What’s Lost When Kids Are 'Under-connected’ to the Internet?
How to Provide Kids With Screen Time That Supports Learning
Some Struggles Teachers Face Using Games in the Classroom
How Digital Games Help Teachers Make Connections to Lessons and Students
Report Finds Teachers Underutilize Resources for Digital Games in the Classroom
Surprising Insights: How Teachers Use Games in the Classroom
How Do Parents Think 'Educational' Screen Time Affects Learning?
Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology?
Who Needs Grownups to Make Video Games?
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"},"ksung":{"type":"authors","id":"4596","meta":{"index":"authors_1591205172","id":"4596","found":true},"name":"Ki Sung","firstName":"Ki","lastName":"Sung","slug":"ksung","email":"ksung@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"KQED Contributor","bio":"Ki Sung is the senior editor of MindShift. Prior to joining MindShift in 2014, she was a digital news trainer at NPR.","avatar":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"elections","roles":["administrator"]}],"headData":{"title":"Ki Sung | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ksung"},"dfkris":{"type":"authors","id":"11087","meta":{"index":"authors_1591205172","id":"11087","found":true},"name":"Deborah Farmer Kris","firstName":"Deborah Farmer","lastName":"Kris","slug":"dfkris","email":"dfkris@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"\u003cem>\u003ca href=\"https://twitter.com/@dfkris\">Deborah Farmer Kris\u003c/a> has taught elementary, middle and high school and served as a charter school administrator. She spent a decade as an associate at Boston University’s \u003c/em>\u003cem>\u003ca href=\"http://www.bu.edu/ccsr/about-us/\">Center for Character and Social Responsibility\u003c/a>, \u003c/em>\u003cem>researching, writing, and consulting with schools. She is the mother of two young children. You can follower her on Twitter \u003ca href=\"https://twitter.com/@dfkris\">@dfkris\u003c/a>.\u003c/em>","avatar":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twitter":"dfkris","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["author"]}],"headData":{"title":"Deborah Farmer Kris | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/48efe6f17031ed31222b74af9605fe5a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dfkris"}},"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_43601":{"type":"posts","id":"mindshift_43601","meta":{"index":"posts_1591205157","site":"mindshift","id":"43601","score":null,"sort":[1454487320000]},"guestAuthors":[],"slug":"whats-lost-when-kids-are-under-connected-to-the-internet","title":"What’s Lost When Kids Are 'Under-connected’ to the Internet?","publishDate":1454487320,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ownership of mobile devices has grown swiftly since the introduction of the smartphone and has created more opportunities to connect to the Internet. Mobile devices have meant more Internet connectivity, but a closer look at how lower-income families use that access reveals the digital divide is still a problem.\u003c/p>\n\u003cp>A report by \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all/\">the Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and Rutgers University found that until all families have reliable Internet access at home, learning environments will not be equitable.\u003c/p>\n\u003cp>Kids who don’t have reliable Internet access at home (which includes the use of a laptop of desktop for connecting to the Internet) are “less likely to go online to look up information about things that they are interested in,” according to the report. While mobile devices do provide Internet access, kids don't seem to use them for the deeper type of informal learning championed by tech advocates: 35 percent of children with mobile-only access look up information often, as compared with 52 percent of kids with Internet at home.\u003c/p>\n\u003cp>“These kids are less likely to be online in general and doing informal learning when they have mobile-only access,” said Victoria Rideout, a co-author of the report, \"\u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">Opportunity for All? Technology and Learning in Lower-income Families,\u003c/a>\" which was funded by the Bill & Melinda Gates Foundation. A strong Internet connection at home allows kids to work on homework assignments, look up information and communicate with teachers and classmates more readily.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-43617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Cooney-Center-digital-ownership-e1454482119755.png\" alt=\"Cooney Center digital ownership\" width=\"300\" height=\"656\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“What’s it really like to do your homework on a smartphone you’re having to borrow from your mom, but she needs it for something else? Are you really able to do your research paper?” asked Rideout.\u003c/p>\n\u003cp>Schools have improved their connections on campus, but home has been a major hurdle for learning as assignments and communication go online. “Schools getting wired was the task of the previous decade,” said Rideout. “Getting wired at home is the task of the current decade.”\u003c/p>\n\u003cp>While low-income families may appear connected, they come across obstacles that undermine access to information. For the survey, 1,191 parents with children ages 6 to 13, considered lower-income or “low- and moderate-income families,” were asked questions about how they use technology.\u003c/p>\n\u003cp>The researchers found that only 6 percent of families with incomes that qualify for discounted Internet services had ever signed up for such programs. A combination of lack of services provided, hurdles in qualifying for discounts (such as having no missed payments), and a lack of awareness of discount programs often stood in the way. Schools can have a role in educating families about discounted Internet programs, said Vikki Katz, co-author of the report .\u003c/p>\n\u003cp>“We found some really interesting differences between what happens when the school focuses on the relationship and uses tech to expand the relationship, and some districts that put the technology first,” Katz said. School districts that had stronger relationships with families were able to better inform families about discount programs.\u003c/p>\n\u003cp>Of the parents surveyed, 33 percent of those living below poverty level and 23 percent of those living below median-income level rely on mobile-only Internet access. And keeping their mobile devices connected is a struggle, as 24 percent of that group had their service cut off because of payment issues. Of those surveyed who do have home Internet, 20 percent have had their Internet cut off due to lack of payment within the last year and 26 percent say too many people share the same computer.\u003c/p>\n\u003cp>“If they have a home computer and Internet access, their Internet access is slow,” said Rideout. “Their computer is slow and their service has been cut off in the last 12 months because they can’t pay their bill. If they have mobile-only plans, they run up against their data plan. Or there are too many people using a single device. These are all elements of people being under-connected.”\u003c/p>\n\u003cp>In some districts, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/02/how-rural-schools-paid-for-students-home-internet-to-transform-learning/\">schools have paid\u003c/a> for families to have Internet at home so they wouldn’t have to rely on Wi-Fi at local businesses or stay on campus after hours to do homework. Having reliable Internet at home could mean more capacity to learn computer coding skills, stream \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">video tutorials\u003c/a> or take an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/21/can-foreign-language-immersion-be-taught-effectively-online/\">online language course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just doing the homework, but learning the skills needed to compete -- the design, the coding skills, etc.,\" said Rideout. \"You don’t do that as much on a smartphone as you would on a computer.”\u003c/p>\n\n","blocks":[],"excerpt":"Most people have access to the Internet through mobile devices now, but that hasn't closed the digital divide for students, who need faster, more sophisticated programs for school work.","status":"publish","parent":0,"modified":1454487848,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":792},"headData":{"title":"What’s Lost When Kids Are 'Under-connected’ to the Internet? | KQED","description":"Most people have access to the Internet through mobile devices now, but that hasn't closed the digital divide for students, who need faster, more sophisticated programs for school work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What’s Lost When Kids Are 'Under-connected’ to the Internet?","datePublished":"2016-02-03T08:15:20.000Z","dateModified":"2016-02-03T08:24:08.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43601 http://ww2.kqed.org/mindshift/?p=43601","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/03/whats-lost-when-kids-are-under-connected-to-the-internet/","disqusTitle":"What’s Lost When Kids Are 'Under-connected’ to the Internet?","path":"/mindshift/43601/whats-lost-when-kids-are-under-connected-to-the-internet","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ownership of mobile devices has grown swiftly since the introduction of the smartphone and has created more opportunities to connect to the Internet. Mobile devices have meant more Internet connectivity, but a closer look at how lower-income families use that access reveals the digital divide is still a problem.\u003c/p>\n\u003cp>A report by \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all/\">the Joan Ganz Cooney Center\u003c/a> at Sesame Workshop and Rutgers University found that until all families have reliable Internet access at home, learning environments will not be equitable.\u003c/p>\n\u003cp>Kids who don’t have reliable Internet access at home (which includes the use of a laptop of desktop for connecting to the Internet) are “less likely to go online to look up information about things that they are interested in,” according to the report. While mobile devices do provide Internet access, kids don't seem to use them for the deeper type of informal learning championed by tech advocates: 35 percent of children with mobile-only access look up information often, as compared with 52 percent of kids with Internet at home.\u003c/p>\n\u003cp>“These kids are less likely to be online in general and doing informal learning when they have mobile-only access,” said Victoria Rideout, a co-author of the report, \"\u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">Opportunity for All? Technology and Learning in Lower-income Families,\u003c/a>\" which was funded by the Bill & Melinda Gates Foundation. A strong Internet connection at home allows kids to work on homework assignments, look up information and communicate with teachers and classmates more readily.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-43617\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/02/Cooney-Center-digital-ownership-e1454482119755.png\" alt=\"Cooney Center digital ownership\" width=\"300\" height=\"656\">\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 it really like to do your homework on a smartphone you’re having to borrow from your mom, but she needs it for something else? Are you really able to do your research paper?” asked Rideout.\u003c/p>\n\u003cp>Schools have improved their connections on campus, but home has been a major hurdle for learning as assignments and communication go online. “Schools getting wired was the task of the previous decade,” said Rideout. “Getting wired at home is the task of the current decade.”\u003c/p>\n\u003cp>While low-income families may appear connected, they come across obstacles that undermine access to information. For the survey, 1,191 parents with children ages 6 to 13, considered lower-income or “low- and moderate-income families,” were asked questions about how they use technology.\u003c/p>\n\u003cp>The researchers found that only 6 percent of families with incomes that qualify for discounted Internet services had ever signed up for such programs. A combination of lack of services provided, hurdles in qualifying for discounts (such as having no missed payments), and a lack of awareness of discount programs often stood in the way. Schools can have a role in educating families about discounted Internet programs, said Vikki Katz, co-author of the report .\u003c/p>\n\u003cp>“We found some really interesting differences between what happens when the school focuses on the relationship and uses tech to expand the relationship, and some districts that put the technology first,” Katz said. School districts that had stronger relationships with families were able to better inform families about discount programs.\u003c/p>\n\u003cp>Of the parents surveyed, 33 percent of those living below poverty level and 23 percent of those living below median-income level rely on mobile-only Internet access. And keeping their mobile devices connected is a struggle, as 24 percent of that group had their service cut off because of payment issues. Of those surveyed who do have home Internet, 20 percent have had their Internet cut off due to lack of payment within the last year and 26 percent say too many people share the same computer.\u003c/p>\n\u003cp>“If they have a home computer and Internet access, their Internet access is slow,” said Rideout. “Their computer is slow and their service has been cut off in the last 12 months because they can’t pay their bill. If they have mobile-only plans, they run up against their data plan. Or there are too many people using a single device. These are all elements of people being under-connected.”\u003c/p>\n\u003cp>In some districts, \u003ca href=\"http://ww2.kqed.org/mindshift/2014/12/02/how-rural-schools-paid-for-students-home-internet-to-transform-learning/\">schools have paid\u003c/a> for families to have Internet at home so they wouldn’t have to rely on Wi-Fi at local businesses or stay on campus after hours to do homework. Having reliable Internet at home could mean more capacity to learn computer coding skills, stream \u003ca href=\"http://ww2.kqed.org/mindshift/2015/09/03/pixar-in-a-box-teaches-math-through-real-animation-challenges/\">video tutorials\u003c/a> or take an \u003ca href=\"http://ww2.kqed.org/mindshift/2015/04/21/can-foreign-language-immersion-be-taught-effectively-online/\">online language course\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It’s not just doing the homework, but learning the skills needed to compete -- the design, the coding skills, etc.,\" said Rideout. \"You don’t do that as much on a smartphone as you would on a computer.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43601/whats-lost-when-kids-are-under-connected-to-the-internet","authors":["4596"],"categories":["mindshift_195"],"tags":["mindshift_252","mindshift_20784","mindshift_1040","mindshift_200","mindshift_187"],"featImg":"mindshift_43615","label":"mindshift"},"mindshift_42720":{"type":"posts","id":"mindshift_42720","meta":{"index":"posts_1591205157","site":"mindshift","id":"42720","score":null,"sort":[1447230781000]},"guestAuthors":[],"slug":"how-to-provide-kids-with-screen-time-that-supports-learning","title":"How to Provide Kids With Screen Time That Supports Learning","publishDate":1447230781,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","status":"publish","parent":0,"modified":1447230781,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":1282},"headData":{"title":"How to Provide Kids With Screen Time That Supports Learning | KQED","description":"Educating children on digital literacies will depend a lot on parents who can guide them towards a balanced media diet.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How to Provide Kids With Screen Time That Supports Learning","datePublished":"2015-11-11T08:33:01.000Z","dateModified":"2015-11-11T08:33:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42720 http://ww2.kqed.org/mindshift/?p=42720","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/11/how-to-provide-kids-with-screen-time-that-supports-learning/","disqusTitle":"How to Provide Kids With Screen Time That Supports Learning","path":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>\u003c/b>\u003cspan style=\"font-weight: 400\">The digital landscape of American childhood is in flux, according to surveys: \u003c/span>\u003ca href=\"http://www.nytimes.com/2015/11/02/health/many-children-under-5-are-left-to-their-mobile-devices-survey-finds.html?_r=0\">\u003cspan style=\"font-weight: 400\">Most\u003c/span>\u003c/a> \u003ca href=\"https://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013\">\u003cspan style=\"font-weight: 400\">children\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> under the age of 8 now have access to mobile devices in their homes. In the last five years, children have spent \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/zero-to-eight-2013-infographic\">\u003cspan style=\"font-weight: 400\">less time\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> watching television, but more time tapping on tablets and smartphones. And recently the American Academy of Pediatrics has \u003c/span>\u003ca href=\"https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Children-And-Media-Tips-For-Parents.aspx\">\u003cspan style=\"font-weight: 400\">softened\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> its zero-screentime recommendation for children under 2. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Given the increased access to digital media, there's a greater opportunity to pay closer attention to \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">how\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> children use devices and ways that parents and educators can use media as a tool to help children learn, according to Lisa Guernsey and Michael Levine, authors of \u003c/span>\u003ca href=\"http://tapclickread.org/\">\u003cspan style=\"font-weight: 400\">\"Tap, Click, Read: Growing Readers in a World of Screens.\"\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cb>From Literacy to Literacies\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What does it mean to be literate in a world where screens are ubiquitous? Literacy traditionally includes reading, writing, speaking and listening skills. But children growing up in a “world of information overload” must acquire strong media and critical literacy skills, argue \u003ca href=\"https://www.newamerica.org/experts/lisa-guernsey/\">Guernsey\u003c/a> of New America and \u003ca href=\"http://www.joanganzcooneycenter.org/author/michael-h-levine/\">Levine\u003c/a> of the Joan Ganz Cooney Center at Sesame Workshop. Kids need to be able to “read” and analyze information presented in a variety of formats -- from videos to images to multimedia texts. In short, says Guernsey, children not only need to learn “how to decode the letters and words they read, but also to gain an understanding of what goes into creating information and stories of all kinds.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For young children, media literacy can start as simply as discussing the concept of authorship. Guernsey recommends pointing out authors’ and illustrators’ names during on and offline reading time. \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>\u003cb>“\u003c/b>\u003cspan style=\"font-weight: 400\">Even preschoolers can grasp what it means to be an author or creator, especially when they themselves are given opportunities to dictate captions under photographs or create their own books using software [or] paper and crayons,” says Guernsey. “The more they learn about authorship, the more keenly they can start to understand information behind why books, games or videos were created.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Critical literacy involves helping children hone their observational skills. Reading aloud offers rich opportunities to lay this groundwork, says Guernsey. Parents can pause in a story to ask, “What do you think will happen next?” and then “How do you know?” Questions like these challenge children to analyze the pictures and text they encounter -- a technique that can also be used when watching media together.\u003c/span>\u003c/p>\n\u003cp>\u003cb>The Three C’s of a Balanced Media Diet\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey and Levine do not advocate putting babies in front of a screen, but neither do they espouse shielding children from all screentime. \u003c/span>They argue that when families can actively engage around media, including digital media, the discussions and conversations that are sparked from those shared experiences can lead to meaningful learning outcomes.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents sometimes feel guilty about letting their kids watch TV or use electronic devices, but Guernsey says that this is counterproductive: “Feeling guilty shuts down conversation and leads parents to hide their questions about what movies to watch, what apps to download or what to do about bedtime.” Instead, she says, “we should be helping parents seek high-quality content that is designed for learning.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help parents make smarter choices about the media they use with children, Guernsey advocates “The Three C's”: the content, the context and the individual child.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Content: \u003c/b>\u003cspan style=\"font-weight: 400\">Is this TV show or app designed to support young children’s learning? That’s the key question for parents, but determining the answer isn’t always easy. Levine and Guernsey call the ed-tech marketplace the “Digital Wild West.” To help parents make informed decisions, Levine and Guernsey have put together this \u003c/span>\u003ca href=\"http://www.tapclickread.org/book/resources/\">\u003cspan style=\"font-weight: 400\">list of resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which includes links to organizations that rate and review apps. But parents need to ask their own critical questions, says Guernsey, such as: “Are there signs that the content is well designed for learning? and “Does it make sense for my child at this age, at this stage in development?” \u003c/span>\u003c/p>\n\u003cp>\u003cb>Context:\u003c/b>\u003cspan style=\"font-weight: 400\"> Strong daily routines help support children’s wellness and intellectual development. A “balanced media diet,” according to Levine and Guernsey, always includes daily exercise, social engagement and good sleep. Finding that balance is crucial for developing the whole child\u003c/span>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Child:\u003c/b>\u003cspan style=\"font-weight: 400\"> When choosing media, parents should tune into each child’s individual disposition. How does a child respond to particular noises, storylines and images? Does media use before bed disrupt sleep? Does watching stories about dinosaurs inspire your child to research these creatures and engage in related imaginative play? In order to answer these questions, parents must be engaged with what their children are viewing and experiencing. Research indicates that \u003c/span>\u003ca href=\"http://www.joanganzcooneycenter.org/initiative/the-new-coviewing-initiative-investigating-and-designing-for-joint-media-engagement/\">\u003cspan style=\"font-weight: 400\">“joint media engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” -- talking with children about what they are viewing, experiencing or creating -- supports cognitive development and helps children learn more from media. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Using Media To Support Literacy\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Reading isn’t simply about phonics and fluency. As Guernsey and Levine point out, “one way to predict a good reader is to find a kid who knows a little bit about everything.” Background knowledge helps children make inferences and draw connections -- which are essential for strong reading comprehension.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://www.amazon.com/Tap-Click-Read-Growing-Readers/dp/1119091896\">\u003cimg class=\"alignleft size-full wp-image-42754\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/tap-click-read-e1447230710773.png\" alt=\"tap click read\" width=\"200\" height=\"265\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to develop rich background knowledge, a child needs to be exposed to “the thousands of intricate concepts lurking within science, geography, history, government, art, music, movement, mathematics, engineering and, yes, everyday life,” according to Guernsey and Levine. Digital media is a profound resource for this aspect of literacy development -- from viewing short online videos on topics of interest to Skyping with relatives in other parts of the world. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Consider how much elementary-age children can learn by watching the TV show ‘\u003ca href=\"https://www.youtube.com/channel/UCjHsPBHX1NNbIqTy4eXVTig/videos?sort=p&view=0&flow=grid\">How It's Made\u003c/a>,’ ” says Guernsey. “These little bits of knowledge can be a great help to a child when he or she is reading because they provide some context for ideas and words they may encounter in a nonfiction or fiction book. That will enable them to make inferences and grasp the sentences they read, which helps them to learn more, which helps them to feel confident enough to read more, and so on.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, say Guernsey and Levine, even parents without strong reading skills can support their children’s cognitive development by using traditional and digital media as a springboard for engagement and conversation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guernsey, who has spent a decade studying how media affects child development, says the research has had a profound impact on her own parenting -- particularly the studies around the learning that can take place when families talk about or use media \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">together.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This doesn't mean that my kids are never alone with media,” says Guernsey. “Of course they are, and there have been plenty of times that I have appreciated the chance to take a phone call or chop tomatoes while they played with an app or watched a video. But I have learned to take advantage of moments to ask my kids why they like a certain character, and to sing their favorite TV show theme song along with them, and, as they grew older, to ask them to critique the apps they were using.\"\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\">\"This has led us to many fascinating discussions,\" she says, \"and I am proud of their capacity to think critically about who and what they are watching and to feel empowered to use new tools to communicate their own ideas.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42720/how-to-provide-kids-with-screen-time-that-supports-learning","authors":["11087"],"categories":["mindshift_195"],"tags":["mindshift_20565","mindshift_968","mindshift_20720","mindshift_20784","mindshift_1040","mindshift_200","mindshift_20940","mindshift_20941","mindshift_20816"],"featImg":"mindshift_42739","label":"mindshift"},"mindshift_37944":{"type":"posts","id":"mindshift_37944","meta":{"index":"posts_1591205157","site":"mindshift","id":"37944","score":null,"sort":[1416837694000]},"guestAuthors":[],"slug":"some-struggles-teachers-face-using-games-in-the-classroom","title":"Some Struggles Teachers Face Using Games in the Classroom ","publishDate":1416837694,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38531\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Maze-istock.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Maze-istock-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38531\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teachers have long known that making content more playful can be a great way to engage students and add diversity to classroom activities. As technology becomes an ever more significant part of modern classrooms, it makes sense that teachers are using video games for everything from teaching content, to keeping tabs on learning progress, and for skills practice. In a recent survey, the Joan Ganz Cooney Center found that 74 percent of K-8 \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\" target=\"_blank\">teachers surveyed\u003c/a> use digital games for instruction in some way and 55 percent use them weekly.\u003c/p>\n\u003cp>While digital games are becoming more common, many teachers still use them primarily as supplemental material or as a reward when the “real work” has been accomplished, not as the main instructional tool. Many teachers are still skeptical that students will learn mandated content from digital games well enough to prove mastery on state exams.\u003c/p>\n\u003cp>\u003cstrong>TIME IS THE BIGGEST BARRIER\u003c/strong>\u003c/p>\n\u003cp>Tony Mai experimented with some digital games in his middle school English Language Arts classroom as part of a pilot project at \u003ca href=\"http://www.mckinleyis259.org\" target=\"_blank\">William McKinley IS 259, \u003c/a> a junior high school in New York City. His principal chose him to participate because he’s comfortable with technology and likes to play video games himself. The game, \u003ca href=\"http://www.classroominc.org/tsn2\" target=\"_blank\">The Sports Network 2\u003c/a>, required students to take on the roles of employees at a media company trying to market a product to a younger audience.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Localized leadership allows me to use games during intervention time, but it’s not something that’s supported broadly.”\u003c/aside>\n\u003cp>In addition to the virtual gameplay, students had to do offline research on solutions they could use within the game. The Sports Network 2 is aligned with Common Core ELA standards but places the skills within the context of real-life tasks. “They had to read fake email and highlight important things on screen,” Mai said. “I saw improvement with students’ ability to figure out difficult vocabulary words using context clues.” He also said students stayed more motivated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still, playing the game took precious time and Mai slowly started to fall behind the other eighth-grade ELA teachers on the mandated curriculum. “It does take someone who’s willing to make sure the rest of the curriculum is covered while using these games in the classroom,” Mai said. Teachers are under a lot of pressure to make sure they cover a jampacked curriculum, and that can make any game feel like one more thing to do, something extra or supplemental.\u003c/p>\n\u003cp>“At the end of the day, if the teachers know that their curriculum already addresses all the other standards, then they won’t feel there’s a need for the game in the classroom,” Mai said. That’s why he thinks games that have robust data tracking and clear corollaries to standards will get the most teacher buy-in. “Teachers want to be able to see the gains that students are making on a specific skill and be able to link it to a specific question or part of the game,” Mai said.\u003c/p>\n\u003cp>The immersive quality of the game deeply engaged students and showed them how the skills they were learning applied to the real world, Mai said. But it was those same game qualities that made him worry that he wasn’t covering the basics. The more that a game maps exactly to the standards, the less game-like it becomes, he acknowledged, and the more it resembles educational software, not a game.\u003c/p>\n\u003cp>Concerns about time and explicit instructional standards being met are mirrored in the Cooney Center report. “Few teachers are using learning games of the immersive variety, the kind that lend themselves to deep exploration and participation in the types of activities that set digital games apart from more didactic forms of instruction,” writes Lori Takeuchi in the report’s executive summary. “Most teachers instead report using short-form games that students can finish within a single class period. While lack of time is a likely explanation, teachers may also find shorter-form games to be easier to map to curriculum standards.”\u003c/p>\n\u003cp>\u003cstrong>ADMINISTRATIVE SUPPORT\u003c/strong>\u003c/p>\n\u003cp>Heather Robertson teaches English language learners (ELL) in a K-5 school in Wisconsin.\u003cbr>\nThe district has great access to technology — they’ve gone one-to-one with Chromebooks, but the devices are mainly used for what Robertson calls “worksheets on a computer.” She'd like those setting policies and vision in schools to recognize that while online testing may have brought the devices into schools, they can be used for far more than that. “We’re so focused on our testing and we’re not going deep in our learning,” Robertson said. “We’re just really trying to get through the surface of it.”\u003c/p>\n\u003cp>[contextly_sidebar id=\"2wMxdajS31bIJqdtCmgTjDJCBtWzXWdq\"]\u003c/p>\n\u003cp>Robertson used to teach in a less conventional district in Madison where she had more freedom to explore different teaching strategies. “The most exciting thing is that research around ELLs shows that concrete experiences are the best way for them to learn,” Robertson said. But how can teachers give students concrete experiences of abstract ideas like government? Robertson has used the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\" target=\"_blank\">digital game iCivics\u003c/a> to help give students that virtual experience.\u003c/p>\n\u003cp>“Games like that allow kids to interact in an almost concrete way that is very powerful,” she said. “They take on the role of the characters and understand it in a much deeper way than they would otherwise.”\u003c/p>\n\u003cp>That \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\" target=\"_blank\">virtual experience, paired with conversation\u003c/a>, can be very powerful for students who are having trouble accessing the content. “I believe what English language learners need more than anything is a lot of talking and interaction,” Robertson said. “Game-playing is actually a key component of that.” She treats games a bit like she would a text, scaffolding learning around gameplay, and using students’ excitement about the game to connect more meaningfully. Kids play the game for a while and then stop and talk about it with Robertson.\u003c/p>\n\u003cp>“I think [games are] best when paired with reflective conversation,” Robertson said. “It’s developing the awareness of what you’re doing. The only way to really develop metacognition is to have a conversation with someone who can ask Socratic questions.”\u003c/p>\n\u003cp>Robertson still uses games in her classroom, because she has support from her principal, but she doesn't feel that same commitment from the district leadership. “Localized leadership allows me to use games during intervention time, but it’s not something that’s supported broadly,\" Richardson said. Despite the barriers, she pushes on with the practice because she has experienced how motivated struggling learners can be by games and how much that inspires her.\u003c/p>\n\u003cp>But without support it’s getting harder to hold onto that conviction. For example, this year Robertson put \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MinecraftEDU\u003c/a> on her supplies list and got it approved by her principal, only to have the request held up at the district level. Another time, Robertson was invited to help develop a game-based assessment by World-Class Instructional Design and Assessement (WIDA), an assessment consortium focused on English Language Learner growth. “Which seems to me like an incredible learning experience, but I was told no because I’d already used my three professional development days,\" Robertson said.\u003c/p>\n\u003cp>It’s these experiences that make Robertson understand why so many teachers are reluctant to step out of line or try something new. Most teacher professional development focuses on the subjects that are tested -- reading, writing and math -- not tools like digital games that could provide a more engaging way of teaching those things. And teachers don’t have a lot of extra time to experiment and play with unfamiliar games, let alone find quality games that suit their needs. \u003c/p>\n\u003cp>There are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/for-overwhelmed-educators-new-site-rates-ed-tech-tools/\" target=\"_blank\">some good game-rating sites\u003c/a> now available, but too few teachers know about them. And, when districts are actively encouraging teachers to focus on prescribed curriculum, there’s little incentive to put in the time to play around and test out more immersive games.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The obstacles to widespread teacher adoption of games as the primary means of instruction are many, but despite the struggles, many teachers do use digital games creatively to push students to think critically. Those early-adopting teachers will be the ones to inspire and teach their colleagues about what works and where the pitfalls lie as this trend grows.\u003c/p>\n\n","blocks":[],"excerpt":"Lack of time and administrative support are just some of the obstacles to using games in the classroom. ","status":"publish","parent":0,"modified":1416837750,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1456},"headData":{"title":"Some Struggles Teachers Face Using Games in the Classroom | KQED","description":"Lack of time and administrative support are just some of the obstacles to using games in the classroom. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Some Struggles Teachers Face Using Games in the Classroom ","datePublished":"2014-11-24T14:01:34.000Z","dateModified":"2014-11-24T14:02:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37944 http://blogs.kqed.org/mindshift/?p=37944","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/24/some-struggles-teachers-face-using-games-in-the-classroom/","disqusTitle":"Some Struggles Teachers Face Using Games in the Classroom ","path":"/mindshift/37944/some-struggles-teachers-face-using-games-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38531\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Maze-istock.gif\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/11/Maze-istock-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\" class=\"size-large wp-image-38531\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Teachers have long known that making content more playful can be a great way to engage students and add diversity to classroom activities. As technology becomes an ever more significant part of modern classrooms, it makes sense that teachers are using video games for everything from teaching content, to keeping tabs on learning progress, and for skills practice. In a recent survey, the Joan Ganz Cooney Center found that 74 percent of K-8 \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\" target=\"_blank\">teachers surveyed\u003c/a> use digital games for instruction in some way and 55 percent use them weekly.\u003c/p>\n\u003cp>While digital games are becoming more common, many teachers still use them primarily as supplemental material or as a reward when the “real work” has been accomplished, not as the main instructional tool. Many teachers are still skeptical that students will learn mandated content from digital games well enough to prove mastery on state exams.\u003c/p>\n\u003cp>\u003cstrong>TIME IS THE BIGGEST BARRIER\u003c/strong>\u003c/p>\n\u003cp>Tony Mai experimented with some digital games in his middle school English Language Arts classroom as part of a pilot project at \u003ca href=\"http://www.mckinleyis259.org\" target=\"_blank\">William McKinley IS 259, \u003c/a> a junior high school in New York City. His principal chose him to participate because he’s comfortable with technology and likes to play video games himself. The game, \u003ca href=\"http://www.classroominc.org/tsn2\" target=\"_blank\">The Sports Network 2\u003c/a>, required students to take on the roles of employees at a media company trying to market a product to a younger audience.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “Localized leadership allows me to use games during intervention time, but it’s not something that’s supported broadly.”\u003c/aside>\n\u003cp>In addition to the virtual gameplay, students had to do offline research on solutions they could use within the game. The Sports Network 2 is aligned with Common Core ELA standards but places the skills within the context of real-life tasks. “They had to read fake email and highlight important things on screen,” Mai said. “I saw improvement with students’ ability to figure out difficult vocabulary words using context clues.” He also said students stayed more motivated.\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>Still, playing the game took precious time and Mai slowly started to fall behind the other eighth-grade ELA teachers on the mandated curriculum. “It does take someone who’s willing to make sure the rest of the curriculum is covered while using these games in the classroom,” Mai said. Teachers are under a lot of pressure to make sure they cover a jampacked curriculum, and that can make any game feel like one more thing to do, something extra or supplemental.\u003c/p>\n\u003cp>“At the end of the day, if the teachers know that their curriculum already addresses all the other standards, then they won’t feel there’s a need for the game in the classroom,” Mai said. That’s why he thinks games that have robust data tracking and clear corollaries to standards will get the most teacher buy-in. “Teachers want to be able to see the gains that students are making on a specific skill and be able to link it to a specific question or part of the game,” Mai said.\u003c/p>\n\u003cp>The immersive quality of the game deeply engaged students and showed them how the skills they were learning applied to the real world, Mai said. But it was those same game qualities that made him worry that he wasn’t covering the basics. The more that a game maps exactly to the standards, the less game-like it becomes, he acknowledged, and the more it resembles educational software, not a game.\u003c/p>\n\u003cp>Concerns about time and explicit instructional standards being met are mirrored in the Cooney Center report. “Few teachers are using learning games of the immersive variety, the kind that lend themselves to deep exploration and participation in the types of activities that set digital games apart from more didactic forms of instruction,” writes Lori Takeuchi in the report’s executive summary. “Most teachers instead report using short-form games that students can finish within a single class period. While lack of time is a likely explanation, teachers may also find shorter-form games to be easier to map to curriculum standards.”\u003c/p>\n\u003cp>\u003cstrong>ADMINISTRATIVE SUPPORT\u003c/strong>\u003c/p>\n\u003cp>Heather Robertson teaches English language learners (ELL) in a K-5 school in Wisconsin.\u003cbr>\nThe district has great access to technology — they’ve gone one-to-one with Chromebooks, but the devices are mainly used for what Robertson calls “worksheets on a computer.” She'd like those setting policies and vision in schools to recognize that while online testing may have brought the devices into schools, they can be used for far more than that. “We’re so focused on our testing and we’re not going deep in our learning,” Robertson said. “We’re just really trying to get through the surface of it.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Robertson used to teach in a less conventional district in Madison where she had more freedom to explore different teaching strategies. “The most exciting thing is that research around ELLs shows that concrete experiences are the best way for them to learn,” Robertson said. But how can teachers give students concrete experiences of abstract ideas like government? Robertson has used the \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\" target=\"_blank\">digital game iCivics\u003c/a> to help give students that virtual experience.\u003c/p>\n\u003cp>“Games like that allow kids to interact in an almost concrete way that is very powerful,” she said. “They take on the role of the characters and understand it in a much deeper way than they would otherwise.”\u003c/p>\n\u003cp>That \u003ca href=\"http://ww2.kqed.org/mindshift/2013/11/teaching-empathy-through-digital-game-play/\" target=\"_blank\">virtual experience, paired with conversation\u003c/a>, can be very powerful for students who are having trouble accessing the content. “I believe what English language learners need more than anything is a lot of talking and interaction,” Robertson said. “Game-playing is actually a key component of that.” She treats games a bit like she would a text, scaffolding learning around gameplay, and using students’ excitement about the game to connect more meaningfully. Kids play the game for a while and then stop and talk about it with Robertson.\u003c/p>\n\u003cp>“I think [games are] best when paired with reflective conversation,” Robertson said. “It’s developing the awareness of what you’re doing. The only way to really develop metacognition is to have a conversation with someone who can ask Socratic questions.”\u003c/p>\n\u003cp>Robertson still uses games in her classroom, because she has support from her principal, but she doesn't feel that same commitment from the district leadership. “Localized leadership allows me to use games during intervention time, but it’s not something that’s supported broadly,\" Richardson said. Despite the barriers, she pushes on with the practice because she has experienced how motivated struggling learners can be by games and how much that inspires her.\u003c/p>\n\u003cp>But without support it’s getting harder to hold onto that conviction. For example, this year Robertson put \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\" target=\"_blank\">MinecraftEDU\u003c/a> on her supplies list and got it approved by her principal, only to have the request held up at the district level. Another time, Robertson was invited to help develop a game-based assessment by World-Class Instructional Design and Assessement (WIDA), an assessment consortium focused on English Language Learner growth. “Which seems to me like an incredible learning experience, but I was told no because I’d already used my three professional development days,\" Robertson said.\u003c/p>\n\u003cp>It’s these experiences that make Robertson understand why so many teachers are reluctant to step out of line or try something new. Most teacher professional development focuses on the subjects that are tested -- reading, writing and math -- not tools like digital games that could provide a more engaging way of teaching those things. And teachers don’t have a lot of extra time to experiment and play with unfamiliar games, let alone find quality games that suit their needs. \u003c/p>\n\u003cp>There are \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/for-overwhelmed-educators-new-site-rates-ed-tech-tools/\" target=\"_blank\">some good game-rating sites\u003c/a> now available, but too few teachers know about them. And, when districts are actively encouraging teachers to focus on prescribed curriculum, there’s little incentive to put in the time to play around and test out more immersive games.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The obstacles to widespread teacher adoption of games as the primary means of instruction are many, but despite the struggles, many teachers do use digital games creatively to push students to think critically. Those early-adopting teachers will be the ones to inspire and teach their colleagues about what works and where the pitfalls lie as this trend grows.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37944/some-struggles-teachers-face-using-games-in-the-classroom","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_548","mindshift_20902","mindshift_200"],"featImg":"mindshift_38531","label":"mindshift"},"mindshift_37942":{"type":"posts","id":"mindshift_37942","meta":{"index":"posts_1591205157","site":"mindshift","id":"37942","score":null,"sort":[1415370872000]},"guestAuthors":[],"slug":"how-games-help-teachers-make-connections-to-lessons-and-students","title":"How Digital Games Help Teachers Make Connections to Lessons and Students","publishDate":1415370872,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>[contextly_sidebar id=\"zulTEeon8xg6R0Ol2bdivxOsLsl6uWu9\"]\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n","blocks":[],"excerpt":"Teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. ","status":"publish","parent":0,"modified":1415372289,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1600},"headData":{"title":"How Digital Games Help Teachers Make Connections to Lessons and Students | KQED","description":"Teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Digital Games Help Teachers Make Connections to Lessons and Students","datePublished":"2014-11-07T14:34:32.000Z","dateModified":"2014-11-07T14:58:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"37942 http://blogs.kqed.org/mindshift/?p=37942","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/07/how-games-help-teachers-make-connections-to-lessons-and-students/","disqusTitle":"How Digital Games Help Teachers Make Connections to Lessons and Students","path":"/mindshift/37942/how-games-help-teachers-make-connections-to-lessons-and-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37734\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/games-obstacles.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" class=\"size-full wp-image-37734\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/games-obstacles-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">It's not unusual for educators to use analog games in the classroom, but as more classrooms gain access to technology, digital games are also making a strong showing. A recent \u003ca href=\"http://www.joanganzcooneycenter.org/publication/level-up-learning-a-national-survey-on-teaching-with-digital-games/\">Joan Ganz Cooney Center survey\u003c/a> of 694 K-8 teachers found that 74 percent of those surveyed use digital games in the classroom, up from 50 percent two years ago. Many of the teachers finding the most success are good at creatively connecting the game back to the curriculum, while allowing it to maintain the qualities of a good game. These teachers are often more comfortable with games themselves, playing for fun in their spare time, and are thus more likely to see valuable classroom connections. It’s one thing to have empirical evidence that digital games are growing in popularity and another to get an in-depth look at how and \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/\" target=\"_blank\">why teachers see them as a valuable use of precious class time\u003c/a>. \u003c/p>\n\u003cp>\u003cstrong>INTRODUCING GLOBAL HISTORY\u003c/strong>\u003c/p>\n\u003cp>Zack Gilbert teaches a course called \"Ancient Civilizations\" at a middle school in Normal, Illinois. He’s been using game simulations in his classroom since 1995, but when he started playing the commercial game \"Civilization IV\" for fun he immediately \u003ca href=\"http://ww2.kqed.org/mindshift/2014/07/how-teachers-can-use-video-games-in-the-humanities-classroom/\" target=\"_blank\">recognized its potential\u003c/a> to get sixth-graders hooked on history.\u003c/p>\n\u003cp>“Especially for ancient civilizations, you want to make it as exciting as you can,” Gilbert said. “This is their first real taste of history for the world; most kids have no concept of what the history is in other countries.” When playing the game, students build up their own civilizations in different time periods, making choices in five categories: government, legal, labor, economy and religion.\u003c/p>\n\u003cp>“It gives the kids a visual,” Gilbert said. “They’re actually acting out and making decisions on things that people who lived thousands of years ago would have had to make.” He acknowledges that games like \"Civilization IV\" aren't appropriate for class use all the time and he doesn’t use them exhaustively. However, getting kids excited about the high stakes that historical figures faced is a great jumping-off point for writing assignments, discussions and interactive learning.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/aside>\n\u003cp>“When they’re building their first city, they have to look at the terrain around them. They have to look at the resources to see if this is a good place to build,” Gilbert said. Students often make mistakes in the game, and Gilbert has to restrain himself from trying to correct them immediately, instead letting them figure out where they went wrong. Students often build their cities on flood plains and watch as their citizens get sick and die. That experience prompts them to try a different approach next time. They now understand viscerally the devastation that choice would have brought to ancient civilizations.\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>“It \u003ca href=\"http://ww2.kqed.org/mindshift/2014/05/how-games-based-learning-teaches-problem-solving-in-context/\" target=\"_blank\">all starts connecting\u003c/a>,” Gilbert said. “When you get into the game it all connects to the state standards.” For example, if students build monuments in the game, they’re using math skills but also thinking about the artistic relevance of such a symbol. “You as the teacher need to know what your goal is for them, and then set them up so they can succeed,” Gilbert said. “If you have a good enough game, they’re going to gain more knowledge than you expect.”\u003c/p>\n\u003cp>Sandbox games are Gilbert’s favorites -- there are lots of ways to win or lose, and students get to show off their creativity and critical thinking. He also thinks commercial games are some of the best tools because of their rich graphics and strong game mechanics. \"Civilization IV\" is sometimes criticized for not being historically accurate, but Gilbert sees that flaw as a teachable moment. “You can turn the things that might not be necessarily correct into learning experiences,” he said.\u003c/p>\n\u003cp>Gilbert points out that the hardest part of any teacher’s job is reaching a variety of learners, all at different stages of development and academic skill. He’s noticed that while not all his students love playing video games for class, struggling learners often come out of their shells and prove they can deliver some of the most innovative solutions. Succeeding in one area of class helps them gain confidence for other tasks, like writing and group projects.\u003c/p>\n\u003cp>This anecdotal observation bears out in the Cooney Center research, which found that 55 percent of teachers who use digital games report they are a good tool for motivating low-performing students. Teachers see that motivation translating into academic performance. too: 78 percent of teachers using digital games saw improved performance on curricular subjects due to gameplay, and 71 percent saw improvement in extracurricular subjects.\u003c/p>\n\u003cp>Like many other teachers, Gilbert says it can be hard to integrate games into the curriculum when the focus is overwhelmingly on standards and state tests. “Things are becoming more regimented in the classroom,” he said. He understands that many teachers don’t have time to rework their whole curriculum to include games, especially if they themselves aren’t comfortable with digital gameplay.\u003c/p>\n\u003cp>\u003cstrong>GAMIFYING CLASS\u003c/strong>\u003c/p>\n\u003cp>Students in Caryn Swark’s Grade 6 class (she teaches in Alberta, Canada) come to school and immediately find themselves immersed in a fictional world where the king has been kidnapped and they must rescue him. Students have avatars and “level up” throughout the year as they master different skills. This gamified environment is part of the class DNA, so it’s no surprise that Swark is also using digital games to help students engage and connect with the material she’s teaching.\u003c/p>\n\u003cp>“There’s a lot of games that are basically worksheets in disguise,” Swark said. “I try to avoid those games as much as possible. They’re not really games and kids aren’t stupid.” Like Gilbert, Swark believes there are lots of educational merits to some commercial games, especially if teachers think expansively about how to build on game narratives and skills.\u003c/p>\n\u003cp>Swark uses Nintendo DS games like \"\u003ca href=\"http://en.wikipedia.org/wiki/Professor_Layton_and_the_Curious_Village\" target=\"_blank\">Professor Layton and the Curious Village\u003c/a>,\" a game that is basically like reading a novel embedded with math problems and puzzles. The first time she played it, Swark was struck by how similar some of the puzzles were to things she had asked students on worksheets. When kids play the game, they are doing lots of reading and math, but they like it.\u003c/p>\n\u003cp>Similarly, \"\u003ca href=\"https://www.prodigygame.com/USA/\" target=\"_blank\">Prodigy\u003c/a>,\" a commercial math computer game, is built around a wizarding world where students do battle by solving math problems. Swark wishes the math were a little more integrated, but students still find the game fun and engaging.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Instead of thinking about a checklist of curricular needs that I have to meet, I think about how this fits into what I need,” Swark said. She has found that not only are kids more interested in what they’re learning through gameplay, but they stick with tricky problems longer, work together better and are more open to trying over and over again. The stakes are lower when a student fails within the game, and she doesn’t see any of the test anxiety that has begun to plague her students.\u003c/p>\n\u003cp>“Framing things in terms of gameplay helps get through blocks for kids who get to Grade 6 and are already convinced that they can’t learn,” Swark said. She’s seen her weaker students gravitate toward gameplay and make significant gains. Games are one part of her yearlong goals to break students of the notion that they will fail even when they try.\u003c/p>\n\u003cp>As a female teacher and a “gamer,” Swark has often found bringing games into the classroom helps her connect more to her male students. And students who are alienated socially have become popular because of their abilities to help others in games like \"Minecraft.\"\u003c/p>\n\u003cp>Swark got inspired to try games in her classroom after reading Lee Sheldon’s book, \u003cem>The Multiplayer Classroom: Designing Coursework as a Game\u003c/em>, and jumped in feet first. She’s built on her success and retooled her failures, just as she’s asking her students to do with their schoolwork. Parents and administrators have been more supportive than she expected -- she’s even suggested parents expose their struggling readers to fan fiction to get them reading.\u003c/p>\n\u003cp>But not all teachers work in such supportive environments. In those cases, or when an educator is more hesitant, Swark recommends teachers check out game-rating sites like \"\u003ca href=\"http://www.graphite.org/\" target=\"_blank\">Graphite\u003c/a>,\" run by the nonprofit Common Sense Media, to choose games that clearly align with the grade and standards they teach. She also says it’s easier to start with overtly educational games and work up to the more open-ended games. Lastly, she says there’s a lot to learn from other educators.\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>“There’s a lot of people online who are doing this stuff,” Swark said. “They’re making lesson plans involving games, and you can find those. And then you don’t have to spend the time playing a video game for hours.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37942/how-games-help-teachers-make-connections-to-lessons-and-students","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_20784","mindshift_1040","mindshift_20902","mindshift_20655","mindshift_20710","mindshift_200"],"featImg":"mindshift_37734","label":"mindshift"},"mindshift_38203":{"type":"posts","id":"mindshift_38203","meta":{"index":"posts_1591205157","site":"mindshift","id":"38203","score":null,"sort":[1414071510000]},"guestAuthors":[],"slug":"survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","title":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","publishDate":1414071510,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A survey reports that most teachers are finding digital games in the classroom through informal means and could benefit from improved training and exposure to resources. ","status":"publish","parent":0,"modified":1414071838,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":639},"headData":{"title":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom | KQED","description":"A survey reports that most teachers are finding digital games in the classroom through informal means and could benefit from improved training and exposure to resources. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","datePublished":"2014-10-23T13:38:30.000Z","dateModified":"2014-10-23T13:43:58.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"38203 http://blogs.kqed.org/mindshift/?p=38203","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/23/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom/","disqusTitle":"Report Finds Teachers Underutilize Resources for Digital Games in the Classroom ","path":"/mindshift/38203/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38214\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post.gif\">\u003cimg class=\"size-large wp-image-38214\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-post-640x360.gif\" alt=\"iStock\" width=\"640\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">iStock\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">While more teachers are using digital games in the classroom, how they decide which games to use and why is less standardized, according to a teacher survey of 694 K-8 teachers by the Games and Learning Publishing Council called \u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>.\u003c/p>\n\u003cp>The report finds that teachers learn about games through informal means, such as peers within the school or school district, and could benefit from more explicit training programs. By not having a more formal process, the report finds that “teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration.”\u003c/p>\n\u003cp>“There’s a problem with discovery. They aren’t aware of all the types of games they could be using and all the ways they could be using them,” said Lori Takeuchi, senior director and research scientist at the Joan Ganz Cooney Center who co-authored the report. The GLPC is a project of the Cooney Center. “We need an easier way for teachers to find the best game titles that will meet their needs,” she said. \u003c/p>\n\u003cfigure id=\"attachment_38204\" class=\"wp-caption alignright\" style=\"max-width: 298px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5.png\">\u003cimg class=\"size-medium wp-image-38204\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Chart-5-298x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. ' width=\"298\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center.\u003c/figcaption>\u003c/figure>\n\u003cp>The report says a minority of teachers are using resources available to them. Teachers already using digital games get most of their professional learning from other teachers within the school or district (68 percent) and a quarter of surveyed teachers go to online forums for educators. For those reasons, the report authors recommend finding alternative ways to reach out to teachers. The report states, \"This means that we need to do more to promote these online resources and identify how they can more effectively address teachers' pedagogical questions as well as their lifestyles, learning styles, and organizational constraints.\"\u003c/p>\n\u003cp>Overall, most teachers they surveyed use games in the classroom. Many times, a teacher's exposure to gaming outside of school impacts whether students get the benefit of games in the classroom. Of the teachers surveyed, 74 percent use digital games to teach in the classroom. Most of those said they let their students play at least monthly. About 40 percent of teachers who use digital games are using them to meet curriculum standards.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The report also finds that certain types of games are favored over others, and that duration plays a key part. Role-playing games, like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/world-of-warcraft-finds-its-way-into-class/\">World of Warcraft\u003c/a>, can help students with problem solving skills, but only 5 percent of teachers surveyed report using such involved games. “All the research shows the potential of video games for learning and its usually through these immersive games, but those are not the types of games we’re seeing in the classroom,” said Takeuchi. \u003c/p>\n\u003cp>“Teachers tend to use shorter form games that could be finished in a class period or just a few minutes. Because developers realize that teachers can fit a shorter form game into a classroom period, they’re going to make those games.”\u003c/p>\n\u003cp>Part of the Bill and Melinda Gates Foundation funded \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/surprising-insights-how-teachers-use-games-in-the-classroom/\">report was released\u003c/a> earlier this year and highlighted how teachers use games for reasons like assessment, reaching low-performing students, motivating students, and teaching new material. The full report shows which games the teachers surveyed are using in their classroom. \u003c/p>\n\u003cfigure id=\"attachment_38206\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3.png\">\u003cimg class=\"size-large wp-image-38206\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/Cooney-Games-3-640x500.png\" alt='From \"Level Up Learning: A National Survey on Teaching with Digital Games\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students. ' width=\"640\" height=\"500\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">From \"\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf\">Level Up Learning: A National Survey on Teaching with Digital Games\u003c/a>\" from the Joan Ganz Cooney Center. Surveyed teachers listed titles of up to three digital games used with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Note: MindShift has been developing \u003ca href=\"http://ww2.kqed.org/mindshift/series/guide-to-games-and-learning/\">The MindShift Guide to Games and Learning\u003c/a> with the support of the \u003ca href=\"www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. The guide is a project of the \u003ca href=\"http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/\">Games and Learning Publishing Council\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38203/survey-finds-teachers-underutilize-resources-for-digital-games-in-the-classroom","authors":["4354"],"categories":["mindshift_1"],"tags":["mindshift_1040","mindshift_20655","mindshift_20773","mindshift_200","mindshift_20774","mindshift_394","mindshift_208"],"featImg":"mindshift_38214","label":"mindshift"},"mindshift_36160":{"type":"posts","id":"mindshift_36160","meta":{"index":"posts_1591205157","site":"mindshift","id":"36160","score":null,"sort":[1402337502000]},"guestAuthors":[],"slug":"surprising-insights-how-teachers-use-games-in-the-classroom","title":"Surprising Insights: How Teachers Use Games in the Classroom","publishDate":1402337502,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36165\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588.jpg\" alt=\"6660134265_88e8afab92_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">More teachers are using digital games in the classroom, and they're using them more frequently, according to a new teacher survey just released by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. But more surprisingly, the study reveals that teachers are finding that one of the most impactful use of games is for motivating and rewarding students, specifically those who are low-performing.\u003c/p>\n\u003cp>The survey, which interviewed 694 K-8 teachers with an average of 14.5 years of teaching experience, aims to understand how and why teachers are using digital games in the classroom.\u003c/p>\n\u003cp>More than three-quarters of teachers surveyed -- 78 percent -- report using digital games in class, and that's up from 50 percent who \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">reported using them in a different survey\u003c/a> two years ago. “Teachers say they want to use digital games to deliver standards-based content and assess student knowledge and skills,” said Cooney Center’s Senior Director and Research Scientist (and survey designer) Lori Takeuchi. “But they're mixed on how effective games have been in doing these things.”\u003c/p>\n\u003cp>Of those who do use games in the classroom, 53 percent said they use video game devices to motivate and reward students, and 41 percent said they use non-digital games for that same reason. Teachers also said they offer games to their students as a way of giving them a break.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Almost half the teachers surveyed -- 47 percent -- said low-performing students who've been struggling in traditional school settings\u003ca href=\"http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/\" target=\"_blank\"> benefited the most from using games.\u003c/a> Conversely, only 15 percent of teachers said that high-performing students benefited from playing games.\u003c/p>\n\u003cp>Of those who use games in the classroom, more teachers (41 percent) are using them to cover content mandated by state or national standards than for formative assessment (29 percent).\u003c/p>\n\u003cp>With more findings to be released in a later report, it’s still too soon to find an overarching theme other than the fact that games are becoming more commonplace in classrooms, Takeuchi said. Yet the first half of the survey released Monday does include important information about the future of digital gaming in the classroom.\u003c/p>\n\u003cp>Teachers report the greatest barriers to using more digital games in the classroom to be time (45 percent) and cost (44 percent), but researchers found that teachers who play digital games themselves are less likely to be unsure of how to integrate games into the classroom (20 percent) as compared to teachers who don’t play digital games outside the classroom (29 percent).\u003c/p>\n\u003cp>Perhaps most surprising is the strong use of non-digital games, more than video games, to connect students to one another: 41 percent of teachers use non-digital games to practice material already learned, 41 percent for motivation and reward, and 26 percent use them to “connect students to one another.”\u003c/p>\n\u003cfigure id=\"attachment_36168\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Screen-Shot-2014-06-09-at-8.02.30-AM-300x300.png\" alt=\"Gamesandlearning.org\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Gamesandlearning.org\u003c/figcaption>\u003c/figure>\n\u003cp>What is it about a game of Scrabble or Sorry that fosters connection? Takeuchi said that it’s more than just the individual nature of digital games -- in fact, the survey suggests that most digital game-playing students play in twos or small groups. “What's interesting about the board game findings is that they're still being used quite a lot - more than video games,” said Takeuchi. “And there is something about the face-to-face orientation of board game play, and the fact that you have to play board games with other people that make ‘connection’ a frequent purpose of this medium in K-8 classrooms.”\u003c/p>\n\u003cp>The release of the Gates Foundation-funded survey is seen as a timely conversation due to a convergence of factors surrounding games in the classroom. “There are demographic, policy, and empirical circumstances that make this survey particularly timely,” Takeuchi said.\u003c/p>\n\u003cp>In 2014, 91 percent of 2–17-year-olds play video games (NPD, 2013), and 58 percent of American adults also play, according to the Entertainment Software Association’s 2013 estimates. \"And since teachers are adults, it stands to reason that today’s teachers would be more open to the notion of using games to teach,” Takeuchi said. In addition, the Common Core implementation has teachers searching for ways to deliver content set by the new standards, and two recent meta-analyses published by \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">GlassLab\u003c/a>, according to Takeuchi, “have unequivocally ruled in DGBL’s (Digital Game-Based Learning’s) favor.”\u003c/p>\n\u003cp>\u003cstrong>DIFFERENT DEVICES\u003c/strong>\u003c/p>\n\u003cp>As expected, teachers are using tech in the classroom regularly: 81 percent of teachers report using laptops and desktops on a weekly basis. The technology teachers rely on most to deliver new material to students are projectors (72 percent) and digital white boards (73 percent). While this conjures the image of a traditional lecture model on nothing more than fancier devices, Takeuchi said that digital white boards and projectors offer much more: both can be used for multiple purposes, including group digital game play. When it comes to assessment, teachers appear to be split, but most do not currently use technology to assess students.\u003c/p>\n\u003cp>About half of teachers (55 percent) report using digital games in classrooms, most commonly on Mac or PC desktops and laptops, on a weekly basis -- though Takeuchi said they defined “digital games” for the survey quite broadly.* With thousands of games to choose from, finding the most appropriate ones for their class is teachers' biggest complaint, according to the study. For the most part, teachers choose which games to use by talking with other teachers, playing with the games themselves, and asking students their opinions about the games.\u003c/p>\n\u003cp>[contextly_sidebar id=\"5577d573453aa6096f94ba5c1e933d9b\"]\u003c/p>\n\u003cp>Other factors in drawing teachers toward games include whether they track students' performance (43 percent) and whether they find evidence that the game is effective (37 percent). Perhaps surprisingly, only 15 percent of teachers noted the reviews the game received and only a quarter cited the cost of the games as factors that influenced their decisions to use a game in the classroom.\u003c/p>\n\u003cp>The use of video gaming devices in particular in classrooms remains low. Nearly 80 percent of teachers report they “never” use video gaming devices in the classroom, and only 13 percent report use these devices to cover new material. But when it comes to motivating or rewarding students for a job well done, 53 percent of teachers allow students to play video games on gaming devices as motivation or reward. (Nearly half of teachers surveyed use TV, DVDs and DVR for the same purpose.)\u003c/p>\n\u003cp>More information on teachers and games, including gaming teacher profiles and the kinds of students who seem to benefit most from digital games, is coming when the second half of the survey is released in the fall of 2014. At that time, researches will get a more complete view of where classrooms are when it comes to game-based learning, and how far they have to go.\u003c/p>\n\u003cp>\u003cem>* Update June 10, 2014: This version of the article reflects the removal of a reference to games that were not part of the initial release of the study.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"More teachers are using digital games in the classroom, and they're using them more frequently, according to a new teacher survey just released by the Joan Ganz Cooney Center. But more surprisingly, the study reveals that teachers are finding that one of the most impactful use of games is for motivating and rewarding students, specifically those who are low-performing.","status":"publish","parent":0,"modified":1402455953,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1191},"headData":{"title":"Surprising Insights: How Teachers Use Games in the Classroom | KQED","description":"More teachers are using digital games in the classroom, and they're using them more frequently, according to a new teacher survey just released by the Joan Ganz Cooney Center. But more surprisingly, the study reveals that teachers are finding that one of the most impactful use of games is for motivating and rewarding students, specifically those who are low-performing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Surprising Insights: How Teachers Use Games in the Classroom","datePublished":"2014-06-09T18:11:42.000Z","dateModified":"2014-06-11T03:05:53.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"36160 http://blogs.kqed.org/mindshift/?p=36160","disqusUrl":"https://ww2.kqed.org/mindshift/2014/06/09/surprising-insights-how-teachers-use-games-in-the-classroom/","disqusTitle":"Surprising Insights: How Teachers Use Games in the Classroom","path":"/mindshift/36160/surprising-insights-how-teachers-use-games-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-36165\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588.jpg\" alt=\"6660134265_88e8afab92_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/06/6660134265_88e8afab92_z-e1402325724588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/p>\n\u003cp class=\"dropcap-serif\">More teachers are using digital games in the classroom, and they're using them more frequently, according to a new teacher survey just released by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center\u003c/a>. But more surprisingly, the study reveals that teachers are finding that one of the most impactful use of games is for motivating and rewarding students, specifically those who are low-performing.\u003c/p>\n\u003cp>The survey, which interviewed 694 K-8 teachers with an average of 14.5 years of teaching experience, aims to understand how and why teachers are using digital games in the classroom.\u003c/p>\n\u003cp>More than three-quarters of teachers surveyed -- 78 percent -- report using digital games in class, and that's up from 50 percent who \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/new-survey-half-of-teachers-use-digital-games-in-class/\">reported using them in a different survey\u003c/a> two years ago. “Teachers say they want to use digital games to deliver standards-based content and assess student knowledge and skills,” said Cooney Center’s Senior Director and Research Scientist (and survey designer) Lori Takeuchi. “But they're mixed on how effective games have been in doing these things.”\u003c/p>\n\u003cp>Of those who do use games in the classroom, 53 percent said they use video game devices to motivate and reward students, and 41 percent said they use non-digital games for that same reason. Teachers also said they offer games to their students as a way of giving them a break.\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>Almost half the teachers surveyed -- 47 percent -- said low-performing students who've been struggling in traditional school settings\u003ca href=\"http://www.gamesandlearning.org/2014/06/09/teachers-on-using-games-in-class/\" target=\"_blank\"> benefited the most from using games.\u003c/a> Conversely, only 15 percent of teachers said that high-performing students benefited from playing games.\u003c/p>\n\u003cp>Of those who use games in the classroom, more teachers (41 percent) are using them to cover content mandated by state or national standards than for formative assessment (29 percent).\u003c/p>\n\u003cp>With more findings to be released in a later report, it’s still too soon to find an overarching theme other than the fact that games are becoming more commonplace in classrooms, Takeuchi said. Yet the first half of the survey released Monday does include important information about the future of digital gaming in the classroom.\u003c/p>\n\u003cp>Teachers report the greatest barriers to using more digital games in the classroom to be time (45 percent) and cost (44 percent), but researchers found that teachers who play digital games themselves are less likely to be unsure of how to integrate games into the classroom (20 percent) as compared to teachers who don’t play digital games outside the classroom (29 percent).\u003c/p>\n\u003cp>Perhaps most surprising is the strong use of non-digital games, more than video games, to connect students to one another: 41 percent of teachers use non-digital games to practice material already learned, 41 percent for motivation and reward, and 26 percent use them to “connect students to one another.”\u003c/p>\n\u003cfigure id=\"attachment_36168\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-36168\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/06/Screen-Shot-2014-06-09-at-8.02.30-AM-300x300.png\" alt=\"Gamesandlearning.org\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Gamesandlearning.org\u003c/figcaption>\u003c/figure>\n\u003cp>What is it about a game of Scrabble or Sorry that fosters connection? Takeuchi said that it’s more than just the individual nature of digital games -- in fact, the survey suggests that most digital game-playing students play in twos or small groups. “What's interesting about the board game findings is that they're still being used quite a lot - more than video games,” said Takeuchi. “And there is something about the face-to-face orientation of board game play, and the fact that you have to play board games with other people that make ‘connection’ a frequent purpose of this medium in K-8 classrooms.”\u003c/p>\n\u003cp>The release of the Gates Foundation-funded survey is seen as a timely conversation due to a convergence of factors surrounding games in the classroom. “There are demographic, policy, and empirical circumstances that make this survey particularly timely,” Takeuchi said.\u003c/p>\n\u003cp>In 2014, 91 percent of 2–17-year-olds play video games (NPD, 2013), and 58 percent of American adults also play, according to the Entertainment Software Association’s 2013 estimates. \"And since teachers are adults, it stands to reason that today’s teachers would be more open to the notion of using games to teach,” Takeuchi said. In addition, the Common Core implementation has teachers searching for ways to deliver content set by the new standards, and two recent meta-analyses published by \u003ca href=\"http://www.instituteofplay.org/work/projects/glasslab/\">GlassLab\u003c/a>, according to Takeuchi, “have unequivocally ruled in DGBL’s (Digital Game-Based Learning’s) favor.”\u003c/p>\n\u003cp>\u003cstrong>DIFFERENT DEVICES\u003c/strong>\u003c/p>\n\u003cp>As expected, teachers are using tech in the classroom regularly: 81 percent of teachers report using laptops and desktops on a weekly basis. The technology teachers rely on most to deliver new material to students are projectors (72 percent) and digital white boards (73 percent). While this conjures the image of a traditional lecture model on nothing more than fancier devices, Takeuchi said that digital white boards and projectors offer much more: both can be used for multiple purposes, including group digital game play. When it comes to assessment, teachers appear to be split, but most do not currently use technology to assess students.\u003c/p>\n\u003cp>About half of teachers (55 percent) report using digital games in classrooms, most commonly on Mac or PC desktops and laptops, on a weekly basis -- though Takeuchi said they defined “digital games” for the survey quite broadly.* With thousands of games to choose from, finding the most appropriate ones for their class is teachers' biggest complaint, according to the study. For the most part, teachers choose which games to use by talking with other teachers, playing with the games themselves, and asking students their opinions about the games.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Other factors in drawing teachers toward games include whether they track students' performance (43 percent) and whether they find evidence that the game is effective (37 percent). Perhaps surprisingly, only 15 percent of teachers noted the reviews the game received and only a quarter cited the cost of the games as factors that influenced their decisions to use a game in the classroom.\u003c/p>\n\u003cp>The use of video gaming devices in particular in classrooms remains low. Nearly 80 percent of teachers report they “never” use video gaming devices in the classroom, and only 13 percent report use these devices to cover new material. But when it comes to motivating or rewarding students for a job well done, 53 percent of teachers allow students to play video games on gaming devices as motivation or reward. (Nearly half of teachers surveyed use TV, DVDs and DVR for the same purpose.)\u003c/p>\n\u003cp>More information on teachers and games, including gaming teacher profiles and the kinds of students who seem to benefit most from digital games, is coming when the second half of the survey is released in the fall of 2014. At that time, researches will get a more complete view of where classrooms are when it comes to game-based learning, and how far they have to go.\u003c/p>\n\u003cp>\u003cem>* Update June 10, 2014: This version of the article reflects the removal of a reference to games that were not part of the initial release of the study.\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36160/surprising-insights-how-teachers-use-games-in-the-classroom","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_108","mindshift_1040","mindshift_20902","mindshift_20655","mindshift_200"],"label":"mindshift"},"mindshift_33578":{"type":"posts","id":"mindshift_33578","meta":{"index":"posts_1591205157","site":"mindshift","id":"33578","score":null,"sort":[1390539637000]},"guestAuthors":[],"slug":"how-do-parents-think-educational-media-affects-learning","title":"How Do Parents Think 'Educational' Screen Time Affects Learning?","publishDate":1390539637,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33593\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-33593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As media becomes more prevalent in kids' lives, parents are grappling with the potential \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">benefits and pitfalls of screen time\u003c/a> -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental.\u003c/p>\n\u003cp>To get a better understanding of parents' attitudes around kids' educational media, the \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">Joan Ganz Cooney Center surveyed \u003c/a>1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents. They defined educational media as content that's \"good for a child's learning or growth, or that teaches some type of lesson, such as an academic or social skill,\" and includes TV, DVDs, video games, books, e-readers, smartphones, tablets, and other mobile devices used at home.\u003c/p>\n\u003cp>Some interesting patterns emerged from this big survey. Parents surveyed said they considered nearly half (44 percent) of their kids' screen media use as educational. That amounts to 56 minutes out of a total 2:07 screen media per day. And more than half (57 percent) say their kids are actually learning from the educational media they consume, and take action after consuming it. For example, about a third of kids engage in imaginative play, and more than a quarter ask questions about what they watched or played, though only 18 percent asked their parents to plan a project or an activity inspired by that media. But as kids get older, their habits start to change -- away from consuming more educational media.\u003c/p>\n\u003cp>Some noteworthy numbers:\u003c/p>\n\u003cp>\u003cstrong>TV Vs. Everything Else\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>TV is still very much king of media in most homes. Kids watch way more educational TV -- an average of 42 minutes a day -- than they interact with other educational content, like mobile devices (5 minutes), computers (5 minutes) or video games (3 minutes).\u003c/p>\n\u003cp>\u003cstrong>Age and Educational Content\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Younger kids are much more likely to engage with educational media than older kids: 1 hour and 16 minutes a day for 2-4 year-olds, 50 minutes a day for 5-7 year-olds, and 42 minutes a day for 8-to-10 year-olds. However, the reverse is true about the \u003cem>amount\u003c/em> of time older kids spend with screen media versus younger kids. As children get older, the amount of time they spend with screen media leaps from 1 hour and 37 minutes to 2 hours and 36 minutes a day, but the proportion of \u003cem>education\u003c/em> content plunges from 78 percent to 27 percent.\u003c/p>\n\u003cp>\u003cstrong>Income Differences\u003c/strong>\u003c/p>\n\u003cp>Lower-income kids consume more educational content than higher-income kids: 57 percent of educational screen time compared to 40 percent. \"This may reflect a difference in the types of content children are e\u003cimg class=\"alignright size-medium wp-image-33607\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-23-at-9.02.48-PM-300x385.png\" alt=\"Screen Shot 2014-01-23 at 9.02.48 PM\" width=\"207\" height=\"266\">ngaging with, or it may be that lower- and higher-income parents hold different views of what constitutes 'educational' media. Indeed, lower-income parents are more likely to rate specific media titles as educational than higher-income parents are,\" the report states. Broken down further, more lower-income kids watch educational TV than higher income kids (35 percent compared to 18 percent), and play more educational games on mobile devices (12 percent compared to 5 percent).\u003c/p>\n\u003cp>When it comes to access to the internet and devices, the differences were quite stark. Only 58 percent of parents on the lowest end of the income bracket (under $25,000) had high-speed internet access compared to 98 percent of high-income parents who made more than $100,000 per year; 57 percent of lowest-income parents had smartphones in the home compared to 84 percent of the highest income households.\u003c/p>\n\u003cp>And yet more lowest-income kids -- 66 percent -- asked to do a project or activity as a result of using educational media, as opposed to 50 percent of the highest income kids.\u003c/p>\n\u003cp>\u003cstrong>Cultural Differences\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Latino parents were the least likely group to say their kids learned from educational media. Compared to 91 percent of African American parents and 79 percent of Caucasian parents who said their kids benefited in learning, only 63 percent of Latino parents said their kids had \"learned a lot or some about math from computers.\"\u003c/p>\n\u003cp>\u003cstrong>Variety of Content\u003c/strong>\u003c/p>\n\u003cp>As far as results from interacting with the educational content, more than one-third of parents said their kids learned reading skills and 28 percent said kids learned math skills, compared to only 19 percent of parents who said their kids learned \"a lot\" about science from an educational media platform. What's more, about a quarter of parents thought their kids learned social skills and 21 percent said they learned healthy habits.\u003c/p>\n\u003cp>\u003cstrong>Recommendations\u003c/strong>\u003c/p>\n\u003cp>Where do parents learn about education media? Teachers’ suggestions are highly valued -- 40 percent say that's their source.\u003c/p>\n\u003cp>What do with all this information? The Cooney Center offers some insightful conclusions, too. Be sure to \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">dig into the entire document\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Some easy-to-grasp charts here:\u003c/p>\n\u003cfigure id=\"attachment_33600\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table10-640x392.png\" alt=\"table10\" width=\"640\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33602\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table6-640x573.png\" alt=\"table6\" width=\"640\" height=\"573\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33604\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33604\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table7-640x373.png\" alt=\"table7\" width=\"640\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n","blocks":[],"excerpt":"As media becomes more prevalent in kids' lives, parents are grappling with the potential benefits and pitfalls of screen time -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental. To get a better understanding of parents' attitudes around kids' educational media, the Joan Ganz Cooney Center surveyed 1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents.","status":"publish","parent":0,"modified":1390539871,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":810},"headData":{"title":"How Do Parents Think 'Educational' Screen Time Affects Learning? | KQED","description":"As media becomes more prevalent in kids' lives, parents are grappling with the potential benefits and pitfalls of screen time -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental. To get a better understanding of parents' attitudes around kids' educational media, the Joan Ganz Cooney Center surveyed 1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do Parents Think 'Educational' Screen Time Affects Learning?","datePublished":"2014-01-24T05:00:37.000Z","dateModified":"2014-01-24T05:04:31.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33578 http://blogs.kqed.org/mindshift/?p=33578","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/","disqusTitle":"How Do Parents Think 'Educational' Screen Time Affects Learning?","path":"/mindshift/33578/how-do-parents-think-educational-media-affects-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33593\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/14245546@N00\">\u003cimg class=\"size-full wp-image-33593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/demoshelsinki.jpg\" alt=\"demoshelsinki\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/demoshelsinki-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As media becomes more prevalent in kids' lives, parents are grappling with the potential \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/screen-time-for-kids-is-it-learning-or-a-brain-drain/\">benefits and pitfalls of screen time\u003c/a> -- what's just the right amount, what's truly educational, what's beneficial, and what's detrimental.\u003c/p>\n\u003cp>To get a better understanding of parents' attitudes around kids' educational media, the \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">Joan Ganz Cooney Center surveyed \u003c/a>1,577 parents of kids ages 2 to 10 years old, including a representative group of African American and Latino parents. They defined educational media as content that's \"good for a child's learning or growth, or that teaches some type of lesson, such as an academic or social skill,\" and includes TV, DVDs, video games, books, e-readers, smartphones, tablets, and other mobile devices used at home.\u003c/p>\n\u003cp>Some interesting patterns emerged from this big survey. Parents surveyed said they considered nearly half (44 percent) of their kids' screen media use as educational. That amounts to 56 minutes out of a total 2:07 screen media per day. And more than half (57 percent) say their kids are actually learning from the educational media they consume, and take action after consuming it. For example, about a third of kids engage in imaginative play, and more than a quarter ask questions about what they watched or played, though only 18 percent asked their parents to plan a project or an activity inspired by that media. But as kids get older, their habits start to change -- away from consuming more educational media.\u003c/p>\n\u003cp>Some noteworthy numbers:\u003c/p>\n\u003cp>\u003cstrong>TV Vs. Everything Else\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>TV is still very much king of media in most homes. Kids watch way more educational TV -- an average of 42 minutes a day -- than they interact with other educational content, like mobile devices (5 minutes), computers (5 minutes) or video games (3 minutes).\u003c/p>\n\u003cp>\u003cstrong>Age and Educational Content\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Younger kids are much more likely to engage with educational media than older kids: 1 hour and 16 minutes a day for 2-4 year-olds, 50 minutes a day for 5-7 year-olds, and 42 minutes a day for 8-to-10 year-olds. However, the reverse is true about the \u003cem>amount\u003c/em> of time older kids spend with screen media versus younger kids. As children get older, the amount of time they spend with screen media leaps from 1 hour and 37 minutes to 2 hours and 36 minutes a day, but the proportion of \u003cem>education\u003c/em> content plunges from 78 percent to 27 percent.\u003c/p>\n\u003cp>\u003cstrong>Income Differences\u003c/strong>\u003c/p>\n\u003cp>Lower-income kids consume more educational content than higher-income kids: 57 percent of educational screen time compared to 40 percent. \"This may reflect a difference in the types of content children are e\u003cimg class=\"alignright size-medium wp-image-33607\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/Screen-Shot-2014-01-23-at-9.02.48-PM-300x385.png\" alt=\"Screen Shot 2014-01-23 at 9.02.48 PM\" width=\"207\" height=\"266\">ngaging with, or it may be that lower- and higher-income parents hold different views of what constitutes 'educational' media. Indeed, lower-income parents are more likely to rate specific media titles as educational than higher-income parents are,\" the report states. Broken down further, more lower-income kids watch educational TV than higher income kids (35 percent compared to 18 percent), and play more educational games on mobile devices (12 percent compared to 5 percent).\u003c/p>\n\u003cp>When it comes to access to the internet and devices, the differences were quite stark. Only 58 percent of parents on the lowest end of the income bracket (under $25,000) had high-speed internet access compared to 98 percent of high-income parents who made more than $100,000 per year; 57 percent of lowest-income parents had smartphones in the home compared to 84 percent of the highest income households.\u003c/p>\n\u003cp>And yet more lowest-income kids -- 66 percent -- asked to do a project or activity as a result of using educational media, as opposed to 50 percent of the highest income kids.\u003c/p>\n\u003cp>\u003cstrong>Cultural Differences\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>Latino parents were the least likely group to say their kids learned from educational media. Compared to 91 percent of African American parents and 79 percent of Caucasian parents who said their kids benefited in learning, only 63 percent of Latino parents said their kids had \"learned a lot or some about math from computers.\"\u003c/p>\n\u003cp>\u003cstrong>Variety of Content\u003c/strong>\u003c/p>\n\u003cp>As far as results from interacting with the educational content, more than one-third of parents said their kids learned reading skills and 28 percent said kids learned math skills, compared to only 19 percent of parents who said their kids learned \"a lot\" about science from an educational media platform. What's more, about a quarter of parents thought their kids learned social skills and 21 percent said they learned healthy habits.\u003c/p>\n\u003cp>\u003cstrong>Recommendations\u003c/strong>\u003c/p>\n\u003cp>Where do parents learn about education media? Teachers’ suggestions are highly valued -- 40 percent say that's their source.\u003c/p>\n\u003cp>What do with all this information? The Cooney Center offers some insightful conclusions, too. Be sure to \u003ca href=\"http://www.joanganzcooneycenter.org/publication/learning-at-home/\" target=\"_blank\">dig into the entire document\u003c/a> to learn more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Some easy-to-grasp charts here:\u003c/p>\n\u003cfigure id=\"attachment_33600\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33600\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table10-640x392.png\" alt=\"table10\" width=\"640\" height=\"392\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33602\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33602\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table6-640x573.png\" alt=\"table6\" width=\"640\" height=\"573\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cfigure id=\"attachment_33604\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-33604\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/table7-640x373.png\" alt=\"table7\" width=\"640\" height=\"373\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33578/how-do-parents-think-educational-media-affects-learning","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_20619","mindshift_1040","mindshift_20902","mindshift_200"],"featImg":"mindshift_33593","label":"mindshift"},"mindshift_32058":{"type":"posts","id":"mindshift_32058","meta":{"index":"posts_1591205157","site":"mindshift","id":"32058","score":null,"sort":[1381528023000]},"guestAuthors":[],"slug":"surveys-synthesized-what-are-teachers-attitudes-about-classroom-technology","title":"Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology?","publishDate":1381528023,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32065\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/11_1.21_Ipad_Algebra_0252-e1381527736194-300x168.jpg\" alt=\"11_1.21_Ipad_Algebra_0252\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The Joan Ganz Cooney Center \u003ca href=\"http://www.joanganzcooneycenter.org/publication/comparative-analysis-of-national-teacher-surveys/\">reviewed five national surveys \u003c/a>that polled K-12 classroom teachers about their practices and uses of technology. The report includes findings from PBS LearningMedia’s Teacher Technology Usage Survey (January 2012); The Gates Foundation’s Technology and Effective Teaching in the U.S. (February 2012); The Joan Ganz Cooney Center’s National Survey of Teacher Attitudes & Beliefs on Digital Games & Learning (May 2012); Common Sense Media’s Children, Teens, and Entertainment Media (Fall 2012); and Pew Research Center’s Internet & American Life Project Online Survey of Teachers (February 2013).\u003c/p>\n\u003cp>The review highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.\u003c/p>\n\u003cp>Be sure to download the entire report [\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf\">PDF\u003c/a>]. Here's the main summary of the findings.\u003c/p>\n\u003cdiv title=\"Page 16\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch3>Teachers Need More Proof\u003c/h3>\n\u003cp>In the national surveys (with the exception of the Common Sense Media Survey), teachers seem to be leaning toward the idea that technology is a helpful tool in their classrooms. They are open to using technology, currently use technology, and many desire to use more technology. Teachers are especially enthusiastic about technology when it comes to professional development, putting together classroom lesson plans, and collaborating with other teachers.\u003c/p>\n\u003cp>However, across the five surveys, when asked how technology is beneficial to the students’ learning, there was an emphasis on learning processes and higher-level skills rather than on academic achievement. For example, teachers cite opportunities for more personalized learning, increased motivation, collaboration and pro-social behavior, and student efficiency and productivity (see Section “Benefits of Technology for Student Learning”). While all of these reported benefits would likely lead to an increase in the academic success of students, there is skepticism that technology can actually benefit test scores and achievement (see Section “Barriers to Classroom Implementation”): “For many teachers, technology must add demonstrable value to justify incorporation into the learning process” (Pew, p. 49).\u003c/p>\n\u003cp>While the surveys revealed that teachers find technology to be helpful with academic and collaborative skill development, it is difficult to tell if teachers believe that technology use in the classroom directly impacts performance in an academic subject. A future survey could ask teachers to make a direct connection between the skills they believe students develop through use of technology and the academic subject that they believe it will impact.\u003c/p>\n\u003cp>While the teachers in the Common Sense Media survey portray a less enthusiastic view of (entertainment) technology, it provides a very interesting model for exploring the ways in which technology can impact academic performance (p. 27).\u003c/p>\n\u003ch3>Alignment with Common Core and Assessment\u003c/h3>\n\u003cp>Teachers cite time constraints and an overemphasis on testing and reform as significant barriers to incorporating technology into the classroom (see Section “Barriers to Classroom Implementation”). However, with the exception of the Joan Ganz Cooney Center survey instrument (Q19), there is not much detail about the ways in which the Common Core Standards affect the incorporation of technology into the classroom.\u003c/p>\n\u003cp>In addition, the teachers in the Bill & Melinda Gates Foundation survey indicate that they believe “technology tools that are created to support effective teaching should [...] provide practical ways to incorporate instruction tied to accepted teaching standards, such as the Common Core State Standards...” (p. 3). Therefore, a future survey could explore the topic of Common Core Standards in greater depth.\u003c/p>\n\u003cp>Teachers in the Bill & Melinda Gates Foundation survey also desire technology tools that will “provide a strong student assessment component that gives both students and teachers better insight into student learning, in real time” (p. 3). The Joan Ganz Cooney Center 2012 survey questions if and in what ways technology is valuable for assessment and testing content knowledge (Q17, Q19). However in general, there is not much detail about if and how teachers use technology to track the learning of their students. This could also contribute to the lingering skepticism that teachers face in terms of technology impacting academic achievement. A future survey could ask teachers more specific questions about whether and how technology is helpful\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 17\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>for assessment, which technologies they are using, and what kinds of evidence these assessments would need to provide to demonstrate that technology can positively affect academic performance.\u003c/p>\n\u003cp>Technology’s Diverse Roles in Different School Subjects\u003c/p>\n\u003cp>The Pew Research Center report highlights not only differing comfort levels with technology among teachers depending on the subjects that they teach, but also different device and digital content utilization (see Section “Technology Use by Teacher Characteristic”).\u003c/p>\n\u003cp>The Pew Research Center poses the question: “Do some subjects lend themselves more easily to the use of interactive and collaborative online tools?” (p. 38). More generally, how does the subject taught affect the teachers’ ability to seek out and effectively incorporate the most appropriate technologies for their classrooms? Conversely, how do the capabilities of certain digital tools and the corresponding content available affect the likelihood of successful incorporation into the classroom?\u003c/p>\n\u003cp>The latter question may be especially important, as district leaders may be inclined to purchase technologies that will be useful across a range of grade levels and subject areas. This top-level decision-making will only allow for so much attention to detail in terms of which technologies are best for which subject areas.\u003c/p>\n\u003cp>In order to better inform the purchasing or utilization decisions of district leaders, technology experts, and teachers, a future survey could delve more deeply into the opinions of teachers of varying subject areas, especially in terms of their specific media use in the classroom, the practicality and worth of certain devices, the effectiveness of digital content as it directly relates to their subject matter, and best overall practices for using media and technology.\u003c/p>\n\u003ch3>What Is the Child’s Role in Incorporating Technology?\u003c/h3>\n\u003cp>These surveys appropriately address the ways in which adults (district and school leaders, teachers, parents) and issues (time constraints, school environment, access to technology) affect the incorporation of educational technology into the classroom. What roles do students play?\u003c/p>\n\u003cp>While many teachers do feel comfortable with technology, several of them feel that their students are much more aware of technology than they are (Pew, p. 29). Are we overlooking students’ roles as key integrators/facilitators of technology in the classroom?\u003c/p>\n\u003cp>A future survey could ask teachers how much of a role the students’ opinions of and reactions to technology affect their decision to continue using it. Was there ever a time that students suggested a specific game or website to a teacher? If so, was the implementation of this game in the classroom more successful than one that the teacher suggested?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>[ad floatright]\u003c/p>\n","blocks":[],"excerpt":"This review of recent surveys highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.","status":"publish","parent":0,"modified":1381528023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1136},"headData":{"title":"Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology? | KQED","description":"This review of recent surveys highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology?","datePublished":"2013-10-11T21:47:03.000Z","dateModified":"2013-10-11T21:47:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32058 http://blogs.kqed.org/mindshift/?p=32058","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/11/surveys-synthesized-what-are-teachers-attitudes-about-classroom-technology/","disqusTitle":"Surveys Synthesized: What Are Teachers' Attitudes About Classroom Technology?","path":"/mindshift/32058/surveys-synthesized-what-are-teachers-attitudes-about-classroom-technology","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32065\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32065\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/11_1.21_Ipad_Algebra_0252-e1381527736194-300x168.jpg\" alt=\"11_1.21_Ipad_Algebra_0252\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">The Joan Ganz Cooney Center \u003ca href=\"http://www.joanganzcooneycenter.org/publication/comparative-analysis-of-national-teacher-surveys/\">reviewed five national surveys \u003c/a>that polled K-12 classroom teachers about their practices and uses of technology. The report includes findings from PBS LearningMedia’s Teacher Technology Usage Survey (January 2012); The Gates Foundation’s Technology and Effective Teaching in the U.S. (February 2012); The Joan Ganz Cooney Center’s National Survey of Teacher Attitudes & Beliefs on Digital Games & Learning (May 2012); Common Sense Media’s Children, Teens, and Entertainment Media (Fall 2012); and Pew Research Center’s Internet & American Life Project Online Survey of Teachers (February 2013).\u003c/p>\n\u003cp>The review highlights some of the benefits and obstacles of using different kinds of technology in the classroom, but it also raises some great questions that have yet to be explored with thorough surveys.\u003c/p>\n\u003cp>Be sure to download the entire report [\u003ca href=\"http://www.joanganzcooneycenter.org/wp-content/uploads/2013/10/jgcc_teacher_survey_analysis_final.pdf\">PDF\u003c/a>]. Here's the main summary of the findings.\u003c/p>\n\u003cdiv title=\"Page 16\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003ch3>Teachers Need More Proof\u003c/h3>\n\u003cp>In the national surveys (with the exception of the Common Sense Media Survey), teachers seem to be leaning toward the idea that technology is a helpful tool in their classrooms. They are open to using technology, currently use technology, and many desire to use more technology. Teachers are especially enthusiastic about technology when it comes to professional development, putting together classroom lesson plans, and collaborating with other teachers.\u003c/p>\n\u003cp>However, across the five surveys, when asked how technology is beneficial to the students’ learning, there was an emphasis on learning processes and higher-level skills rather than on academic achievement. For example, teachers cite opportunities for more personalized learning, increased motivation, collaboration and pro-social behavior, and student efficiency and productivity (see Section “Benefits of Technology for Student Learning”). While all of these reported benefits would likely lead to an increase in the academic success of students, there is skepticism that technology can actually benefit test scores and achievement (see Section “Barriers to Classroom Implementation”): “For many teachers, technology must add demonstrable value to justify incorporation into the learning process” (Pew, p. 49).\u003c/p>\n\u003cp>While the surveys revealed that teachers find technology to be helpful with academic and collaborative skill development, it is difficult to tell if teachers believe that technology use in the classroom directly impacts performance in an academic subject. A future survey could ask teachers to make a direct connection between the skills they believe students develop through use of technology and the academic subject that they believe it will impact.\u003c/p>\n\u003cp>While the teachers in the Common Sense Media survey portray a less enthusiastic view of (entertainment) technology, it provides a very interesting model for exploring the ways in which technology can impact academic performance (p. 27).\u003c/p>\n\u003ch3>Alignment with Common Core and Assessment\u003c/h3>\n\u003cp>Teachers cite time constraints and an overemphasis on testing and reform as significant barriers to incorporating technology into the classroom (see Section “Barriers to Classroom Implementation”). However, with the exception of the Joan Ganz Cooney Center survey instrument (Q19), there is not much detail about the ways in which the Common Core Standards affect the incorporation of technology into the classroom.\u003c/p>\n\u003cp>In addition, the teachers in the Bill & Melinda Gates Foundation survey indicate that they believe “technology tools that are created to support effective teaching should [...] provide practical ways to incorporate instruction tied to accepted teaching standards, such as the Common Core State Standards...” (p. 3). Therefore, a future survey could explore the topic of Common Core Standards in greater depth.\u003c/p>\n\u003cp>Teachers in the Bill & Melinda Gates Foundation survey also desire technology tools that will “provide a strong student assessment component that gives both students and teachers better insight into student learning, in real time” (p. 3). The Joan Ganz Cooney Center 2012 survey questions if and in what ways technology is valuable for assessment and testing content knowledge (Q17, Q19). However in general, there is not much detail about if and how teachers use technology to track the learning of their students. This could also contribute to the lingering skepticism that teachers face in terms of technology impacting academic achievement. A future survey could ask teachers more specific questions about whether and how technology is helpful\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv title=\"Page 17\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv>\n\u003cp>for assessment, which technologies they are using, and what kinds of evidence these assessments would need to provide to demonstrate that technology can positively affect academic performance.\u003c/p>\n\u003cp>Technology’s Diverse Roles in Different School Subjects\u003c/p>\n\u003cp>The Pew Research Center report highlights not only differing comfort levels with technology among teachers depending on the subjects that they teach, but also different device and digital content utilization (see Section “Technology Use by Teacher Characteristic”).\u003c/p>\n\u003cp>The Pew Research Center poses the question: “Do some subjects lend themselves more easily to the use of interactive and collaborative online tools?” (p. 38). More generally, how does the subject taught affect the teachers’ ability to seek out and effectively incorporate the most appropriate technologies for their classrooms? Conversely, how do the capabilities of certain digital tools and the corresponding content available affect the likelihood of successful incorporation into the classroom?\u003c/p>\n\u003cp>The latter question may be especially important, as district leaders may be inclined to purchase technologies that will be useful across a range of grade levels and subject areas. This top-level decision-making will only allow for so much attention to detail in terms of which technologies are best for which subject areas.\u003c/p>\n\u003cp>In order to better inform the purchasing or utilization decisions of district leaders, technology experts, and teachers, a future survey could delve more deeply into the opinions of teachers of varying subject areas, especially in terms of their specific media use in the classroom, the practicality and worth of certain devices, the effectiveness of digital content as it directly relates to their subject matter, and best overall practices for using media and technology.\u003c/p>\n\u003ch3>What Is the Child’s Role in Incorporating Technology?\u003c/h3>\n\u003cp>These surveys appropriately address the ways in which adults (district and school leaders, teachers, parents) and issues (time constraints, school environment, access to technology) affect the incorporation of educational technology into the classroom. What roles do students play?\u003c/p>\n\u003cp>While many teachers do feel comfortable with technology, several of them feel that their students are much more aware of technology than they are (Pew, p. 29). Are we overlooking students’ roles as key integrators/facilitators of technology in the classroom?\u003c/p>\n\u003cp>A future survey could ask teachers how much of a role the students’ opinions of and reactions to technology affect their decision to continue using it. Was there ever a time that students suggested a specific game or website to a teacher? If so, was the implementation of this game in the classroom more successful than one that the teacher suggested?\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32058/surveys-synthesized-what-are-teachers-attitudes-about-classroom-technology","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_200","mindshift_381"],"featImg":"mindshift_32065","label":"mindshift"},"mindshift_29871":{"type":"posts","id":"mindshift_29871","meta":{"index":"posts_1591205157","site":"mindshift","id":"29871","score":null,"sort":[1373490042000]},"guestAuthors":[],"slug":"joan-ganz-cooney-center-stem-game-based-learning","title":"Who Needs Grownups to Make Video Games?","publishDate":1373490042,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Students create incredibly creative, thoughtful and unique projects when challenged and supported to do so. The National STEM Video Game Challenge sponsored by the Joan Ganz Cooney Center and E-Line Media received 4,000 entries this year and announced 16 winners this week. The growing success of the challenge demonstrates not only how capable middle and high school students can be when passionate, but also reflects an increasingly diverse group, in terms of geography, race and gender, of the participants.","status":"publish","parent":0,"modified":1373492166,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":567},"headData":{"title":"Who Needs Grownups to Make Video Games? | KQED","description":"Students create incredibly creative, thoughtful and unique projects when challenged and supported to do so. The National STEM Video Game Challenge sponsored by the Joan Ganz Cooney Center and E-Line Media received 4,000 entries this year and announced 16 winners this week. The growing success of the challenge demonstrates not only how capable middle and high school students can be when passionate, but also reflects an increasingly diverse group, in terms of geography, race and gender, of the participants.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Who Needs Grownups to Make Video Games?","datePublished":"2013-07-10T21:00:42.000Z","dateModified":"2013-07-10T21:36:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29871 http://blogs.kqed.org/mindshift/?p=29871","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/10/joan-ganz-cooney-center-stem-game-based-learning/","disqusTitle":"Who Needs Grownups to Make Video Games?","path":"/mindshift/29871/joan-ganz-cooney-center-stem-game-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/fog-300x168.jpg\" alt=\"fog\" width=\"300\" height=\"168\" class=\"size-medium wp-image-29872\">\u003c/p>\n\u003cp class=\"dropcap-serif\">The 16 student winners of the \u003ca href=\"http://stemchallenge.org/\">National STEM Video Game Challenge \u003c/a>sponsored by the \u003ca href=\"http://www.joanganzcooneycenter.org/\">Joan Ganz Cooney Center \u003c/a>and \u003ca href=\"http://elinemedia.com/\">E-Line Media\u003c/a> reflect an increasingly diverse group, in terms of geography, race and gender, of the participants.\u003c/p>\n\u003cp>Of the winners this year, seven are students of color and four are girls. The Cooney Center focused on getting the word out to a more diverse group of students this year, said Michael Levine, the Center’s executive director. “We went to the kids,” Levine said. “We went to the places that teachers, library and museum educators would be populating and we introduced the challenge that way.” The aggressive outreach campaign was an attempt to draw under-represented groups like people of color and women into the science, technology, engineering and math (STEM) challenge.\u003c/p>\n\u003cp>“Many of the games we got this year are the very best we’ve ever seen,” Levine said. “The comments from the judges about the depth, number of levels and complexity of play were very strong.” Levine says that may be because cheap or free game-making software is more readily available to students. But it’s also due to an increasing interest by schools in game-based learning.\u003c/p>\n\u003cp>So what kind of games won this year?\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>Aaron Gaudette, a sophomore living on a military base in Germany, designed a winning game built on the open-source \u003ca href=\"http://unity3d.com/\">Unity\u003c/a> platform called Crystal Physics. Players have to knock down crystals set atop a three-dimensional tower using “glowspheres.” Before allowing players to get to each level, the game teaches a new physics concept that can be used to accomplish the given task. Gaudette was one of the 46 percent of entrants who designed educational games, even though it wasn’t a requirement of the contest.\u003c/p>\n\u003cfigure id=\"attachment_29876\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-29876\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/victorian-300x168.jpg\" alt=\"victorian\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>In the middle school category, Henry Edwards and Kevin Kopczynski designed Etiquette Anarchy using \u003ca href=\"http://www.clickteam.com/website/world/multimedia-fusion-2\">Multimedia Fusion 2\u003c/a>. In this puzzle game, players take on the role of a young man in Victorian England trying to improve his social status by successfully navigating etiquette pitfalls at as many parties as he can attend. He’s only got one suit to wear while he’s climbing the social ladder, so he better not get it dirty. The two boys won in a team category, designed to explicitly encourage collaborative team work.\u003c/p>\n\u003cp>Fog, designed by Noah Ratcliff and Pamela Pizarro Ruiz, is an example of a game that impressed judges with its stunning visuals. In the puzzle game, players must navigate a completely foggy world using all five senses to illuminate different parts of a dazzlingly beautiful world. The two students used C# with \u003ca href=\"http://msdn.microsoft.com/en-us/library/bb203894.aspx\">XNA\u003c/a> to build their game.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/05/why-programming-teaches-so-much-more-than-technical-skills/\">Why Programming Teaches So Much More Than Technical Skills\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>While the vast majority of entrants programmed and built a playable game, the contest also included a written category, where contestants researched, prototyped, storyboarded and produced examples of the art that would accompany their game without actually making it. This category exists partly to acknowledge that not all those who want to participate have access to the digital tools to build a game. But also, “we have that category because we know that some folks aren’t good at building things, but are very creative and thoughtful and good at research,” Levine said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29871/joan-ganz-cooney-center-stem-game-based-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_548","mindshift_20902","mindshift_200"],"featImg":"mindshift_29872","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. 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