Can Schools Cultivate a Student’s Ability to Think Differently?
Tech Companies Angle for Big Bucks in Education
Closing the Gap Between Educators and Entrepreneurs
Kids Learn Business and Life Skills With Entrepreneurship Programs
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","publishDate":1420639699,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38893\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\" alt=\"Flickr/Marko\" width=\"640\" height=\"960\" class=\"size-full wp-image-38893\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/_pixelmaniac_/433322236\">Flickr/Marko\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Entrepreneurship is often associated with people who assume the risk of starting a business venture for financial gain. However, entrepreneurs exist in many forms: They may be writers, carpenters, computer programmers, school principals or fundraisers, to name just a few examples.\u003c/p>\n\u003cp>What they have in common is an “entrepreneurial mindset” that enables them to see opportunities for improvement, take initiative and collaborate with others to turn their ideas into action. Everyone is born with some propensity for entrepreneurship, which at its core is about solving problems creatively, according to Yong Zhao, a professor at the University of Oregon’s College of Education. He is the author of several books, including, most recently, “\u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133/ref=sr_1_1?ie=UTF8&qid=1419282301&sr=8-1&keywords=who%27s+afraid+of+the+big+bad+dragon\">Who’s Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World\u003c/a>.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/aside>\n\u003cp>Unfortunately, the current education system doesn’t support the development of an entrepreneurial mindset, Zhao says, because of its reliance on standards, tests and a prescribed curriculum, which are all fundamentally \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">incompatible with entrepreneurial thinking\u003c/a>. Studies have shown an \u003ca href=\"http://blogs.cfr.org/renewing-america/2013/02/01/education-do-international-test-scores-matter/\">inverse relationship\u003c/a> between countries’ academic test scores and entrepreneurship levels, and between years of schooling and entrepreneurship levels.\u003c/p>\n\u003cp>“Students are treated like employees of a big company, who don’t bear the risk if the company fails,” he says. “They are paid with grades and are not treated as being responsible for their learning.”\u003c/p>\n\u003cp>Instead of building on existing education reform plans, such as Common Core, Zhao supports an altogether different education paradigm to prepare children to thrive in our rapidly changing world, which will put a premium on entrepreneurship in all fields of endeavor.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic \u003ca href=\"http://www.summerhillschool.co.uk\">Summerhill School\u003c/a>); enhanced project-based learning opportunities (such as those offered at \u003ca href=\"http://newtechhigh.org\">New Technology High\u003c/a> in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).\u003c/p>\n\u003cp>[contextly_sidebar id=\"V29EijhuYbSh7Bx1grQuXE3TYNJzGNP1\"]\u003c/p>\n\u003cp>A democratic school such as Summerhill shifts the responsibility to the learner and honors the natural variety that exists among individuals. As long as the students follow the general rules of behavior (which they themselves have developed on an equal footing with the staff), they are free to spend their time as they choose, taking only the classes that interest them. Nurturing what interests and excites each child benefits both society and the individual, Zhao says — the world needs all kinds of talents and skills, and this method effectively harnesses each child’s intrinsic motivation to learn what makes sense for him or her.\u003c/p>\n\u003cp>This extends to whatever is needed to achieve their goals: “When a child has a reason to learn, the basics will be sought after, rather than imposed,” Zhao wrote in his previous book, “World Class Learners: Educating Creative and Entrepreneurial Students.” “If they are true basics, they are hard to avoid.”\u003c/p>\n\u003cp>This also allows children to build on their strengths, which is what successful entrepreneurs do, he says, instead of wasting their efforts to try and become like everyone else. “We should give all children confidence, and an alternative space to find something to be good at,” he says. “We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/p>\n\u003cp>But freedom in learning is not sufficient, Zhao says. The underlying environment must be characterized by flexibility, diversity (with access to a variety of adults and learning opportunities both inside and outside the school), and agency (so that students are “citizens of a democratic society who help to shape the society,” Zhao writes, instead of “subjects of a kingdom built by adults”). And then on top of that, “for learning how to be a disciplined, creative entrepreneur, you need a product, and you need practice,” he says.\u003c/p>\n\u003cp>So to the foundation of a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a>, he would add the offerings of a New Technology High School, which takes project-based learning to another level. Most project-based learning environments use projects to teach prescribed content and skills, and the teacher retains most (if not all) of the control. Much more valuable is what Zhao calls the “entrepreneurial model” of project-based learning, which places the emphasis on the product rather than the project— students create products or services that meet authentic needs, and build knowledge and skills in the process. The teachers facilitate the process, but the students decide what products to make.\u003c/p>\n\u003cp>The third and final layer involves establishing a global consciousness, which can be done in numerous ways. It can include learning foreign languages, collaborating with students on the other side of the world (for example, the Cherwell School and Gcato School students jointly established a chicken business), or teaching foreign students about things in your area and vice versa.\u003c/p>\n\u003cp>\u003cstrong>The Path From Here to There\u003c/strong>\u003c/p>\n\u003cp>These changes will require giving up entrenched beliefs and the sense of comfort offered by a system that emphasizes order, control and immediate tangible results in the form of test scores, Zhao says. But the high unemployment rate among recent college graduates is causing people to rethink their assumptions and question whether the current model of education is serving children’s best interests.\u003c/p>\n\u003cp>Zhao has observed some elements of the changes for which he’s advocating appearing in more innovative public schools, primarily in suburban areas with smaller school districts and more local control. And in many ways, he says, he’s advocating for the United States to return to its roots.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“America thrived on democracy and trying to celebrate diversity, and allowing individuals to flourish. … It can look very messy,” he says, but the payoff is worth it.\u003c/p>\n\n","blocks":[],"excerpt":"In order to develop creative individuals, children need environments that nurture their interests. Between standards and testing, how much of that are they getting at school?","status":"publish","parent":0,"modified":1420639948,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1081},"headData":{"title":"Can Schools Cultivate a Student’s Ability to Think Differently? | KQED","description":"In order to develop creative individuals, children need environments that nurture their interests. Between standards and testing, how much of that are they getting at school?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38881 http://blogs.kqed.org/mindshift/?p=38881","disqusUrl":"https://ww2.kqed.org/mindshift/2015/01/07/can-schools-cultivate-a-students-ability-to-think-differently/","disqusTitle":"Can Schools Cultivate a Student’s Ability to Think Differently? ","path":"/mindshift/38881/can-schools-cultivate-a-students-ability-to-think-differently","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38893\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/01/Marko-kids-433322236_3177e2c86c_o.gif\" alt=\"Flickr/Marko\" width=\"640\" height=\"960\" class=\"size-full wp-image-38893\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">\u003ca href=\"https://www.flickr.com/photos/_pixelmaniac_/433322236\">Flickr/Marko\u003c/a>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Entrepreneurship is often associated with people who assume the risk of starting a business venture for financial gain. However, entrepreneurs exist in many forms: They may be writers, carpenters, computer programmers, school principals or fundraisers, to name just a few examples.\u003c/p>\n\u003cp>What they have in common is an “entrepreneurial mindset” that enables them to see opportunities for improvement, take initiative and collaborate with others to turn their ideas into action. Everyone is born with some propensity for entrepreneurship, which at its core is about solving problems creatively, according to Yong Zhao, a professor at the University of Oregon’s College of Education. He is the author of several books, including, most recently, “\u003ca href=\"http://www.amazon.com/Whos-Afraid-Big-Bad-Dragon/dp/1118487133/ref=sr_1_1?ie=UTF8&qid=1419282301&sr=8-1&keywords=who%27s+afraid+of+the+big+bad+dragon\">Who’s Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World\u003c/a>.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/aside>\n\u003cp>Unfortunately, the current education system doesn’t support the development of an entrepreneurial mindset, Zhao says, because of its reliance on standards, tests and a prescribed curriculum, which are all fundamentally \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/in-an-era-of-global-competition-what-exactly-are-we-testing-for/\">incompatible with entrepreneurial thinking\u003c/a>. Studies have shown an \u003ca href=\"http://blogs.cfr.org/renewing-america/2013/02/01/education-do-international-test-scores-matter/\">inverse relationship\u003c/a> between countries’ academic test scores and entrepreneurship levels, and between years of schooling and entrepreneurship levels.\u003c/p>\n\u003cp>“Students are treated like employees of a big company, who don’t bear the risk if the company fails,” he says. “They are paid with grades and are not treated as being responsible for their learning.”\u003c/p>\n\u003cp>Instead of building on existing education reform plans, such as Common Core, Zhao supports an altogether different education paradigm to prepare children to thrive in our rapidly changing world, which will put a premium on entrepreneurship in all fields of endeavor.\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>A mashup of democratic and project-based learning would enhance the characteristics that lie at the heart of the entrepreneurial mindset. Zhao envisions schools that combine three essential elements: a freedom-based, non-coercive environment (as can be found at England’s democratic \u003ca href=\"http://www.summerhillschool.co.uk\">Summerhill School\u003c/a>); enhanced project-based learning opportunities (such as those offered at \u003ca href=\"http://newtechhigh.org\">New Technology High\u003c/a> in Napa, California); and interaction with the larger world (as practiced by a program that allows students at the Cherwell School in Oxford, England, to collaborate with students at the Gcato School in Eastern Cape, South Africa).\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>A democratic school such as Summerhill shifts the responsibility to the learner and honors the natural variety that exists among individuals. As long as the students follow the general rules of behavior (which they themselves have developed on an equal footing with the staff), they are free to spend their time as they choose, taking only the classes that interest them. Nurturing what interests and excites each child benefits both society and the individual, Zhao says — the world needs all kinds of talents and skills, and this method effectively harnesses each child’s intrinsic motivation to learn what makes sense for him or her.\u003c/p>\n\u003cp>This extends to whatever is needed to achieve their goals: “When a child has a reason to learn, the basics will be sought after, rather than imposed,” Zhao wrote in his previous book, “World Class Learners: Educating Creative and Entrepreneurial Students.” “If they are true basics, they are hard to avoid.”\u003c/p>\n\u003cp>This also allows children to build on their strengths, which is what successful entrepreneurs do, he says, instead of wasting their efforts to try and become like everyone else. “We should give all children confidence, and an alternative space to find something to be good at,” he says. “We overemphasize the deficits of children, and that’s not a good starting point. … If we let people flourish in their own ways, hopefully everyone will find something they want to do.”\u003c/p>\n\u003cp>But freedom in learning is not sufficient, Zhao says. The underlying environment must be characterized by flexibility, diversity (with access to a variety of adults and learning opportunities both inside and outside the school), and agency (so that students are “citizens of a democratic society who help to shape the society,” Zhao writes, instead of “subjects of a kingdom built by adults”). And then on top of that, “for learning how to be a disciplined, creative entrepreneur, you need a product, and you need practice,” he says.\u003c/p>\n\u003cp>So to the foundation of a \u003ca href=\"http://ww2.kqed.org/mindshift/2014/10/students-lead-the-learning-experience-at-democratic-schools/\">democratic school\u003c/a>, he would add the offerings of a New Technology High School, which takes project-based learning to another level. Most project-based learning environments use projects to teach prescribed content and skills, and the teacher retains most (if not all) of the control. Much more valuable is what Zhao calls the “entrepreneurial model” of project-based learning, which places the emphasis on the product rather than the project— students create products or services that meet authentic needs, and build knowledge and skills in the process. The teachers facilitate the process, but the students decide what products to make.\u003c/p>\n\u003cp>The third and final layer involves establishing a global consciousness, which can be done in numerous ways. It can include learning foreign languages, collaborating with students on the other side of the world (for example, the Cherwell School and Gcato School students jointly established a chicken business), or teaching foreign students about things in your area and vice versa.\u003c/p>\n\u003cp>\u003cstrong>The Path From Here to There\u003c/strong>\u003c/p>\n\u003cp>These changes will require giving up entrenched beliefs and the sense of comfort offered by a system that emphasizes order, control and immediate tangible results in the form of test scores, Zhao says. But the high unemployment rate among recent college graduates is causing people to rethink their assumptions and question whether the current model of education is serving children’s best interests.\u003c/p>\n\u003cp>Zhao has observed some elements of the changes for which he’s advocating appearing in more innovative public schools, primarily in suburban areas with smaller school districts and more local control. And in many ways, he says, he’s advocating for the United States to return to its roots.\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>“America thrived on democracy and trying to celebrate diversity, and allowing individuals to flourish. … It can look very messy,” he says, but the payoff is worth it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38881/can-schools-cultivate-a-students-ability-to-think-differently","authors":["4537"],"categories":["mindshift_20579","mindshift_194"],"tags":["mindshift_20763","mindshift_369","mindshift_20784","mindshift_1040","mindshift_883"],"featImg":"mindshift_38893","label":"mindshift"},"mindshift_30504":{"type":"posts","id":"mindshift_30504","meta":{"index":"posts_1591205157","site":"mindshift","id":"30504","score":null,"sort":[1376326430000]},"guestAuthors":[],"slug":"tech-companies-angle-for-big-bucks-in-education","title":"Tech Companies Angle for Big Bucks in Education","publishDate":1376326430,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n","blocks":[],"excerpt":"No one knows which product or model will ultimately strike it big. In the meantime, investors keep pumping money into products that seem promising because “everybody is waiting for the Facebook of education to come along,\" says one industry analyst.","status":"publish","parent":0,"modified":1376408535,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1060},"headData":{"title":"Tech Companies Angle for Big Bucks in Education | KQED","description":"No one knows which product or model will ultimately strike it big. In the meantime, investors keep pumping money into products that seem promising because “everybody is waiting for the Facebook of education to come along," says one industry analyst.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30504 http://blogs.kqed.org/mindshift/?p=30504","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/12/tech-companies-angle-for-big-bucks-in-education/","disqusTitle":"Tech Companies Angle for Big Bucks in Education","path":"/mindshift/30504/tech-companies-angle-for-big-bucks-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30550\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-30550\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/08/148234689.jpg\" alt=\"148234689\" width=\"640\" height=\"359\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-400x224.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/08/148234689-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Enthusiasm to change education from an old-school, paper-based model that most adults are familiar with from their time in school, to a dynamic, personalized experience for kids is fueling innovative ideas and attracting a lot of money.\u003c/p>\n\u003cp>Both in policy and in practice, education leaders are calling for student access to useful tools and skills. At the same time, entrepreneurs and investors see a market ripe for penetration, in the same way that technology upended models for offering news, music, and retail purchasing.\u003c/p>\n\u003cp>“Education feels like the last frontier of the internet,” said Trace Urdan, a research analyst for Wells Fargo focusing on education markets. “Investors are excited for what they see as the inevitable transformation of education through technology and the use of the internet as a distributive tool in that process.”\u003c/p>\n\u003cp>The challenges to becoming a profitable and sustainable education business are formidable. Education is highly political and funding ebbs and flows in cycles that can be unpredictable. It’s a bureaucratic, slow-moving system, especially when public funding is involved. Purchasing power is dispersed across various levels of the system, from individual classrooms all the way up to the federal office. These are all challenges to any one business breaking into what has become a market dominated by three big textbook publishers with large, on-the-ground sales forces: Pearson, McGraw-Hill and Houghton Mifflin Harcourt.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along.”\u003c/aside>\n\u003cp>“Technology alone can’t solve the politics,” Urdan said. “There’s this sense among tech investors that the politics and all this other process stuff will fall away the way that it has in some other consumer markets.” Urdan thinks that’s a naïve view, but he admits that the education market has changed since the dot-com boom and bust and that perhaps the time is ripe for innovative technology to lasting in-roads with schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>What’s different now? Teachers are more comfortable with tech use than they were in the 1990s. Schools have also begun to catch up with the hardware, and are regularly making big-district wide purchases, as with Los Angeles Unified’ s announcement that it’s giving away 31,000 iPads to students at 47 district schools.\u003c/p>\n\u003cp>Integration of Common Core and the standardization of content goals also make it more possible for individual products to fit the majority of state markets. And perhaps most importantly, students are accustomed to using tech in all aspects of their lives and expect it from school.\u003c/p>\n\u003cp>David Hoverman, who's focused on the education market at the Parthenon Group, also suggests that the tough economy over the last few years might have actually helped smaller companies get a foothold in classrooms. During the recession, many schools all but eliminated buying new materials from big publishers, he said. Instead, teachers went out looking for tools to serve their needs. They found start-up ed-tech products that have become staples in their classroom. And now, hooking teachers before trying to sell to schools or districts has become a common business strategy.\u003c/p>\n\u003cp>\u003cstrong>LESSONS FOR START-UPS\u003c/strong>\u003c/p>\n\u003cp>Many ed-tech start-ups are learning from successful commercial business strategies that preceded them. A common one is to seed the product for free with users and when a certain level of absorption has been achieved, try to sell an enhanced version to management. Another, similar model that many ed-tech companies like ClassDojo, Meograph and Tynker have embraced is the freemium model, where the basic product is free, but more advanced features come with a fee. A third is to simultaneously sell a product to schools while offering an advanced product to parents that unlocks supplemental material.\u003c/p>\n\u003cp>“The sense that I have in speaking to investors is that at some level the potential that they see is so large -- in that you have this paper-based, old-fashioned way of doing things that could really benefit from reinvention -- and they think that’s such a big opportunity that they are willing to give some of these companies a little bit of slack as they work out how they are going to attack the market,” Urdan said.\u003c/p>\n\u003cp>No one knows which product or model will ultimately strike it big. And in the meantime, investors keep pumping money into products that seem promising. “Everybody is waiting for the Facebook of education to come along,” Urdan said.\u003c/p>\n\u003cp>Investors are looking for real solutions to complicated problems -- and there are many in education -- because that’s where big money can be made. Venture capitalists seeding the money for ed-tech companies often expect a return on investment that's 10 to 20 times what they invested, in order to compensate for the risk. At the same time, most expect that some ventures won’t pan out.\u003c/p>\n\u003cp>“The problem that we often have in the education field is that investors see the problem, they see the solution and they figure it’s all going to happen really quickly and then they get frustrated when it doesn’t,” Urdan said. If that happens, he predicts the big publishers will swoop in and buy up innovative companies, further consolidating their hold on the market.\u003c/p>\n\u003cp>“The textbook publishers are absolutely paying very close attention to every little start-up that’s funded and every application that’s out there that’s going into the classroom, whether it’s directly related to content or is as far afield as bus scheduling,” Urdan said. “This is not that large a market and they are paying very close attention because obviously their future is at stake.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Traditionally the two best ways to make the kind of money that investors want to see is to either take a company public or be bought by a bigger company. Many entrepreneurs say they're in the business because they want to be part of changing education for the better, but despite their best intentions to remain independent companies, becoming part of a company with a larger platform and longer reach might prove irresistible.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30504/tech-companies-angle-for-big-bucks-in-education","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_962","mindshift_369","mindshift_1040","mindshift_20513"],"featImg":"mindshift_30550","label":"mindshift"},"mindshift_26416":{"type":"posts","id":"mindshift_26416","meta":{"index":"posts_1591205157","site":"mindshift","id":"26416","score":null,"sort":[1358444129000]},"guestAuthors":[],"slug":"closing-the-gap-between-educators-and-entrepreneurs","title":"Closing the Gap Between Educators and Entrepreneurs","publishDate":1358444129,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1358445678,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1300},"headData":{"title":"Closing the Gap Between Educators and Entrepreneurs | KQED","description":"Getty There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need. The ecosystem stimulating","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"26416 http://blogs.kqed.org/mindshift/?p=26416","disqusUrl":"https://ww2.kqed.org/mindshift/2013/01/17/closing-the-gap-between-educators-and-entrepreneurs/","disqusTitle":"Closing the Gap Between Educators and Entrepreneurs","path":"/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_26515\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 590px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/closing-the-gap-between-educators-and-entrepreneurs/attachment/87180202/\" rel=\"attachment wp-att-26515\">\u003cimg class=\"size-full wp-image-26515\" title=\"87180202\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/87180202.jpg\" alt=\"\" width=\"590\" height=\"312\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202.jpg 590w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-400x212.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/01/87180202-320x169.jpg 320w\" sizes=\"(max-width: 590px) 100vw, 590px\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">There appears to be no shortage of new businesses looking to apply technology to education. An entire ecosystem has emerged in recent years to develop and promote the latest product or service for the classroom or district. But a major hurdle remains: the divide between what entrepreneurs build and educators need.\u003c/p>\n\u003cp>The ecosystem stimulating the “edupreneurial” activity ranges from startup instigators (\u003ca href=\"http://edu.startupweekend.org/\">Startup Weekend EDU\u003c/a>) and startup showcases (\u003ca href=\"http://sxswedu.com/launch-edu\">LAUNCHedu\u003c/a>, \u003ca href=\"http://www.siia.net/etis/2012/incubator.asp\">SIIA Innovation Incubator\u003c/a>), to startup incubators (\u003ca href=\"http://ycombinator.com/\">Y Combinator\u003c/a>, \u003ca href=\"http://www.imaginek12.com/\">Imagine K12\u003c/a>) and startup investors.\u003c/p>\n\u003cp>But in many cases, enthusiastic edupreneurs are propelled from this starting ramp to run full speed, like Wile E. Coyote, into an oversized anvil -- actual teachers. It doesn’t matter how good the concept, how cool the technology, or how pressing the need. There can be a fundamental disconnect between passion and reality.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"Solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003c/aside>\n\u003cp>And that can keep good ideas out of the classroom.\u003c/p>\n\u003cp>To dissect the disconnect, the MIT Enterprise Forum of the Northwest \u003ca href=\"http://www.mitwa.org/events/enterprise-forum-program/obstacles-and-opportunities-entrepreneurs-education\">recently \u003c/a>brought together a group of insiders: traditional education company executive Randy Reina, senior vice president of digital product development at McGraw-Hill Education’s Center for Digital Innovation; a not-so-recently-startup edtech company CEO Jessie Woolley-Wilson, who's chair and president of DreamBox Learning; and teacher/entrepreneur Lindsey Own, a Seattle-area middle school science and health teacher and co-organizer of Startup Weekend Seattle EDU.\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>A handful of key themes emerged, casting light not just on what entrepreneurs need to know, but on issues parents and educators should expect as ed-tech startups get more attention.\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>TECH ALONE WON'T IMPROVE EDUCATION.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>The biggest misconception that entrepreneurs (and even parents) have about the role of technology in education today, said DreamBox Learning CEO Jessie Woolley-Wilson, is that, “you can overlay technology on whatever is happening in education and you will see improvement.” The reality, Woolley-Wilson noted, is much more complicated. “Technology can help scale greatness” like a good teacher or teaching practices, but “the underbelly is that it can help scale bad things, too.”\u003c/p>\n\u003cp>But technology isn't necessarily needed to \"improve\" education, said Own, a middle-school teacher, regarding her earlier experience in Chicago with project-based learning. “We didn’t need a computer (for every student) to do that,” though it would have made it easier. “We’ve had education reform for a very long time without technology.”\u003c/p>\n\u003cp>That’s something entrepreneurs -- and parents -- should consider when blindly pushing for technology in the classroom. Avoiding, as Woolley-Wilson calls it, too much “exuberance for technology for technology’s sake.”\u003c/p>\n\u003cp>\u003cstrong>TIME -- NOT COMPETING PRODUCTS -- ARE ENTREPRENEURS' BIGGEST CHALLENGE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Teachers are busy. But startups tend to forget that.\u003c/p>\n\u003cp>From implementing Common Core State Standards to preparing for high-stakes tests, educators have their hands full. Entrepreneurs, Woolley-Wilson said, might look at competition as products and funding, “but they often underestimate the competition for time. Teachers just don’t have that much time. So the solutions have to be easy to implement. They have to make the teacher feel inspired, rather than stupid.”\u003c/p>\n\u003cp>McGraw-Hill’s Reina agreed, pointing out that “when entrepreneurs come in with a great new idea they don’t necessarily think about the ripple effect the idea may or may not have with the rest of\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>\u003c/strong>\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/the-rise-of-educator-entrepreneurs-bringing-classroom-experience-to-ed-tech/\">The Rise of Educator-Entrepreneurs, Classroom Experience to EdTech\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>the organization. Education is a complicated system and, in many ways, it’s a political system.” With a nod to author Malcolm Gladwell, Reina said, “We are at a tipping point -- but that tipping point is going to tip slowly.”\u003c/p>\n\u003cp>Even with that caution, Woolley-Wilson noted there are a lot of innovative teachers willing to look at new things. But choose the moment carefully. “They’re focused on shelter and food, and you want them to talk about self-actualization.”\u003c/p>\n\u003cp>\u003cstrong>THE BEST PRODUCTS INVOLVE TEACHERS AND FIT WITHIN THEIR PRACTICE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Another area of disconnect: A clear understanding of how a product will actually be used. “You can come up with a sweet widget. It might be great,” Own said, “but it really has to be rooted in what is going to be happening in the classroom. In the pedagogy. In the learning objectives.”\u003c/p>\n\u003cp>That problem tends to surface when entrepreneurs wait too long to get teacher input and feedback. And beta, Own said, is too late: “There need to be teachers involved from day one.”\u003c/p>\n\u003cp>Finding those teachers, though, is another matter. Reina, Woolley-Wilson and Own suggested contacting foundations that work with teachers, attending small, local education conferences, and soliciting help on Twitter and from LinkedIn’s ed-tech groups. Once startups make a connection, Own predicted, “Teachers will tell you all day long what they need.”\u003c/p>\n\u003cp>\u003cstrong>RISK IS A BIG OBSTACLE.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Startups fail. Startups “\u003ca href=\"https://www.edsurge.com/n/is-your-school-ready-to-date-a-startup-again\">pivot\u003c/a>” (the current euphemism for abandoning a product or a business model that isn’t working). Both are anathema to education institutions which may trust student data -- and a student’s education -- to consistent, reliable use of a product or service.\u003c/p>\n\u003cp>Then there’s the core matter of trusting that an entrepreneur’s educational solution will work.\u003c/p>\n\u003cp>Some support for entrepreneurs facing a skeptical school on the last point may come from a surprising source: foundations. Woolley-Wilson says she’s very hopeful about their role with educators: “What I think foundations can do is generate data that will help ‘de-risk’ a decision to try something new.”\u003c/p>\n\u003cp>Reina agreed, pointing out foundations have done a lot of good work on, for example, using games in learning. Having that kind of support, “changes the conversation with both educators and parents.” It’s a kind of research-based heavy lifting that foundations can do -- which others can later review -- that most startups cannot do for themselves.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cem>\u003cstrong>RELATED:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/what-the-heck-is-a-teacherpreneur/\">What the Heck is a Teacherpreneur?\u003c/a>\u003c/em>]\u003c/p>\n\u003cp>Another way to reduce the risk of seeing if a product actually works is to adopt a “freemium” pricing model, in which some or all of the product can be used without charge. “The teachers need the opportunity to see it, to try it out and see if it’s worthwhile,” Own said.\u003c/p>\n\u003cp>There are other areas of disconnect, from entrepreneur assumptions that all districts -- or schools in a district -- have the same access to computers and Internet bandwidth (Own: “There’s no safe assumption (of what) even 50% of schools have”) to teacher expectations that good tech products will be completely free, forever (Reina: “You need to be able to get funding coming back to the people who are building the products so they can reinvest in the product”).\u003c/p>\n\u003cp>But overall, there’s hope the gap can be closed if K-12 educators and technology entrepreneurs listen to each other, often and early, and realize theirs is a symbiotic relationship. “The teacher is there to inspire kids and to help kids work together,” Reina said. “And do a lot of the things technology can’t do.”\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>Frank Catalano is a consultant, author and veteran analyst of digital education and consumer technologies. He tweets \u003ca href=\"http://twitter.com/frankcatalano\">\u003cstrong>@FrankCatalano\u003c/strong>\u003c/a>, consults as \u003ca href=\"http://intrinsicstrategy.com/\">\u003cstrong>Intrinsic Strategy\u003c/strong>\u003c/a>, and writes a column for \u003ca href=\"http://practicalnerd.com/\">\u003cstrong>GeekWire\u003c/strong>\u003c/a>. He moderated this MIT Enterprise Forum session, co-authored a \u003ca href=\"http://www.mitwa.org/sites/default/files/files/MITEF%20NW%20Education%20IT%20Companion%20Paper%20Dec2012_1.pdf\">companion paper\u003c/a>, and really likes it when edtech proponents and teachers just get along.\u003c/em> \u003cem>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26416/closing-the-gap-between-educators-and-entrepreneurs","authors":["4375"],"categories":["mindshift_195"],"tags":["mindshift_369","mindshift_556","mindshift_749"],"featImg":"mindshift_26515","label":"mindshift"},"mindshift_9142":{"type":"posts","id":"mindshift_9142","meta":{"index":"posts_1591205157","site":"mindshift","id":"9142","score":null,"sort":[1300374044000]},"guestAuthors":[],"slug":"kids-learn-business-and-life-skills-with-entrepeneurship-programs","title":"Kids Learn Business and Life Skills With Entrepreneurship Programs","publishDate":1300374044,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1362172915,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":431},"headData":{"title":"Kids Learn Business and Life Skills With Entrepreneurship Programs | KQED","description":"Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills. Here are some groups that provide this type of training: Network for Teaching Entrepreneurship (NFTE): A","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"9142 http://blogs.kqed.org/mindshift/?p=9142","disqusUrl":"https://ww2.kqed.org/mindshift/2011/03/17/kids-learn-business-and-life-skills-with-entrepeneurship-programs/","disqusTitle":"Kids Learn Business and Life Skills With Entrepreneurship Programs","path":"/mindshift/9142/kids-learn-business-and-life-skills-with-entrepeneurship-programs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_9162\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/rachaelvoorhees/2521106411/\">\u003cimg class=\"size-medium wp-image-9162\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/2521106411_1241c47a31_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Entrepreneurship training is seen as a vital part of kids' schooling. Whether it's through after-school programs, summer camps, competitions, or in-class activities, advocates believe that learning the ins and outs of business-building can help develop some important real-world skills.\u003c/p>\n\u003cp>Here are some groups that provide this type of training:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.nfte.com\" target=\"_blank\">Network for Teaching Entrepreneurship (NFTE):\u003c/a>\u003c/strong> A longstanding education organization that helps empower at-risk youth through teaching entrepreneurship in class, after school, and during the summer in 11 regions across the country and with partnerships across the world. Although NFTE has been around since 1987, naturally programming has shifted to accommodate what business smarts mean in 2011 by, for instance, developing curricula called \"\u003ca href=\"http://www.nfte.com/find-resources/buy-resources#exploring-careers\" target=\"_blank\">Exploring Careers for the 21st Century\u003c/a>\" and teaching skills like \u003ca href=\"http://www.nfte.com/why/blog/learn-to-tweet-from-the-best\" target=\"_blank\">how to effectively use Twitter\u003c/a> for marketing and branding purposes.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://www.tyeglobal.org/\" target=\"_blank\">TiE Young Entrepreneurs\u003c/a>:\u003c/strong> A global program with local branches, TiE (Talent, Ideas, and Enterprise) brings seasoned entrepreneurs to K-12 classrooms to teach a 3-month business curriculum that ends with a business plan competition. The program hits nine cities, including Boston, Seattle, London, New Delhi, and \u003ca href=\"http://www.abjentrepreneur.com/news/2011/02/tie-austin-bringing-entrepreneurial.html\" target=\"_blank\">Austin, Texas\u003c/a>. Each local business plan competition sends student winners to the \u003ca href=\"http://www.tie.org/major_event/tie-young-entrepreneurs-global-competition\" target=\"_blank\">TiE global competition\u003c/a> for a chance at a $25,000 prize.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003ca href=\"http://sageglobal.org/\" target=\"_blank\">Students for the Advancement of Global Entrepreneurship (SAGE)\u003c/a>:\u003c/strong> An international community of teenage entrepreneurs that links kids with mentors, business consultants, and civic leaders through extensive regional and \u003ca href=\"http://www.sageglobal.org/what-we-do/regional-national-and-global-tournaments/\" target=\"_blank\">global tournaments\u003c/a> -- all with an emphasis on social entrepreneurship and environmental stewardship. Teenagers start either a socially responsible business or social enterprise business, get it underway, and enter it in a series of competitions that ends with the \"SAGE World Cup.\"\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>More Resources:\u003c/strong>\u003c/p>\n\u003cp>For parents, instructors, or highly driven students interested in accessing resources, not entire programs -- some free, some with a fee -- they're out there, too. Mashable.com has great roundup of \u003ca href=\"http://mashable.com/2011/01/24/twitter-entrepreneur-tips/\" target=\"_blank\">ways entrepreneurs can make the most of Twitter\u003c/a>, for instance. \u003ca href=\"http://www.bizkids.com\" target=\"_blank\">BizKids\u003c/a> is a Web site and television show where kids teach other kids about business and money; parents and teachers can access family activities and lesson plans, while kids can watch episodes and play games. \u003ca href=\"http://www.unleashingideas.org/\" target=\"_blank\">Global Entrepreneurship Week\u003c/a> is an international network of changemakers and entrepreneurs that connects people, ideas, \u003ca href=\"http://www.unleashingideas.org/blog/students-unleash-ideas-increasing-number-young-entrepreneurs\" target=\"_blank\">student-specific initiatives\u003c/a>, and quick tips, like \"\u003ca href=\"http://www.unleashingideas.org/ideas-bank\" target=\"_blank\">How to Become an Entrepreneur in 10 Days\u003c/a>\"). And a learning tool available for purchase called \u003ca href=\"http://www.littlegreenmoneymachine.com/\">The Little Green Money Machine\u003c/a> (which just won a \u003ca href=\"http://www.prweb.com/releases/2011/03/prweb5141734.htm\" target=\"_blank\">Best Classic Toy Award\u003c/a>) provides fun, interactive ways for kids of all ages to design business plans, set goals, and get a handle on their financial literacy skills.\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/9142/kids-learn-business-and-life-skills-with-entrepeneurship-programs","authors":["4351"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_372","mindshift_369","mindshift_370","mindshift_371","mindshift_368"],"featImg":"mindshift_9162","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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