect_on_grammar_is_debated.html?c=y&page=1\">\u003cem>New Jersey Record\u003c/em> article\u003c/a> cites a study showing that kids who \"recently sent or received a text message performed considerably worse on a grammar exam than those who had not.\" The study included 228 kids age 10-14. This shows that traditional writing is being compromised, according to S. Shyam Sundar, a professor of communications quoted in the article.\u003c!--more-->\u003c/p>\n\u003cp>But these findings are being contradicted by Sotillo, the proponent of texting, who says going back and forth between texting and traditional language expands kids' vocabulary.\u003c/p>\n\u003cp>\u003cstrong>THE VALUE OF DIGITAL WRITING\u003c/strong>\u003c/p>\n\u003cp>Apart from whether texting is degrading or adding value to traditional writing, there are other factors to consider when it comes to the digital writing genre. \u003ca>Jeff Gabrill\u003c/a>, a writing professor at Michigan State University, and his colleagues just released a study called\u003ca href=\"http://wide.msu.edu/special/writinglives/\">\u003cem> Revisualizing Composition: Mapping the Writing Lives of First-Year College Students.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>The study, which examined 1,366 students enrolled in first-year writing class, shows that texts on mobile devices, emails, and lecture notes are \"three of the most frequently written genres (or types) of writing.\" In fact, almost half of the participants -- 46 percent -- said that \"texting was the kind of writing that they performed more than any other.\"\u003c/p>\n\u003cp>Compared to school work, students surveyed said they valued texting (47 percent), writing academic papers (45 percent), and taking lecture notes (43 percent), as the top three most valuable forms of writing. \"This was surprising to us,\" Gabrill said at a talk at the recent SXSWEdu conference. \"The lore for writing and literacy teachers is that students would rather be beaten with a stick than do writing work, but it's not true.\"\u003c/p>\n\u003cp>But what's also noteworthy is here that 93 percent of participants said they wrote for personal fulfillment. Why's this important? \"This finding is especially interesting given the fact that participants were solicited through academic avenues (e.g. college email addresses, course websites) and sometimes took the survey in college classrooms, where we might expect them to focus on school-sponsored motivations for writing.\"\u003c/p>\n\u003cp>And that might be the connection between texting and \"work\" writing -- one form might feed and facilitate the other.\u003c/p>\n\u003cp>\"Our students write more than any generation in history,\" Gabrill said. \"They have to be doing something right.\"\u003c/p>\n\u003cp>Gabrill said some of his colleagues \"freak out\" when they see students typing on their cell phones. \"They want all the attention on them, and they think that many are screwing around,\" he said. \"I just assume that I'm so engaging that they actually are using their devices to write notes.\"\u003c/p>\n\u003cp>Students' mobile devices are legitimate platforms for writing, Gabrill argues, and it would behoove schools and teachers to accommodate what changes that might bring on.\u003c/p>\n\u003cp>\"We are in the midst of massive changes in our writing lives,\" he said. \"Digital writing matters, and our challenge in education is to figure out how it matters in order to ensure that we can be useful to those interested in leveraging it.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23309/can-texting-develop-other-writing-skills","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_918","mindshift_917","mindshift_851"],"featImg":"mindshift_23327","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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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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