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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"awatters":{"type":"authors","id":"4352","meta":{"index":"authors_1591205172","id":"4352","found":true},"name":"Audrey Watters","firstName":"Audrey","lastName":"Watters","slug":"awatters","email":"awatters@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["subscriber"]}],"headData":{"title":"Audrey Watters | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awatters"}},"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_48526":{"type":"posts","id":"mindshift_48526","meta":{"index":"posts_1591205157","site":"mindshift","id":"48526","score":null,"sort":[1498565673000]},"guestAuthors":[],"slug":"schools-let-students-take-laptops-home-in-hopes-of-curbing-summer-slide","title":"Schools Let Students Take Laptops Home In Hopes Of Curbing 'Summer Slide'","publishDate":1498565673,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When principal Kelli Hoffman ran into her students at a McDonald's during summer break, she knew they weren't there for the McNuggets.\u003c/p>\n\u003cp>The two rising eighth-graders at French Middle School had invested in a Coke to unlock a bigger prize: free Wi-Fi. They sat logged into their school-provided Chromebooks studying exercise ideas from their sports coaches.\u003c/p>\n\u003cp>Hoffman's district, Topeka Public Schools in Kansas, is one of a rising number of systems that are letting students take their school-issued devices home over the summer months.\u003c/p>\n\u003cp>\"It has opened up a huge educational resource to our kids who may not have access otherwise,\" Hoffman said.\u003c/p>\n\u003cp>Carrie Grant, who graduated this year from the Lammersville Unified School District in California, said having a device last summer made her life easier. Without the school computer, she wouldn't have had her own laptop to work on.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She used it to stay connected with friends through her school's Google Chat system and watched Netflix, but also saved time for academics.\u003c/p>\n\u003cp>\"Because I took summer school it was easier for me to get classes done than it was before, and I used it to apply for scholarships,\" said Grant, who is now choosing between colleges in Texas and Georgia.\u003c/p>\n\u003cp>Some see distributing school laptops as a tool to extend learning during the summer and reduce the disparities between lower and higher income students. At French Middle, nearly \u003ca href=\"https://www.publicschoolreview.com/marjorie-french-middle-school-profile\">60 percent\u003c/a> of students are eligible for free lunch.\u003c/p>\n\u003cp>\"We don't want the haves and have nots,\" said Kristen Landis, the director of technology for the North Penn School District in Pennsylvania, which allows students to take home their Chromebooks.\u003c/p>\n\u003cp>But, there is no research yet to show whether device distribution cuts back on \u003ca href=\"http://www.npr.org/sections/ed/2014/05/30/317360969/free-ways-to-beat-the-summer-slide\">summer slide\u003c/a>, the learning losses most acutely experienced by lower income students during the summer when lessons from the school year are forgotten. And, no one seems to be tracking which schools across the country are implementing the lending programs.\u003c/p>\n\u003cp>\"Summer is the most unequal time in America,\" said Matthew Boulay, the interim CEO of the National Summer Learning Association. \"I think we tend to have this idyllic view of what childhood summers are, but the reality is that for kids living in poverty, summer can be a time of isolation and hunger.\"\u003c/p>\n\u003cp>While some students head off to camps and family vacations, others are left without the resources that accompany a school year, including school lunches, sports teams and a place to go while parents are at work during the day.\u003c/p>\n\u003cp>Schools across the country adopting 1-to-1 device-to-student programs at rapid rates. In 2016 alone, \u003ca href=\"https://www.futuresource-consulting.com/Press-K-12-Education-Market-Qtr4-0317.html\">12.6 million mobile computers\u003c/a> were sold for K-12 classrooms for a few hundred dollars. Some see summer lending as a way to level the playing field for students.\u003c/p>\n\u003cp>\"We had essentially three observations: Parents could use their computers for work, students could keep up with school-related emails and services over the summer and a majority of families who participated described it as a positive experience,\" Ankeny School District Superintendent Bruce Kimpston said of his Iowa district's summer pilot program last year.\u003c/p>\n\u003cp>And the summer months, when there is no one to remind them to charge their computers, can make students more conscious about maintaining the devices.\u003c/p>\n\u003cp>\"It gives students ownership of the device, and they take better care of the device if they have ownership,\" said Greater Clark County Schools Technology Director Brett Clark.\u003c/p>\n\u003cp>The Indiana school system also requires students to be registered for the next school year to get a device for the summer.\u003c/p>\n\u003cp>\"It helps encourage families to register for school, which helps us out because we base our school budget on who is enrolled,\" Clark said.\u003c/p>\n\u003cp>Letting students leave for break with their laptops in hand is not enough to cut back on inequality though, New York University professor \u003ca href=\"http://www.npr.org/2014/12/30/373783189/talk-sing-read-write-play-how-libraries-reach-kids-before-they-can-read\">Susan Neuman\u003c/a> said.\u003c/p>\n\u003cp>\"One thing we too often focus on is the sexy interventions like sending home a mobile device, but those people who haven't had the experience will use them differently,\" she said. \"In low-income groups the kids would use the games and cheap thrills [available via computers], whereas those kids that had been mentored with a parent next to them use it as a prep school in a box.\"\u003c/p>\n\u003cp>Neuman said it's important for schools to provide parents with information on the best way to use the devices. Since not all parents are equally familiar with technology themselves, schools can level the playing field by telling them about good online learning sites and best practices for limiting screen time.\u003c/p>\n\u003cp>She emphasized that technology runs the risk of drawing kids away from their parents instead of bringing them together during the summer.\u003c/p>\n\u003cp>\"Parents in low-income neighborhoods want to learn along with their children and are interested in being part of the digital age,\" she said. \"Kids shouldn't just be given the equipment and told 'go.' They should be given content recommendations along with that.\"\u003c/p>\n\u003cp>Administrators recognize that students aren't necessarily spending their summers number crunching and reading Voltaire.\u003c/p>\n\u003cp>\"Honestly, it doesn't matter,\" said Jennifer Williams, technology director of California's Fullerton Joint Union High School District. \"If they are in summer school of course they will be using them for education. For the others, they will use it for what kids use it for. They will use it for games. If you take too many fun things away, they won't value the device.\"\u003c/p>\n\u003cp>Sean Alen Little, a rising seventh-grader at French Middle, said he will use his computer for his stop-motion projects this summer.\u003c/p>\n\u003cp>\"I hope to write scripts for my movies I make,\" he said.\u003c/p>\n\u003cp>Little's mom said she let her son, who has access to other devices at home, decide whether to opt-in to the summer take-home program.\u003c/p>\n\u003cp>\"I wanted him to take responsibility for it if he chose to keep it over the summer,\" Sanela Hasanovic-Little said.\u003c/p>\n\u003cp>The National Summer Learning Association's Boulay, who has 11- and 14-year-old daughters, said it's important not to make summer learning punitive or mandatory, but instead to see summer as an opportunity to get away from the constraints and norms of what happens during the school year.\u003c/p>\n\u003cp>Jodi Meyer, a parent and teacher in Ankeny, Iowa, said her son's teachers gave him summer exercises to do on the educational site Edmodo. Boulay has his kids log on to Duolingo and Khan Academy each day on break.\u003c/p>\n\u003cfigure id=\"attachment_48530\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-48530\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Jodi Meyer's daughter Megan, a rising ninth-grader in the Ankeny Community School District in Iowa, works on her school-provided laptop while on summer break. \u003ccite>(Courtesy of Jodi Meyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some school systems are still deciding how to handle student devices when school's out.\u003c/p>\n\u003cp>Administrators and teachers in the Fullerton Joint Union High School District decided there were compelling reasons for students to have the district's new devices and reasons they should be left at school.\u003c/p>\n\u003cp>\"Rather than say one way or the other without data to support either one, we said we will try it in different ways in different schools and see at the end of the summer,\" said Williams, the district's technology director.\u003c/p>\n\u003cp>They let the schools decide whether they wanted to check them in, check them out, or just give them to summer school students.\u003c/p>\n\u003cp>Williams said collecting Chromebooks is not as simple as throwing textbooks on a shelf. The devices have to be stored in air-conditioned rooms and carefully tagged for reissuing.\u003c/p>\n\u003cp>But, checking them out means someone must be available for repairs over the summer.\u003c/p>\n\u003cp>\"We will know at the end of the summer if one was a bad decision. We are hoping that it will be clear what will be the best way to go,\" Williams said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Mollie Simon is the NPR Business Desk intern.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Let+Students+Take+Laptops+Home+In+Hopes+Of+Curbing+%27Summer+Slide%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"More districts are letting students take computers home for the summer. Officials hope the devices help fill in learning gaps, but experts say parents must play a role to make the lending effective.","status":"publish","parent":0,"modified":1498565673,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":41,"wordCount":1338},"headData":{"title":"Schools Let Students Take Laptops Home In Hopes Of Curbing 'Summer Slide' | KQED","description":"More districts are letting students take computers home for the summer. Officials hope the devices help fill in learning gaps, but experts say parents must play a role to make the lending effective.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools Let Students Take Laptops Home In Hopes Of Curbing 'Summer Slide'","datePublished":"2017-06-27T12:14:33.000Z","dateModified":"2017-06-27T12:14:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48526 https://ww2.kqed.org/mindshift/?p=48526","disqusUrl":"https://ww2.kqed.org/mindshift/2017/06/27/schools-let-students-take-laptops-home-in-hopes-of-curbing-summer-slide/","disqusTitle":"Schools Let Students Take Laptops Home In Hopes Of Curbing 'Summer Slide'","nprByline":"Mollie Simon","nprStoryId":"534151564","nprApiLink":"http://api.npr.org/query?id=534151564&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/alltechconsidered/2017/06/24/534151564/schools-let-students-take-laptops-home-in-hopes-of-curbing-summer-slide?ft=nprml&f=534151564","nprRetrievedStory":"1","nprPubDate":"Sat, 24 Jun 2017 08:01:00 -0400","nprStoryDate":"Sat, 24 Jun 2017 08:01:23 -0400","nprLastModifiedDate":"Sat, 24 Jun 2017 08:01:23 -0400","path":"/mindshift/48526/schools-let-students-take-laptops-home-in-hopes-of-curbing-summer-slide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When principal Kelli Hoffman ran into her students at a McDonald's during summer break, she knew they weren't there for the McNuggets.\u003c/p>\n\u003cp>The two rising eighth-graders at French Middle School had invested in a Coke to unlock a bigger prize: free Wi-Fi. They sat logged into their school-provided Chromebooks studying exercise ideas from their sports coaches.\u003c/p>\n\u003cp>Hoffman's district, Topeka Public Schools in Kansas, is one of a rising number of systems that are letting students take their school-issued devices home over the summer months.\u003c/p>\n\u003cp>\"It has opened up a huge educational resource to our kids who may not have access otherwise,\" Hoffman said.\u003c/p>\n\u003cp>Carrie Grant, who graduated this year from the Lammersville Unified School District in California, said having a device last summer made her life easier. Without the school computer, she wouldn't have had her own laptop to work on.\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>She used it to stay connected with friends through her school's Google Chat system and watched Netflix, but also saved time for academics.\u003c/p>\n\u003cp>\"Because I took summer school it was easier for me to get classes done than it was before, and I used it to apply for scholarships,\" said Grant, who is now choosing between colleges in Texas and Georgia.\u003c/p>\n\u003cp>Some see distributing school laptops as a tool to extend learning during the summer and reduce the disparities between lower and higher income students. At French Middle, nearly \u003ca href=\"https://www.publicschoolreview.com/marjorie-french-middle-school-profile\">60 percent\u003c/a> of students are eligible for free lunch.\u003c/p>\n\u003cp>\"We don't want the haves and have nots,\" said Kristen Landis, the director of technology for the North Penn School District in Pennsylvania, which allows students to take home their Chromebooks.\u003c/p>\n\u003cp>But, there is no research yet to show whether device distribution cuts back on \u003ca href=\"http://www.npr.org/sections/ed/2014/05/30/317360969/free-ways-to-beat-the-summer-slide\">summer slide\u003c/a>, the learning losses most acutely experienced by lower income students during the summer when lessons from the school year are forgotten. And, no one seems to be tracking which schools across the country are implementing the lending programs.\u003c/p>\n\u003cp>\"Summer is the most unequal time in America,\" said Matthew Boulay, the interim CEO of the National Summer Learning Association. \"I think we tend to have this idyllic view of what childhood summers are, but the reality is that for kids living in poverty, summer can be a time of isolation and hunger.\"\u003c/p>\n\u003cp>While some students head off to camps and family vacations, others are left without the resources that accompany a school year, including school lunches, sports teams and a place to go while parents are at work during the day.\u003c/p>\n\u003cp>Schools across the country adopting 1-to-1 device-to-student programs at rapid rates. In 2016 alone, \u003ca href=\"https://www.futuresource-consulting.com/Press-K-12-Education-Market-Qtr4-0317.html\">12.6 million mobile computers\u003c/a> were sold for K-12 classrooms for a few hundred dollars. Some see summer lending as a way to level the playing field for students.\u003c/p>\n\u003cp>\"We had essentially three observations: Parents could use their computers for work, students could keep up with school-related emails and services over the summer and a majority of families who participated described it as a positive experience,\" Ankeny School District Superintendent Bruce Kimpston said of his Iowa district's summer pilot program last year.\u003c/p>\n\u003cp>And the summer months, when there is no one to remind them to charge their computers, can make students more conscious about maintaining the devices.\u003c/p>\n\u003cp>\"It gives students ownership of the device, and they take better care of the device if they have ownership,\" said Greater Clark County Schools Technology Director Brett Clark.\u003c/p>\n\u003cp>The Indiana school system also requires students to be registered for the next school year to get a device for the summer.\u003c/p>\n\u003cp>\"It helps encourage families to register for school, which helps us out because we base our school budget on who is enrolled,\" Clark said.\u003c/p>\n\u003cp>Letting students leave for break with their laptops in hand is not enough to cut back on inequality though, New York University professor \u003ca href=\"http://www.npr.org/2014/12/30/373783189/talk-sing-read-write-play-how-libraries-reach-kids-before-they-can-read\">Susan Neuman\u003c/a> said.\u003c/p>\n\u003cp>\"One thing we too often focus on is the sexy interventions like sending home a mobile device, but those people who haven't had the experience will use them differently,\" she said. \"In low-income groups the kids would use the games and cheap thrills [available via computers], whereas those kids that had been mentored with a parent next to them use it as a prep school in a box.\"\u003c/p>\n\u003cp>Neuman said it's important for schools to provide parents with information on the best way to use the devices. Since not all parents are equally familiar with technology themselves, schools can level the playing field by telling them about good online learning sites and best practices for limiting screen time.\u003c/p>\n\u003cp>She emphasized that technology runs the risk of drawing kids away from their parents instead of bringing them together during the summer.\u003c/p>\n\u003cp>\"Parents in low-income neighborhoods want to learn along with their children and are interested in being part of the digital age,\" she said. \"Kids shouldn't just be given the equipment and told 'go.' They should be given content recommendations along with that.\"\u003c/p>\n\u003cp>Administrators recognize that students aren't necessarily spending their summers number crunching and reading Voltaire.\u003c/p>\n\u003cp>\"Honestly, it doesn't matter,\" said Jennifer Williams, technology director of California's Fullerton Joint Union High School District. \"If they are in summer school of course they will be using them for education. For the others, they will use it for what kids use it for. They will use it for games. If you take too many fun things away, they won't value the device.\"\u003c/p>\n\u003cp>Sean Alen Little, a rising seventh-grader at French Middle, said he will use his computer for his stop-motion projects this summer.\u003c/p>\n\u003cp>\"I hope to write scripts for my movies I make,\" he said.\u003c/p>\n\u003cp>Little's mom said she let her son, who has access to other devices at home, decide whether to opt-in to the summer take-home program.\u003c/p>\n\u003cp>\"I wanted him to take responsibility for it if he chose to keep it over the summer,\" Sanela Hasanovic-Little said.\u003c/p>\n\u003cp>The National Summer Learning Association's Boulay, who has 11- and 14-year-old daughters, said it's important not to make summer learning punitive or mandatory, but instead to see summer as an opportunity to get away from the constraints and norms of what happens during the school year.\u003c/p>\n\u003cp>Jodi Meyer, a parent and teacher in Ankeny, Iowa, said her son's teachers gave him summer exercises to do on the educational site Edmodo. Boulay has his kids log on to Duolingo and Khan Academy each day on break.\u003c/p>\n\u003cfigure id=\"attachment_48530\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"size-full wp-image-48530\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg\" alt=\"\" width=\"400\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/06/jodi-meyer2-2b1bb5b57e895a8fbb4681761bf18293e69e0cdb-s400-c85-375x281.jpg 375w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Jodi Meyer's daughter Megan, a rising ninth-grader in the Ankeny Community School District in Iowa, works on her school-provided laptop while on summer break. \u003ccite>(Courtesy of Jodi Meyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Some school systems are still deciding how to handle student devices when school's out.\u003c/p>\n\u003cp>Administrators and teachers in the Fullerton Joint Union High School District decided there were compelling reasons for students to have the district's new devices and reasons they should be left at school.\u003c/p>\n\u003cp>\"Rather than say one way or the other without data to support either one, we said we will try it in different ways in different schools and see at the end of the summer,\" said Williams, the district's technology director.\u003c/p>\n\u003cp>They let the schools decide whether they wanted to check them in, check them out, or just give them to summer school students.\u003c/p>\n\u003cp>Williams said collecting Chromebooks is not as simple as throwing textbooks on a shelf. The devices have to be stored in air-conditioned rooms and carefully tagged for reissuing.\u003c/p>\n\u003cp>But, checking them out means someone must be available for repairs over the summer.\u003c/p>\n\u003cp>\"We will know at the end of the summer if one was a bad decision. We are hoping that it will be clear what will be the best way to go,\" Williams said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Mollie Simon is the NPR Business Desk intern.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Schools+Let+Students+Take+Laptops+Home+In+Hopes+Of+Curbing+%27Summer+Slide%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48526/schools-let-students-take-laptops-home-in-hopes-of-curbing-summer-slide","authors":["byline_mindshift_48526"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_20701","mindshift_20784","mindshift_1040","mindshift_750","mindshift_514"],"featImg":"mindshift_48529","label":"mindshift"},"mindshift_43983":{"type":"posts","id":"mindshift_43983","meta":{"index":"posts_1591205157","site":"mindshift","id":"43983","score":null,"sort":[1456351247000]},"guestAuthors":[],"slug":"high-school-work-from-home-day-gives-students-taste-of-independence","title":"High School 'Work From Home Day' Gives Students Taste of Independence","publishDate":1456351247,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","status":"publish","parent":0,"modified":1456351465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":738},"headData":{"title":"High School 'Work From Home Day' Gives Students Taste of Independence | KQED","description":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"High School 'Work From Home Day' Gives Students Taste of Independence","datePublished":"2016-02-24T22:00:47.000Z","dateModified":"2016-02-24T22:04:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43983 http://ww2.kqed.org/mindshift/?p=43983","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/24/high-school-work-from-home-day-gives-students-taste-of-independence/","disqusTitle":"High School 'Work From Home Day' Gives Students Taste of Independence","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"466460375","nprApiLink":"http://api.npr.org/query?id=466460375&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/23/466460375/study-in-your-pjs-what-a-high-school-work-from-home-day-looks-like?ft=nprml&f=466460375","nprRetrievedStory":"1","nprPubDate":"Tue, 23 Feb 2016 14:00:00 -0500","nprStoryDate":"Tue, 23 Feb 2016 06:37:00 -0500","nprLastModifiedDate":"Tue, 23 Feb 2016 14:00:14 -0500","path":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\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>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","authors":["byline_mindshift_43983"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_750","mindshift_122","mindshift_496"],"featImg":"mindshift_43984","label":"mindshift"},"mindshift_33609":{"type":"posts","id":"mindshift_33609","meta":{"index":"posts_1591205157","site":"mindshift","id":"33609","score":null,"sort":[1392303613000]},"guestAuthors":[],"slug":"what-will-it-take-for-ipads-to-upend-teaching-and-learning","title":"What Will It Take for iPads to Upend Teaching and Learning?","publishDate":1392303613,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>[contextly_sidebar id=\"85af74128693f76e020d359d22eddf91\"]\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n","blocks":[],"excerpt":"One principal in an affluent Bay Area School is striving to do more than just \"enhance\" classroom learning with iPads. ","status":"publish","parent":0,"modified":1394652407,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":38,"wordCount":2296},"headData":{"title":"What Will It Take for iPads to Upend Teaching and Learning? | KQED","description":"One principal in an affluent Bay Area School is striving to do more than just "enhance" classroom learning with iPads. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Will It Take for iPads to Upend Teaching and Learning?","datePublished":"2014-02-13T15:00:13.000Z","dateModified":"2014-03-12T19:26:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33609 http://blogs.kqed.org/mindshift/?p=33609","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/13/what-will-it-take-for-ipads-to-upend-teaching-and-learning/","disqusTitle":"What Will It Take for iPads to Upend Teaching and Learning?","path":"/mindshift/33609/what-will-it-take-for-ipads-to-upend-teaching-and-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_34055\" class=\"wp-caption left\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-34055\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-7078.jpg\" alt=\"Students at Hillview Elementary School use iPads in math class.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/02/erinscott_-7078-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Students at Hillview Elementary School use iPads in math class.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As schools across the country consider\u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/macbook-chromebook-ipads-moving-beyond-platforms/\" target=\"_blank\"> which devices to invest in, \u003c/a>they must first consider their big-picture vision for how they'll be using these devices -- and to what end. They must consider the needs of teachers and students, and come up with a shared understanding of their goals.\u003c/p>\n\u003cp>When it comes to \u003ca href=\"http://ww2.kqed.org/mindshift/2013/07/potential-and-reality-the-ipad-as-a-tool-for-creation/\" target=\"_blank\">choosing tablets,\u003c/a> educators have a lot of anecdotal information to weigh, and many are making these decisions with \u003ca href=\"http://ww2.kqed.org/mindshift/2013/10/rolling-out-an-ipad-pilot-program-with-eyes-wide-open/\" target=\"_blank\">their eyes wide open\u003c/a>. But no one example of school tablet use can be a set model for every scenario. Each principal, each school, and each community has their own set of needs and criteria, so what might work in one school may not work in another.\u003c/p>\n\u003cp>Still, educators and administrators are learning from their experiences, and are continuing to refine their vision, as they set expectations for what they want to achieve -- ideally beyond higher test scores. In our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/tablet/\" target=\"_blank\">continuing coverage of tablets in schools\u003c/a>, we're seeking to document the questions and complexities that come up as teachers, administrators, and students find what works and what doesn't.\u003c/p>\n\u003cp>To that end, we visited Hillview Middle School, located in an affluent Bay Area suburb in Silicon Valley, which is now in its third year of piloting iPads to each student, grade by grade. Principal Erik Burmeister has led the effort, consulting closely with \u003ca href=\"http://edtechteacher.org/\" target=\"_blank\">EdTech Teacher,\u003c/a> which puts on the annual \u003ca href=\"http://ipadsummitusa.org/\" target=\"_blank\">iPad Summit,\u003c/a> to help define those amorphous, complex goals.\u003c/p>\n\u003cp>But even with this fairly sophisticated level of knowledge and expertise going into the iPad pilot, Burmeister has no illusions that, at this point, the iPad program is doing more than just \"enhancing\" classroom learning. That is, it’s helping with homework management, organization, and other logistics, but the introduction of the device hasn’t yet become transformative, which is his ultimate goal.\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>So what does \"transformative\" mean to Burmeister?\u003c/p>\n\u003cp>\"I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,\" Burmeister said. \"My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">--> \u003ca href=\"http://wp.me/p2io8W-8PY\">What Students Think About Using iPads in Schools\u003c/a>\u003c/aside>\n\u003cp>That's a tall order. Letting students take ownership of their learning may be at the heart of what Hillview hopes to eventually achieve, but getting to that level of transformational learning takes letting go of control on the part of teachers and administrators. And that’s where it can be tricky, even for a school like Hillview that’s committed to the idea of the iPad as a “positive disruptor” -- a force that will require them to think about change.\u003c/p>\n\u003cp>\u003cstrong>MATH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Eighth-grade math teacher Michael Doroquez was an early tester of the iPad and has been using the device for the past three years. Doroquez uploads the day’s notes onto the education social networking site Edmodo, where all the students can access them on their iPads. He’ll explain or review a skill by projecting the worksheet onto the whiteboard and then break students into groups to practice. They work out problems by drawing on their iPads with their fingers. Later, they can turn their work into Doroquez through an app called Notability. “I kind of can’t live without it because I use so many things on the iPad,” Doroquez said.\u003c/p>\n\u003cp>“If you don’t get it, you can send an email to your teachers if they’re too busy or out of school, and they can help you out via email,” said eighth grade student Omar Pina Jr. “We can send our work to ShowMe and he can see what’s correct,” added Pina Jr.’s math partner Jhavante Hill. “Then we can click on it and see what he says on it. It’s really quicker.”\u003c/p>\n\u003cp>To that end, the iPad is a great utility tool. But for the most part, students aren’t doing anything on the iPad that they can’t do with pen and paper, although admittedly it's much faster and more efficient to use the iPad. Instead of working on a paper worksheet, they’re filling out a digital one and emailing it to their teacher. The real gains are in organization and efficiency -- an easily searchable archive of notes and past work or the ability to quickly email teachers with questions.\u003c/p>\n\u003cfigure id=\"attachment_34057\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34057\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71592-300x168.jpg\" alt=\"Math teacher Michael Doroquez works with students.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">Math teacher Michael Doroquez works with students.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENGLISH CLASS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Seventh-grade teacher Michael Kalen is still experimenting what will work best in his English class because his students just got their iPads. To start with, he wants them to see the device as a powerful learning tool, not a toy. “I need them to see that this iPad is a powerful learning resource for them to get where they need to go,” Kalen said.\u003c/p>\n\u003cp>Before the school went one-to-one with iPads, Kalen sometimes had access to a shared laptop cart, but he couldn’t depend on it being available for every lesson. He’s excited to come into class, have kids open a home screen on the iPad and be ready to go, no intermediate steps or time lost. He expects to use apps like Socrative, a real-time polling app, and is already thinking about ways to get students practicing various parts of the writing process, like brainstorming, through different apps.\u003c/p>\n\u003cp>“Efficiency and effectiveness are what it’s all about with the iPads,” Kalen said. “For kids who struggle with disorganization the iPad is going to be a pretty effective organizational tool.”\u003c/p>\n\u003cp>\u003cstrong>FRENCH CLASS\u003c/strong>\u003c/p>\n\u003cp>In a small French class with only five or six students, the teacher helped her students familiarize themselves with their new iPads by screen casting a vocabulary exercise on the board. As students responded to the prompt, their answers popped up on the screen. The teacher could instantly see who understood her question – asked in French – and who was confused. Students also got immediate feedback on their answers and the class could discuss common mistakes.\u003c/p>\n\u003cp>Later, the teacher asked students to draw iPad sketches of the scene she described in French. Students were able to share their drawing with one another through the screencast, an especially useful too if the class had been bigger.\u003c/p>\n\u003cp>\u003cstrong>TEACHING EXPERIENCE\u003c/strong>\u003c/p>\n\u003cp>For the most part, the teachers interviewed at Hillview are excited about the iPad program, but many are still figuring out what works.\u003c/p>\n\u003cp>“I need to be more efficient with what I’ve got and I need to be more effective because the stakes have never been higher,” said English teacher Michael Kalen. Even without iPads, Kalen is one of those charismatic teachers that brings so much enthusiasm and humor to his subject that it's hard to imagine any device would make him better at his job. But with Common Core State Standards on the near horizon, Kalen is worried about his ability to use class time efficiently. While the new standards cover less terrain, they expect a more comprehensive knowledge, Kalen said. He expects the iPad to put him on the same page as his students quickly each day, with no wasted time, but that doesn’t mean he’ll be sacrificing any of the teacher tricks he’s already learned.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It’s still about the relationship,” Kalen said. “It’s still about building that creative confidence; it’s still about getting kids to push themselves. And that’s what I'm hoping this iPad will let us do.” Kalen is most excited that students might feel inspired by the technology to demonstrate their knowledge in different ways. “What I'm really enjoying about it now is that the products that kids create might all look very different, but the thinking and the synthesis of the ideas are all getting them to the same place,” he said.\u003c/p>\n\u003cp>Math teacher Michael Doroquez is also trying new things. This year when he gave a geometry review he turned it into a scavenger hunt with QR codes pasted around the school. “The kids loved it because not only were they able to leave the classroom, but they were able to work with each other outside the class setting, and used the iPad, and walk around the school and do problems,” Doroquez said.\u003c/p>\n\u003cp>Still, the iPad has some limitations. “I really want the iPad to be a tool for creating,” Doroquez said. “Right now it’s just a receptacle to take notes.” He expressed frustration at the limited apps available to him and at their cost. He wants to be more creative, but he’s having a tough time getting there with the iPad.\u003c/p>\n\u003cp>He complained that it is often hard to get outside data onto the iPad, like music for a video, for example. Big tech companies like Apple, Google, and Adobe all make products that work in separate ecosystems and aren’t compatible with one another, making it hard for Doroquez to find the right resources to expand how he teaches.\u003c/p>\n\u003cfigure id=\"attachment_34059\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-34059\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/02/erinscott_-71922-300x168.jpg\" alt=\"English teacher xx explains how the class will be using iPads.\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\">English teacher Michael Kalen explains how the class will be using iPads.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>ENHANCING VS. TRANSFORMING LEARNING\u003c/strong>\u003c/p>\n\u003cp>“I think right now we’re really focused on the enhancement piece, but we’re excited to talk about the transformation piece,” said principal Burmeister. The efficiencies afforded by putting notes online or submitting work digitally are good steps forward, said Burmeister. He’s aware that most of his teachers are still exploring what can be done with the iPad and that some are further along than others in moving towards the kind of learning he’d like to see. But he’s willing to be patient.\u003c/p>\n\u003cp>“Everybody knows where we’re trying to get, but how each individual gets there and the speed at which they get there is different for every teacher,” Burmeister said. One simple way that iPads are moving beyond enhancing and towards transforming learning at Hillview happens when students take notes on their English and social studies texts. With paper textbooks, kids aren’t allowed to annotate what they’re reading because then the book can’t be used the following year for another student.\u003c/p>\n\u003cp>\"It’s being able to engage with the material in a really kinesthetic way,” Burmeister said. “The material is so sacred that it’s not sacred, you can really dirty it up.” Students appreciate this new ability too. “It makes it a lot easier to study for quizzes because we can more easily find what we were going to say when we read something,” said eighth grader Jenna Filbin.\u003c/p>\n\u003cp>\u003cstrong>WHAT ABOUT COST?\u003c/strong>\u003c/p>\n\u003cp>The iPad program is a bit of a gamble, given its relative expense compared to other devices. The administration waited until the school moved to a brand new building that had been upgraded with fast wireless and broadband infrastructure, a crucial part of a successful implementation. Even so, students complain the internet doesn’t always work. “It’s fast if there’s one person using it,” said eighth-grader Luke Stimbling. “We have 800 students and if a large portion is doing a project then it takes forever to download a document to view.”\u003c/p>\n\u003cp>Keeping that network running costs hundreds of thousands of dollars, but in addition, each iPad costs about $600, including the apps Hillview has chosen and keyboards.\u003c/p>\n\u003cp>Burmeister is quick to point out that for that cost Hillview is already set up to have every student take Common Core assessments at the same time and that the costs of paper textbooks offset some of the initial technology investment. Hillview was able to go one-to-one because 10 percent of its operating budget comes from a parent-funded foundation, a luxury not all schools can boast.\u003c/p>\n\u003cp>“Over time, what you’re going to see is that not only are we enhancing these kids' education, but we’re actually transforming it,” Burmeister said. “And it’s actually going to look different than it looks now.” Moving to Common Core offers the opportunity to dramatic rethink teaching and learning. There’s no better time to shake up how teachers are thinking about their craft, Burmeister said.\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>“We want learning to be technology infused and digital learning to be just who we are, what we’re about and what our students can do,” Burmeister said. As the rest of the nation looks towards these kinds of investments, Hillview hopes to be positioned as a shining example of how to successfully pilot and implement a one-to-one program.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33609/what-will-it-take-for-ipads-to-upend-teaching-and-learning","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_20620","mindshift_81","mindshift_187","mindshift_750"],"featImg":"mindshift_34055","label":"mindshift"},"mindshift_32155":{"type":"posts","id":"mindshift_32155","meta":{"index":"posts_1591205157","site":"mindshift","id":"32155","score":null,"sort":[1381960242000]},"guestAuthors":[],"slug":"four-tips-to-keep-students-on-track-when-using-devices-in-class","title":"Four Tips to Keep Students on Track When Using Devices in Class","publishDate":1381960242,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with trial and error what works and what doesn't. Now those teachers have a lot to share with others. \u003ca href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">Liana Heitin's Education Week article \u003c/a>does a good job of spelling out the biggest challenges and the solutions teachers are using to deal with them.\u003c/p>\n\u003cp>Heitin writes about Marin Country Day School in California where teachers have been using technology for a long time. \"Redford's school introduced iPads in the middle grades three years ago. 'I think we were a little wide-eyed and naïve initially. We were letting students guide the exploration into technology,' she said. Since then, she and her colleagues have had detailed discussions about expectations and appropriate use. 'Everyone really does need to have these conversations because these tensions are real,' she said.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edweek.org/images/teacherlogo-300x300.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">For Teachers, Wired Classrooms Pose New Management Concerns\u003c/a>In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edweek.org\" target=\"_blank\">Edweek\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1382055294,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":252},"headData":{"title":"Four Tips to Keep Students on Track When Using Devices in Class | KQED","description":"Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Four Tips to Keep Students on Track When Using Devices in Class","datePublished":"2013-10-16T21:50:42.000Z","dateModified":"2013-10-18T00:14:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32155 http://blogs.kqed.org/mindshift/?p=32155","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/16/four-tips-to-keep-students-on-track-when-using-devices-in-class/","disqusTitle":"Four Tips to Keep Students on Track When Using Devices in Class","path":"/mindshift/32155/four-tips-to-keep-students-on-track-when-using-devices-in-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Bringing technology into the classroom comes with a unique set of challenges, some of which could make classroom management more difficult if teachers don't think out strategies beforehand. It's hard for teachers to keep students focused on their work when they've got the internet at their fingertips. Early adopters of one-to-one device programs discovered with trial and error what works and what doesn't. Now those teachers have a lot to share with others. \u003ca href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">Liana Heitin's Education Week article \u003c/a>does a good job of spelling out the biggest challenges and the solutions teachers are using to deal with them.\u003c/p>\n\u003cp>Heitin writes about Marin Country Day School in California where teachers have been using technology for a long time. \"Redford's school introduced iPads in the middle grades three years ago. 'I think we were a little wide-eyed and naïve initially. We were letting students guide the exploration into technology,' she said. Since then, she and her colleagues have had detailed discussions about expectations and appropriate use. 'Everyone really does need to have these conversations because these tensions are real,' she said.\"\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://www.edweek.org/images/teacherlogo-300x300.gif\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://www.edweek.org/tm/articles/2013/10/14/cm_wired.html?tkn=TLCCJzn5BRbYu0hPFdHqY9GtTn3eReEkNnc4&cmp=clp-sb-ascd\">For Teachers, Wired Classrooms Pose New Management Concerns\u003c/a>In a growing number of K-12 schools, the use of 1-to-1 computing devices-including iPads, laptops, and Chromebooks-is becoming a central part of instruction. For teachers making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://www.edweek.org\" target=\"_blank\">Edweek\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32155/four-tips-to-keep-students-on-track-when-using-devices-in-class","authors":["180"],"categories":["mindshift_1"],"tags":["mindshift_20548","mindshift_750"],"featImg":"mindshift_32159","label":"mindshift"},"mindshift_16297":{"type":"posts","id":"mindshift_16297","meta":{"index":"posts_1591205157","site":"mindshift","id":"16297","score":null,"sort":[1319561959000]},"guestAuthors":[],"slug":"when-school-web-filtering-comes-home","title":"When School Web Filtering Comes Home","publishDate":1319561959,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319561966,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":624},"headData":{"title":"When School Web Filtering Comes Home | KQED","description":"Getty Schools that receive discounts for Internet access through the federal E-rate funding are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, CIPA, addresses concerns about the type of online materials","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When School Web Filtering Comes Home","datePublished":"2011-10-25T16:59:19.000Z","dateModified":"2011-10-25T16:59:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16297 http://blogs.kqed.org/mindshift/?p=16297","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/25/when-school-web-filtering-comes-home/","disqusTitle":"When School Web Filtering Comes Home","path":"/mindshift/16297/when-school-web-filtering-comes-home","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/facebook-students-and-teachers-a-question-of-free-speech/getty-5/\" rel=\"attachment wp-att-15000\">\u003cimg class=\"size-medium wp-image-15000\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/getty-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp>Schools that receive discounts for Internet access through the federal \u003ca href=\"http://transition.fcc.gov/learnnet/\">E-rate funding\u003c/a> are required to implement a number of measures, like creating an Internet safety policy and filtering and blocking access to certain types of online content. To that end, The Children's Internet Protection Act, \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">CIPA\u003c/a>, addresses concerns about the type of online materials that children can access at school.\u003c/p>\n\u003cp>We've written several times about some of the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">frustration and confusion\u003c/a> that CIPA and filtering causes, and we've talked to the Department of Education's Karen Cator for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">clarification\u003c/a> about what the law really requires.\u003c/p>\n\u003cp>But as more schools begin to implement one-to-one computer programs, providing each student with a laptop or a net-book or even an iPad, there are new wrinkles in thinking about CIPA. After all, these devices are meant to be used at school \u003cem>and\u003c/em> at home.\u003c/p>\n\u003caside class=\"pullquote alignleft\">But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/aside>\n\u003cp>Currently most schools filter their network. There are a number of ways in which they do this, and a number of companies that they turn to for the technology to do so.\u003c/p>\n\u003cp>But if schools are just filtering the Internet on the premises, what happens when students take their computers home? How do schools monitor or block access to Web sites when students are using\u003c!--more--> their school-provided laptops on their family's home networks? And are they even required to do so?\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>Some schools with one-to-one programs have installed filtering software onto the devices they send home. Such is the case beginning this year for the laptops that are distributed to students in Casper, Wyoming's Natrona County School District. The school district has had a one-to-one program for a number of years. In the past, the permission slips that went home with the devices at the beginning of the school year made certain that parents were aware that the devices had no filtering software installed. Parents had to sign that they \"accept full responsibility for supervision when my child's Internet use is not in a school setting.\"\u003c/p>\n\u003cp>But the school district has opted this year to \u003ca href=\"http://trib.com/opinion/editorial/article_b57e9a4d-29d0-5219-841c-2364b21a2158.html\">expand its filtering efforts\u003c/a> by adding social networking sites to the list of blocked sites, and by installing filtering software directly onto every Apple laptop that each 6th- through 12th-grader receives. That means that when those district-owned computers are at home, the filtering is still in place.\u003c/p>\n\u003cp>According to Mark Antrim, Associate Superintendent for Facilities and Technology, the change in the way in which Natrona County School District handles its filtering was largely a response to parents' concerns about what their children were doing on the Internet at home.\u003c/p>\n\u003cp>But are schools actually \u003cem>required\u003c/em> to install filtering on computing devices that head home?\u003c/p>\n\u003cp>While CIPA does make it clear about the requirements to filter the Internet at schools and at libraries, it's not clear if this applies to the computers themselves. If schools are paying for 3G connectivity on these devices, then yes, CIPA applies. Otherwise \"it's a gray area,\" a spokesperson from the FCC told me. The agency is working on clarifying how the rules on filtering apply in these sorts of cases.\u003c/p>\n\u003cp>It's going to be an increasingly important issue that the FCC tackles, particularly as one-to-one programs proliferate. As it currently stands, different schools are adopting different approaches to filtering on one-to-one devices, some opting to install software on the devices, others leaving it up to parents to monitor what kids do when they're using the computers at home.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear from readers what policies come with their take-home devices.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16297/when-school-web-filtering-comes-home","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_427","mindshift_227","mindshift_750"],"featImg":"mindshift_15000","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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