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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"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"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_34937":{"type":"posts","id":"mindshift_34937","meta":{"index":"posts_1591205157","site":"mindshift","id":"34937","score":null,"sort":[1396992906000]},"guestAuthors":[],"slug":"students-want-more-alignment-of-tech-between-in-and-out-of-school","title":"Students Want More Alignment of Tech In and Out of School","publishDate":1396992906,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Project Tomorrow's \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">2013 Speak Up survey \u003c/a>of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.\u003c/p>\n\u003cp>A quarter of students in grades 3-5 and a third of students in grades 6-12 report using a mobile device provided by their school in class. This trend is more pronounced in Title I schools. Still, as tech use proliferates, digital equity has risen to the top as a concern for district leaders. Forty-six percent of district technology leaders say student access to the internet outside of school is one of the most challenging issues they face.\u003c/p>\n\u003cp>The report also highlighted the popularity of digital learning games among both teachers and students. A quarter of teachers surveyed said they're integrating digital games into their teaching. Twenty-five percent of students report playing an online game outside of school specifically to learn something. And contrary to the stereotype, girls love video games too, with 37 percent of middle school girls reporting they play games regularly on tablets. The number of girls equals boys in mobile game play as well. The differences lie in the kinds of games each gender favors, with boys still dominating massively multi-player online games.\u003c/p>\n\u003cp>Check out the Project Tomorrow \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\" target=\"_blank\">infographic\u003c/a> below for more survey results and \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">read the whole report\u003c/a> for an in-depth breakdown.\u003c/p>\n\u003cfigure id=\"attachment_34938\" class=\"wp-caption center\" style=\"max-width: 1102px\">\u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\">\u003cimg class=\"size-full wp-image-34938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg\" alt=\"SU2013_MobileLearning-page-0\" width=\"1102\" height=\"1426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg 1102w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-400x518.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-320x414.jpg 320w\" sizes=\"(max-width: 1102px) 100vw, 1102px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1396994739,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":255},"headData":{"title":"Students Want More Alignment of Tech In and Out of School | KQED","description":"Project Tomorrow's 2013 Speak Up survey of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use. A quarter of students in grades 3-5 and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Want More Alignment of Tech In and Out of School","datePublished":"2014-04-08T21:35:06.000Z","dateModified":"2014-04-08T22:05:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"34937 http://blogs.kqed.org/mindshift/?p=34937","disqusUrl":"https://ww2.kqed.org/mindshift/2014/04/08/students-want-more-alignment-of-tech-between-in-and-out-of-school/","disqusTitle":"Students Want More Alignment of Tech In and Out of School","path":"/mindshift/34937/students-want-more-alignment-of-tech-between-in-and-out-of-school","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Project Tomorrow's \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">2013 Speak Up survey \u003c/a>of more than 325,000 students and 75,000 parents, teachers and administrators digs into how students and teachers are using technology in school and for learning outside of school, and comes up with some interesting insights about the pervasiveness of tech use.\u003c/p>\n\u003cp>A quarter of students in grades 3-5 and a third of students in grades 6-12 report using a mobile device provided by their school in class. This trend is more pronounced in Title I schools. Still, as tech use proliferates, digital equity has risen to the top as a concern for district leaders. Forty-six percent of district technology leaders say student access to the internet outside of school is one of the most challenging issues they face.\u003c/p>\n\u003cp>The report also highlighted the popularity of digital learning games among both teachers and students. A quarter of teachers surveyed said they're integrating digital games into their teaching. Twenty-five percent of students report playing an online game outside of school specifically to learn something. And contrary to the stereotype, girls love video games too, with 37 percent of middle school girls reporting they play games regularly on tablets. The number of girls equals boys in mobile game play as well. The differences lie in the kinds of games each gender favors, with boys still dominating massively multi-player online games.\u003c/p>\n\u003cp>Check out the Project Tomorrow \u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\" target=\"_blank\">infographic\u003c/a> below for more survey results and \u003ca href=\"http://www.tomorrow.org/speakup/SU13DigitalLearningPlaybook_StudentReport.html\" target=\"_blank\">read the whole report\u003c/a> for an in-depth breakdown.\u003c/p>\n\u003cfigure id=\"attachment_34938\" class=\"wp-caption center\" style=\"max-width: 1102px\">\u003ca href=\"http://www.tomorrow.org/speakup/pdfs/SU2013_MobileLearning.pdf\">\u003cimg class=\"size-full wp-image-34938\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg\" alt=\"SU2013_MobileLearning-page-0\" width=\"1102\" height=\"1426\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0.jpg 1102w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-400x518.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-800x1035.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-768x994.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2014/04/SU2013_MobileLearning-page-0-320x414.jpg 320w\" sizes=\"(max-width: 1102px) 100vw, 1102px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\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/34937/students-want-more-alignment-of-tech-between-in-and-out-of-school","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_429","mindshift_20522"],"featImg":"mindshift_34938","label":"mindshift"},"mindshift_32902":{"type":"posts","id":"mindshift_32902","meta":{"index":"posts_1591205157","site":"mindshift","id":"32902","score":null,"sort":[1388415633000]},"guestAuthors":[],"slug":"tablets-for-fifth-graders-teachers-try-different-tactics","title":"Tablets for Fifth Graders? Teachers Try Different Tactics","publishDate":1388415633,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>[contextly_sidebar id=\"d70f8c943f4a89ae01ebc6169f669687\"]\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n","blocks":[],"excerpt":"A new study shows allowing fifth graders to use tablets at home and in class has potential to give them more learning opportunities.","status":"publish","parent":0,"modified":1388422323,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":956},"headData":{"title":"Tablets for Fifth Graders? Teachers Try Different Tactics | KQED","description":"A new study shows allowing fifth graders to use tablets at home and in class has potential to give them more learning opportunities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tablets for Fifth Graders? Teachers Try Different Tactics","datePublished":"2013-12-30T15:00:33.000Z","dateModified":"2013-12-30T16:52:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32902 http://blogs.kqed.org/mindshift/?p=32902","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/30/tablets-for-fifth-graders-teachers-try-different-tactics/","disqusTitle":"Tablets for Fifth Graders? Teachers Try Different Tactics","path":"/mindshift/32902/tablets-for-fifth-graders-teachers-try-different-tactics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32913\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/56155476@N08/6660040845/sizes/l/\">\u003cimg class=\"size-full wp-image-32913\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/ipad300.jpg\" alt=\"ipad300\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/ipad300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Schools across the country are increasingly starting to use mobile devices like tablets and smartphones as classroom tools. But some educators are still skeptical that devices will distract students as much or more than they enhance the learning environment. Because it's still fairly new, there have been few quantitative studies, but \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.kajeet.com/4u/education/index.html\">Kajeet for Education\u003c/a> recently completed a study of mobile learning among 136 fifth graders at \u003ca href=\"http://falconer.schoolfusion.us/\">Falconer Elementary School\u003c/a>, a Chicago public school where 94 percent of students receive free and reduced lunch. The \u003ca href=\"http://www.kajeet.com/4u/education/MLM-form.html\">Making Learning Mobile Project study\u003c/a> documents how four different fifth-grade teachers and their students used the tablets they were given both in class and at home once the school day was over.\u003c/p>\n\u003cp>The study finds that students used the tablets for more activities than even they expected. Though only 56 percent of students said they envisioned using the tablet for internet research before the study, that number turned out to be 93 percent after the study was completed. Only six percent of students thought they might use the tablet to create videos, when in fact 39 percent completed video projects. Other common uses included project work, educational games, homework, checking grades, communicating with teachers and classmates, receiving reminders, and organizing schoolwork.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Access to the internet at home improved greatly when students were allowed to bring a device home to investigate topics of their own interest. The Falconer students had significantly less access to high speed internet than a national average of their peers. While 54 percent of students in third-through-fifth grades nationwide report having access to high speed internet, only 39 percent of the fifth-grade Falconer students said they had access. Thirteen percent of students said their only access to the internet was at school.\u003c/p>\n\u003cp>The one-to-one experiment also appears to have made an impact on how families valued the internet. At the end of the school year, 53 percent of fifth grade Falconer students reported having access to high speed internet, up from 39 percent. “While it was not studied as part of this evaluation, it may be hypothesized that the students’ access to the Internet through their tablets when at home encouraged or prompted their parents to invest in high-speed connectivity to serve the entire family,” the report stated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The students took full advantage of that access. Kajeet software on the devices tracked the websites students visited and when they were accessed and reported the following: “Three-quarters of the device requests for access to learning or academic websites occurred between 3 pm and 9 pm.\" The Chicago Public Schools district had requested that the devices be disabled after 9pm. The tracking software also found that students used the internet to further research topics that had been discussed in class once they got home. That doesn’t mean they didn’t also research their favorite celebrities and sports stars, but there’s clear evidence that mobile access extended the learning day.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-32917\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/teacher-table.jpg\" alt=\"teacher-table\" width=\"577\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table.jpg 577w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-400x123.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/teacher-table-320x99.jpg 320w\" sizes=\"(max-width: 577px) 100vw, 577px\">\u003c/p>\n\u003cp>Another common fear about mobile learning is that students won’t behave properly online or they will steal and damage devices. In this study of fifth graders none of those worst-case scenarios came true. Students took a digital citizenship course before taking the tablets home and 84 percent of students reported they were better digital citizens after the year with tablets than before.\u003c/p>\n\u003cp>\u003cstrong>TEACHERS' TECHNIQUES\u003c/strong>\u003c/p>\n\u003cp>How teachers chose to integrate the devices had impacts on learning, too. All four teachers in the study were excited about integrating tablets into instruction, but some were less confident with what strategies would work. As is common with a new classroom support, one teacher used the device for limited activities to test it out. She focused on educational games, calendar keeping, and grade checking. “Her limited usage of the devices is representative of how most elementary teachers approach the integration of new technology, by focusing on a few activities in a limited setting,” the report said.\u003c/p>\n\u003cp>Another teacher tried lots of different teaching tactics with the tablet, offering students a diverse array of activities. She assigned videos, used class polling apps, asked students to take notes on the devices, used educational games, checked grades, and used the calendar functions. The report notes that while it's understandable that teachers are cautious about jumping in too quickly with a new piece of technology, taking advantage of the tablet’s wide array of feature, functions, and applications provides a “more meaningful environment for student impact, both in terms of classroom activities as well as extending learning beyond the school day.”\u003c/p>\n\u003cp>“Students in the classes where the teachers were able to more deeply integrate the devices into instruction had a slightly stronger or different set of values associated with the device usage than students in classes where the integration was still limited,” the report said. Some students saw the device as mainly useful for internet research or as a self-organizational tool and didn't test its creative tools.\u003c/p>\n\u003cp>Another finding from the report is that teachers can’t be expected to immediately know how to achieve integration with mobile devices. They need professional development to understand how to formulate effective lessons and the time to experiment and discover value in the devices.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“To fully capitalize on the benefits of the mobile devices, teachers must redesign in many circumstances their lessons and instructional strategies,” the report said. “This is hard work that requires time and administrative support.” Part of that redesign process needs to center around clarifying instructional goals and defining how the technology helps teachers better reach them.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32902/tablets-for-fifth-graders-teachers-try-different-tactics","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1040","mindshift_187","mindshift_429"],"featImg":"mindshift_32914","label":"mindshift"},"mindshift_29546":{"type":"posts","id":"mindshift_29546","meta":{"index":"posts_1591205157","site":"mindshift","id":"29546","score":null,"sort":[1372168814000]},"guestAuthors":[],"slug":"students-speak-up-trust-us-with-devices","title":"Students Speak Up: Trust Us With Devices","publishDate":1372168814,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A recent survey of students shows they aren’t able to access the full range of learning tools available to them due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.","status":"publish","parent":0,"modified":1373572615,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1410},"headData":{"title":"Students Speak Up: Trust Us With Devices | KQED","description":"A recent survey of students shows they aren’t able to access the full range of learning tools available to them due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Speak Up: Trust Us With Devices","datePublished":"2013-06-25T14:00:14.000Z","dateModified":"2013-07-11T19:56:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29546 http://blogs.kqed.org/mindshift/?p=29546","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/25/students-speak-up-trust-us-with-devices/","disqusTitle":"Students Speak Up: Trust Us With Devices","path":"/mindshift/29546/students-speak-up-trust-us-with-devices","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_29638\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-29638\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/200474362-001.jpg\" alt=\"200474362-001\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/200474362-001-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Ten-year-old Jude Koster of Dallas, Texas, said that he could show his teachers a thing or two on his iPod Touch or 3DS. Koster creates stop-motion animations and videos with original storylines and can cut, crop and blend digital photos he takes himself, too, all of which he taught himself how to do in his limited weekly screen time outside of school, says his mother Wendy Koster.\u003c/p>\n\u003cp>While fourth grade didn’t lend itself to much of an opportunity to use digital devices in his classroom -- other than a few iPad games at the end of the year -- computer use wasn’t a large part of Koster’s class time at his Montessori school. But Koster said his teachers may not realize what he’s able to do with digital technology outside of the classroom.\u003c/p>\n\u003cp>“I had two fourth grade teachers,” Koster said recently. “One who knows nothing, and one who knows everything” about using technology. The younger of the two teachers, said Ms. Koster, was an avid XBox gamer and able to talk to the kids about the digital devices they use at home. The older teacher, she said, was perhaps a little less tech-savvy.\u003c/p>\n\u003cp>If he was able to bring his iPod Touch to class, Koster rattled off the ways he could use it: using Dictionary.com to look up words, typing up his essays and book reports instead of handwriting them, and looking up things he needed to know; and that’s on top of his content creation videos, and, of course, playing Minecraft. “I just learn by trial and error,” Koster said. “One minute, I’m asking, hmmm, how do I do this? Then yadda yadda - I just got a high score!”\u003c/p>\n\u003cp>According to an expansive new \u003ca href=\"http://tomorrow.org/speakup/SU12_DigitalLearners_StudentsTEXT.html\">Speak Up survey\u003c/a> conducted by Project Tomorrow, “From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner,” students want school to be equipped with the same technology they're used to using at home, and that includes, in large part, handheld mobile devices like smartphones and iPads.\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>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>Of the more than 364,000 students surveyed, 65 percent of middle schoolers and 80 percent of high schoolers have access to a smartphone -- nearly triple the number reported from the 2008 survey. Speak Up reports that, in the decade since they’ve been collecting data on how new technological tools can transform education, there have been big, dramatic changes. When they took their first survey in 2003, students’ biggest classroom hurdles were access to the Internet and working on outdated computers. Today’s students, however, have surpassed those original blockades to digital learning and are now most concerned that they aren’t able to access the full range of learning tools available to them, due to firewalls that keep them from social networks and a range of websites, as well as school restrictions on their smartphones.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">Students Demand To Use Technology In Schools\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>“The disconnect between adults and students on the role of digital tools is played out every day in classrooms when students are forbidden to use their smartphones as learning tools,” writes the Project Tomorrow research team. “Many education leaders are valiantly trying to determine the new world order in the modern classroom where students can with a few clicks on a mobile device have access to more information and expertise about any possible topic than their teacher or the school library ever will.”\u003c/p>\n\u003ch4>STUDENTS SPEAK UP\u003c/h4>\n\u003cp>Gian Luigi de Falco, 18, just graduated from prestigious Brooklyn Tech High School in Brooklyn, New York. “My school is a bit technologically stunted,” he said, explaining that his school had some Dell desktops located in a few classrooms and computer labs, some of which aren’t even connected to the Internet, and most of which don’t have sound. And, while all Brooklyn Tech students are required to take a couple of computer courses -- a digital design course and a basic digital electronics course that includes breadboarding and circuit building -- most students, after sophomore year, don’t use computers much at all during the school day. And, like all New York City schools, cellular phones are forbidden at Brooklyn Tech, even during breaks and lunch.\u003c/p>\n\u003cp>De Falco believes that forbidding phones, iPads and laptops at one of the most highly prized academic high schools in the country is a big mistake, for several reasons. “I can safely say that I believe there’s a lot that could be done with iPads/laptops at my school, such as being able to tap into our expensive and heavy textbooks in class, or use interactive websites in our own seats rather than having to move to one of the few and inconveniently placed computer labs,” he said.\u003c/p>\n\u003cp>New York City’s systemic ban on cell phones and smartphones, said de Falco, causes kids to hide them in class and use them for purposes not related to what they're doing in class, like texting friends or looking up information on the sly. “Our phones could be used to find information not readily available, as well as serve many of the aforementioned functions that iPads serve, such as graph making, note taking and textbook help.”\u003c/p>\n\u003cfigure id=\"attachment_29634\" class=\"wp-caption center\" style=\"max-width: 737px\">\u003cimg class=\"size-full wp-image-29634\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png\" alt=\"Screen Shot 2013-06-24 at 4.43.06 PM\" width=\"737\" height=\"267\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM.png 737w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-400x145.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/Screen-Shot-2013-06-24-at-4.43.06-PM-320x116.png 320w\" sizes=\"(max-width: 737px) 100vw, 737px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>\u003cstrong>BEYOND THE \u003c/strong>OBVIOUS\u003c/h4>\n\u003cp>While students might think their teachers simply don’t understand the latest technology, the issue of classroom tech might be larger. According to the Project Tomorrow survey, students believe that teachers aren’t comfortable assigning homework or projects using the Internet, and they are correct: only 21 percent of secondary teachers give homework assignments using the Internet on a weekly basis, but in sharp contrast, 47 percent of sixth graders and 69 percent of high school students use the Internet regularly to “self-support their learning” on assignments at home.\u003c/p>\n\u003cp>But one of the biggest reasons teachers don’t ask students to go online for homework is the issue of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/students-demand-the-right-to-use-technology-in-schools/\">equity:\u003c/a> the issue becomes thorny when some students have access to computers and devices, but others do not. Todd Dickson, Founder and CEO of Valor Collegiate Academies in Nashville, Tennessee, a group of mixed-income charter middle and high schools that are slated to inaugurate their first fifth grade classes in fall of 2014, said that, even though the tech model is hard to predict five years down the road, in order to ensure equity among Valor's future high school students (who will begin in fall 2018), Valor is planning on asking kids to bring their own devices if they have them. And for those who don’t -- Dickson predicts it will be about 60 percent -- the school will provide each with a Google Chromebook, and make sure their homes are equipped with high-speed Internet access.\u003c/p>\n\u003cp>But equal access to computers and high-speed Internet is only one piece of the puzzle. Dickson said one of the advantages of building a “next generation school” from the ground up is the ability to recruit teachers “who have already bought into the future of tech model” that Valor will rely on. Teachers will also receive plenty of professional development -- Dickson plans on 40 days per school year, some of which will be used for technology training -- and said that he’s “way more excited for the tech potential for teachers” than for students. While he thinks student learning should have a tech component, Dickson said that it will take time for websites to catch up to what teachers can do as far as learning content.\u003c/p>\n\u003cp>“I think the most promising part of tech is the tools that are allowing teachers and schools to collect data quickly, learn management systems, and be able to analyze the data. I think that piece of it has the most potential to improve instruction,” he said. Through the use of rich data platforms, Valor’s teachers will be able to quickly break down assessments, analyze them, and make predictions about students, ultimately providing them with better instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29546/students-speak-up-trust-us-with-devices","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_429","mindshift_20522"],"featImg":"mindshift_29638","label":"mindshift"},"mindshift_27075":{"type":"posts","id":"mindshift_27075","meta":{"index":"posts_1591205157","site":"mindshift","id":"27075","score":null,"sort":[1360782466000]},"guestAuthors":[],"slug":"are-teachers-of-tomorrow-prepared-to-use-innovative-tech","title":"Are Teachers of Tomorrow Prepared to Use Innovative Tech?","publishDate":1360782466,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1366051124,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":720},"headData":{"title":"Are Teachers of Tomorrow Prepared to Use Innovative Tech? | KQED","description":"Getty Images With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school. A new Project Tomorrow report surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Are Teachers of Tomorrow Prepared to Use Innovative Tech?","datePublished":"2013-02-13T19:07:46.000Z","dateModified":"2013-04-15T18:38:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27075 http://blogs.kqed.org/mindshift/?p=27075","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/13/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/","disqusTitle":"Are Teachers of Tomorrow Prepared to Use Innovative Tech?","path":"/mindshift/27075/are-teachers-of-tomorrow-prepared-to-use-innovative-tech","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_27079\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2013/02/are-teachers-of-tomorrow-prepared-to-use-innovative-tech/teaching-with-tech-2/\" rel=\"attachment wp-att-27079\">\u003cimg class=\"size-large wp-image-27079\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Teaching-with-Tech-620x420.gif\" alt=\"Teaching-with-Tech\" width=\"620\" height=\"420\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty Images\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">With a new generation of teachers coming into the work force, there's a discrepancy between what principals expect of teachers-in-training and what they're actually learning in school.\u003c/p>\n\u003cp>A new \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">Project Tomorrow report\u003c/a> surveying principals concluded that they want to hire new teachers with creative ideas about how technology can be leveraged to create authentic and differentiated learning experiences. But student-teachers report that their tech training focuses only on simple management tools. At the same time, the report concludes that those who have the biggest influence on new teachers -- veteran educators -- don't always embrace new ways of using technology to engage students.\u003c/p>\n\u003cp>Only half of current working teachers believe they can use technology to motivate students to learn, compared to 75 percent of incoming teachers. Only 17 percent of current teachers believe technology can help students deeply explore their own ideas, compared to 59 percent of incoming teachers. And 26 percent of current teachers believe students can use technology to apply knowledge to problem-solving, compared to 64 percent of aspiring teachers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27105\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.36.21-AM-620x479.png\" alt=\"Screen Shot 2013-02-13 at 10.36.21 AM\" width=\"620\" height=\"479\">\u003c/p>\n\u003cp>Teachers-in-training say coursework focuses on technologies that help a teacher stay organized, rather than ways to engage students. In their methods courses, where teachers learn the mechanics of running a classroom, 71 percent report that they're taught to use simple word processing, spreadsheets and database tools, 64 percent report learning how to create multimedia \u003c!--more-->presentations and 55 percent say they've learned how to use interactive whiteboards.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>Incoming teachers use tech fluidly in their own lives, but they're learning to teach within a system that lags behind the times.\u003c/strong>\u003c/aside>\n\u003cp>“Principals want new teachers to know how to use technology to create authentic learning experiences for students (75 percent) and how to leverage technology to differentiate instruction (68 percent) before they apply for a position at their school,” the \u003ca href=\"http://www.tomorrow.org/speakup/tomorrowsteachers_report2013.html\">report said\u003c/a>.\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>Additionally, principals hope new hires will use social media to connect and communicate with students and parents, as well as their ability to integrate mobile devices, social media, and other digital instruction into their daily teaching. Principals also recognize that a move towards self-directed learning means that new teachers will have to have strong classroom management skills. Almost half of principals surveyed said incoming teachers should have the ability to manage a classroom where students are using their own mobile devices and 25 percent would like teachers to know how to teach an online class.\u003c/p>\n\u003cp>\u003cstrong>EXPECTATION VS. REALITY\u003c/strong>\u003c/p>\n\u003cp>But there's a disparity between what principals expect from new hires and what teachers-in-training are learning. A full 72 percent of pre-service teachers report they think they're being well-prepared to use technology in the classroom. That may be because this is a generation of teachers who grew up using technology -- 61 percent use smartphones, preferring them for daily tasks. They are also much more \u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/for-advice-ideas-and-support-more-educators-seek-social-networks/\">likely to use social media\u003c/a>, online discussion boards and other Internet tools to enhance and direct their professional development.\u003c/p>\n\u003cp>\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/amidst-a-mobile-revolution-in-schools-will-old-teaching-tactics-prevail/\">Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>These incoming teachers appear to be caught between generations. They use technology fluidly in their own lives and to enhance their education, but they're learning to teach within a system that lags behind the times. Sixty-eight percent of teachers-in-training report they rely most heavily on field placements to learn about how to integrate technology into the classroom. They also watch their professors and take advice from peers.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-large wp-image-27103\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/Screen-Shot-2013-02-13-at-10.32.53-AM-620x251.png\" alt=\"Screen Shot 2013-02-13 at 10.32.53 AM\" width=\"620\" height=\"251\">\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>There was a similar disconnect on metrics about how technology can improve the way educators teach. Teachers-in-training thought technology could help them be more organized, create more interactive lessons, make learning student-centered and would encourage students to be more self-directed, while experienced teachers were much less enthusiastic.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The report attributes the optimism to two main factors. One, teachers-in-training grew up with technology and aren't afraid to figure out how to make it work in class. They’re also more comfortable looking for resources online and using social media to collaborate with peers. Secondly, as they were growing up they witnessed attempts at technology integration from their own teachers and they have a sense of what works and what doesn't.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27075/are-teachers-of-tomorrow-prepared-to-use-innovative-tech","authors":["234"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_466","mindshift_962","mindshift_96","mindshift_429"],"featImg":"mindshift_27079","label":"mindshift"},"mindshift_21544":{"type":"posts","id":"mindshift_21544","meta":{"index":"posts_1591205157","site":"mindshift","id":"21544","score":null,"sort":[1337622749000]},"guestAuthors":[],"slug":"schools-and-students-clash-over-use-of-technology","title":"Schools and Students Clash Over Use of Technology","publishDate":1337622749,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1337624101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":724},"headData":{"title":"Schools and Students Clash Over Use of Technology | KQED","description":"By Katrina Schwartz When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Schools and Students Clash Over Use of Technology","datePublished":"2012-05-21T17:52:29.000Z","dateModified":"2012-05-21T18:15:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21544 http://blogs.kqed.org/mindshift/?p=21544","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/21/schools-and-students-clash-over-use-of-technology/","disqusTitle":"Schools and Students Clash Over Use of Technology","path":"/mindshift/21544/schools-and-students-clash-over-use-of-technology","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\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>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21544/schools-and-students-clash-over-use-of-technology","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_31","mindshift_122","mindshift_429","mindshift_30","mindshift_874","mindshift_65"],"featImg":"mindshift_21555","label":"mindshift"},"mindshift_13360":{"type":"posts","id":"mindshift_13360","meta":{"index":"posts_1591205157","site":"mindshift","id":"13360","score":null,"sort":[1309540755000]},"guestAuthors":[],"slug":"weekly-news-roundup-iste-2011-edition","title":"Weekly News Roundup: ISTE 2011 Edition","publishDate":1309540755,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_13361\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003c/a> \n\u003cfigure id=\"attachment_13361\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003cimg class=\"size-medium wp-image-13361\" title=\"Robots\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5881443167_18a15287ac_o-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Another ISTE attendee.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"wp-media-credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://www.iste.org\">International Society for Technology in Education\u003c/a> held its \u003ca href=\"http://www.isteconference.org/2011/\">annual conference and exhibition\u003c/a> this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000.\u003c/p>\n\u003cp>In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some of the announcements that came out of ISTE 2011.\u003c/p>\n\u003cul>\n\u003cli>Educational animation site \u003ca href=\"http://www.brainpop.com/\">BrainPOP\u003c/a> launched \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a>, a free resource that integrates educational games into the BrainPOP platform. The game titles include \"Battleship Numberline\" and \"Microbes\" and come from organizations like iCivics, Filament Games, and Nobelprize.org. The games focus on topics like science, math, and social studies, and like the rest of the BrainPOP materials include supplemental information for teachers such as how to use the game in a lesson, which curriculum standards the game is aligned to, as well as a link to one related BrainPOP topic.\u003c/li>\n\u003cli>\u003ca href=\"http://pbs.org\">PBS\u003c/a> launched \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, an online resource with over 14,000 pieces of digital content, including video, audio, photos, and more. The content comes from various local public broadcasting stations, as well as other public agencies, such as the National Archives, the Library of Congress, and NASA. The site is available to teachers and parents, and the material is all tagged and searchable, so that information can be found by content type, age type or topic. See our full story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">here\u003c/a>.\u003c/li>\n\u003cli>ISTE itself released a \u003ca href=\"http://www.iste.org/news/11-06-29/New_White_Paper_New_Standards_for_Technology_Coaching_Debut_at_ISTE_2011_in_Philadelphia.aspx\">white paper\u003c/a> this week that offers a first look at ISTE's new standards for technology coaching. The proposed NETS*C won't be finalized until this fall, but the white paper discusses ISTE's latest set of standards and the organization's recommendations for helping integrate technology more fully into professional development.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> released a new report examining the rapid acceleration in online learning at the middle and high school level in the U.S. The survey found that the number of high school students who have been involved with online learning has tripled and the number of middle school students who've done so has doubled over the last three years. Furthermore, 36% of classroom teachers say that they too have taken some sort of online class. More than 40% of the students surveyed said they see online classes as an essential part of their learning experience, and more parents and administrators are starting to agree. The demand for online learning opportunities is growing, with a third of 3rd through 5th graders saying they'd like to have the opportunity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.studysync.com\">StudySync\u003c/a> announced that it was expanding its supplemental curriculum from the high school to the middle school level. The company provides a library of more than 300 videos that help teach literature and writing. The video lessons serve to help students learn how to analyze and appreciate literature, and the StudySync system also includes peer-to-peer interaction, so that students learn to engage in written discussions around literature. In expanding to the middle school level, StudySync has added new level-appropriate titles, including \u003cem>Alice in Wonderland\u003c/em> and \u003cem>Anne Frank, Diary of a Young Girl.\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://www.sokikom.com\">Sokikom\u003c/a> announced the launch of what it's calling the first massively multiplayer online math game. Geared to students grades 1 through 6, Sokikom's game lets up to 30 students in a classroom play a game together. Currently Sokikom has 3 games: Frachine, which focuses on fractions, decimals and percentages; Opirate, which focuses on algebra; and Treeching, which deals with measurement, time, and money.\u003c/li>\n\u003cli>\u003ca href=\"http://www.mcgraw-hill.com/\">McGraw-Hill\u003c/a> introduced CINCH, an all-digital, cloud-based curriculum for K-12 math and grade 7 through 12 science. The content is available through the browser, meaning that students will be able to access it on any Internet-enabled device. CINCH includes not just digital text but also education games, an assessment component, and social networking elements (such as commenting within the curriculum). McGraw-Hill says that the content in CINCH is customizable by districts and teachers and is aligned to Common Core State Standards.\u003c/li>\n\u003cli>Interactive whiteboard maker \u003ca href=\"http://www.prometheanworld.com/\">Promethean\u003c/a> announced a partnership with the \u003ca href=\"http://www.channelone.com/\">Channel One Network\u003c/a>. Promethean Activboards will get access to the daily Channel One news, supplemented with various interactive tools.\u003c/li>\n\u003c/ul>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1309540766,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":705},"headData":{"title":"Weekly News Roundup: ISTE 2011 Edition | KQED","description":" The International Society for Technology in Education held its annual conference and exhibition this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000. In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Weekly News Roundup: ISTE 2011 Edition","datePublished":"2011-07-01T17:19:15.000Z","dateModified":"2011-07-01T17:19:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"13360 http://blogs.kqed.org/mindshift/?p=13360","disqusUrl":"https://ww2.kqed.org/mindshift/2011/07/01/weekly-news-roundup-iste-2011-edition/","disqusTitle":"Weekly News Roundup: ISTE 2011 Edition","path":"/mindshift/13360/weekly-news-roundup-iste-2011-edition","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_13361\" class=\"module image right mceTemp\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003c/a> \n\u003cfigure id=\"attachment_13361\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-13361\" href=\"http://ww2.kqed.org/mindshift/2011/07/weekly-news-roundup-iste-2011-edition/5881443167_18a15287ac_o/\">\u003cimg class=\"size-medium wp-image-13361\" title=\"Robots\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/5881443167_18a15287ac_o-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Another ISTE attendee.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"wp-media-credit\"> \u003c/p>\n\u003c/div>\n\u003cp>The \u003ca href=\"http://www.iste.org\">International Society for Technology in Education\u003c/a> held its \u003ca href=\"http://www.isteconference.org/2011/\">annual conference and exhibition\u003c/a> this week in Philadelphia. While the official headcount has yet to be released, early estimates pegged the number of attendees at over 20,000.\u003c/p>\n\u003cp>In lieu of our typical weekly review of ed-tech news, we've opted to focus instead on some of the announcements that came out of ISTE 2011.\u003c/p>\n\u003cul>\n\u003cli>Educational animation site \u003ca href=\"http://www.brainpop.com/\">BrainPOP\u003c/a> launched \u003ca href=\"http://www.brainpop.com/games/\">GameUp\u003c/a>, a free resource that integrates educational games into the BrainPOP platform. The game titles include \"Battleship Numberline\" and \"Microbes\" and come from organizations like iCivics, Filament Games, and Nobelprize.org. The games focus on topics like science, math, and social studies, and like the rest of the BrainPOP materials include supplemental information for teachers such as how to use the game in a lesson, which curriculum standards the game is aligned to, as well as a link to one related BrainPOP topic.\u003c/li>\n\u003cli>\u003ca href=\"http://pbs.org\">PBS\u003c/a> launched \u003ca href=\"http://www.pbslearningmedia.org/\">PBS Learning Media\u003c/a>, an online resource with over 14,000 pieces of digital content, including video, audio, photos, and more. The content comes from various local public broadcasting stations, as well as other public agencies, such as the National Archives, the Library of Congress, and NASA. The site is available to teachers and parents, and the material is all tagged and searchable, so that information can be found by content type, age type or topic. See our full story \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/pbs-learningmedia-14000-pieces-of-great-digital-content/\">here\u003c/a>.\u003c/li>\n\u003cli>ISTE itself released a \u003ca href=\"http://www.iste.org/news/11-06-29/New_White_Paper_New_Standards_for_Technology_Coaching_Debut_at_ISTE_2011_in_Philadelphia.aspx\">white paper\u003c/a> this week that offers a first look at ISTE's new standards for technology coaching. The proposed NETS*C won't be finalized until this fall, but the white paper discusses ISTE's latest set of standards and the organization's recommendations for helping integrate technology more fully into professional development.\u003c!--more-->\u003c/li>\n\u003cli>\u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> and \u003ca href=\"http://www.blackboard.com\">Blackboard\u003c/a> released a new report examining the rapid acceleration in online learning at the middle and high school level in the U.S. The survey found that the number of high school students who have been involved with online learning has tripled and the number of middle school students who've done so has doubled over the last three years. Furthermore, 36% of classroom teachers say that they too have taken some sort of online class. More than 40% of the students surveyed said they see online classes as an essential part of their learning experience, and more parents and administrators are starting to agree. The demand for online learning opportunities is growing, with a third of 3rd through 5th graders saying they'd like to have the opportunity.\u003c/li>\n\u003cli>\u003ca href=\"http://www.studysync.com\">StudySync\u003c/a> announced that it was expanding its supplemental curriculum from the high school to the middle school level. The company provides a library of more than 300 videos that help teach literature and writing. The video lessons serve to help students learn how to analyze and appreciate literature, and the StudySync system also includes peer-to-peer interaction, so that students learn to engage in written discussions around literature. In expanding to the middle school level, StudySync has added new level-appropriate titles, including \u003cem>Alice in Wonderland\u003c/em> and \u003cem>Anne Frank, Diary of a Young Girl.\u003c/em>\u003c/li>\n\u003cli>\u003ca href=\"http://www.sokikom.com\">Sokikom\u003c/a> announced the launch of what it's calling the first massively multiplayer online math game. Geared to students grades 1 through 6, Sokikom's game lets up to 30 students in a classroom play a game together. Currently Sokikom has 3 games: Frachine, which focuses on fractions, decimals and percentages; Opirate, which focuses on algebra; and Treeching, which deals with measurement, time, and money.\u003c/li>\n\u003cli>\u003ca href=\"http://www.mcgraw-hill.com/\">McGraw-Hill\u003c/a> introduced CINCH, an all-digital, cloud-based curriculum for K-12 math and grade 7 through 12 science. The content is available through the browser, meaning that students will be able to access it on any Internet-enabled device. CINCH includes not just digital text but also education games, an assessment component, and social networking elements (such as commenting within the curriculum). McGraw-Hill says that the content in CINCH is customizable by districts and teachers and is aligned to Common Core State Standards.\u003c/li>\n\u003cli>Interactive whiteboard maker \u003ca href=\"http://www.prometheanworld.com/\">Promethean\u003c/a> announced a partnership with the \u003ca href=\"http://www.channelone.com/\">Channel One Network\u003c/a>. Promethean Activboards will get access to the daily Channel One news, supplemented with various interactive tools.\u003c/li>\n\u003c/ul>\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/13360/weekly-news-roundup-iste-2011-edition","authors":["4352"],"categories":["mindshift_1"],"tags":["mindshift_466","mindshift_613","mindshift_546","mindshift_605","mindshift_537","mindshift_150","mindshift_602","mindshift_429","mindshift_614"],"featImg":"mindshift_13361","label":"mindshift"},"mindshift_10745":{"type":"posts","id":"mindshift_10745","meta":{"index":"posts_1591205157","site":"mindshift","id":"10745","score":null,"sort":[1303421271000]},"guestAuthors":[],"slug":"parents-weigh-in-on-paying-for-mobile-access-in-schools","title":"Parents Weigh In On Paying for Mobile Access in Schools","publishDate":1303421271,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cp>\u003ca rel=\"attachment wp-att-10757\" href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/10_11-15_newtech_0573-2/\">\u003cimg class=\"size-medium wp-image-10757\" title=\"10_11.15_newtech_0573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0573-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Would parents pay for mobile phones if schools allowed them to be used as learning tools? Most would, according to the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a> -- 67 percent of parents, to be exact.\u003c/p>\n\u003cp>We took this data a step further and asked MindShift readers if parents would pay for data plans, specifically to be used for Internet research and classroom projects. Most said they would, some said they’d first want to consider how student searches would be monitored, and a few grumbled about having to pay even more for services the school should provide.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/aside>\n\u003cp>Comments ranged from, \"Wow, the school system begging from the parents again\" to a more capitulated perspective. \"Lately we [parents] get asked to pay for so much extra stuff in schools. We pay the suggested money to feed classroom animals and more for science education materials,” said Baat Enosh, mother of a kindergartner. “If I thought that having phones in class would help kids learn, I'd be pretty positive about it. I equate it to the expensive scientific calculators that our families used to be asked to buy for us.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One reader pointed out that if schools provided wireless access, wifi-enabled phones would obviate the need for data plans.\u003c/p>\n\u003cp>Stacey Foreman, mother of two grade-school-age sons, said she wouldn’t question paying for monthly plans if they assisted learning. \"Kids are native to digital information--we're making it harder for success by pretending that media aren't evolving. Lugging around outdated textbooks and completing paper worksheets are barriers to learning in this day and age.” Lots of students feel the same way. \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> report found that 53 percent of middle and high school students surveyed said that their biggest obstacle to using technology in school is the inability to use devices such as cell and smart phones.\u003c/p>\n\u003cp>For many parents, the issue of phones in classrooms is about educational gain and safety.\u003c/p>\n\u003cp>Rashmi Sinha, mother of a preschooler, said her primary concern in sending her daughter to class with phone in hand would be its educational benefit. \"How would usage be monitored? How would we be sure kids are using devices to learn? Mobile usage is a skill they need anyhow, but I'd want to know the teachers’ plans before I paid.\"\u003c/p>\n\u003cp>Therese Jilek, a Wisconsin-based parent, would request schools to provide a plan for learning, instruction and supervision practices that involve mobile devices. She’d want built-in safeguards and student instruction on safe Internet use, she said.\u003c/p>\n\u003cp>When it comes to accessing online textbooks with mobile phones, 61 percent of parents said they like the idea, according to the Project Tomorrow report.\u003c/p>\n\u003cp>\"With the\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\"> Kahn Academy\u003c/a>, DIY University and other [resources], eventually we will deconstruct the economies built around traditional educational institutions and all that goes with them--expensive books, curricula, etcetera,” said Jean Hagan, creative director and the think tank \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>. “The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/p>\n\u003cp>The inevitable question looms: What happens to those families who might want to, but can't afford to pay for expensive data plans? The issue bounces back to schools providing wireless Internet access -- and how much of the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\"> Internet is blocked\u003c/a>. Goes to show how dependent schools, parents, and educators are on each other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[Additional reporting by arts and culture commentator \u003ca href=\"http://thesanfranista.com\">Emily Goligoski\u003c/a>: @emgollie]\u003c/strong>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1303424286,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":614},"headData":{"title":"Parents Weigh In On Paying for Mobile Access in Schools | KQED","description":"Would parents pay for mobile phones if schools allowed them to be used as learning tools? Most would, according to the recent Speak Up 2010 report -- 67 percent of parents, to be exact. We took this data a step further and asked MindShift readers if parents would pay for data plans, specifically to be","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents Weigh In On Paying for Mobile Access in Schools","datePublished":"2011-04-21T21:27:51.000Z","dateModified":"2011-04-21T22:18:06.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10745 http://blogs.kqed.org/mindshift/?p=10745","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/21/parents-weigh-in-on-paying-for-mobile-access-in-schools/","disqusTitle":"Parents Weigh In On Paying for Mobile Access in Schools","path":"/mindshift/10745/parents-weigh-in-on-paying-for-mobile-access-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp style=\"text-align: left;\">\n\u003c/p>\u003cp>\u003ca rel=\"attachment wp-att-10757\" href=\"http://ww2.kqed.org/mindshift/2011/04/parents-weigh-in-on-paying-for-mobile-access-in-schools/10_11-15_newtech_0573-2/\">\u003cimg class=\"size-medium wp-image-10757\" title=\"10_11.15_newtech_0573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/10_11.15_newtech_0573-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>Would parents pay for mobile phones if schools allowed them to be used as learning tools? Most would, according to the recent \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010 report\u003c/a> -- 67 percent of parents, to be exact.\u003c/p>\n\u003cp>We took this data a step further and asked MindShift readers if parents would pay for data plans, specifically to be used for Internet research and classroom projects. Most said they would, some said they’d first want to consider how student searches would be monitored, and a few grumbled about having to pay even more for services the school should provide.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/aside>\n\u003cp>Comments ranged from, \"Wow, the school system begging from the parents again\" to a more capitulated perspective. \"Lately we [parents] get asked to pay for so much extra stuff in schools. We pay the suggested money to feed classroom animals and more for science education materials,” said Baat Enosh, mother of a kindergartner. “If I thought that having phones in class would help kids learn, I'd be pretty positive about it. I equate it to the expensive scientific calculators that our families used to be asked to buy for us.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One reader pointed out that if schools provided wireless access, wifi-enabled phones would obviate the need for data plans.\u003c/p>\n\u003cp>Stacey Foreman, mother of two grade-school-age sons, said she wouldn’t question paying for monthly plans if they assisted learning. \"Kids are native to digital information--we're making it harder for success by pretending that media aren't evolving. Lugging around outdated textbooks and completing paper worksheets are barriers to learning in this day and age.” Lots of students feel the same way. \u003ca href=\"http://www.tomorrow.org/\">Project Tomorrow\u003c/a> report found that 53 percent of middle and high school students surveyed said that their biggest obstacle to using technology in school is the inability to use devices such as cell and smart phones.\u003c/p>\n\u003cp>For many parents, the issue of phones in classrooms is about educational gain and safety.\u003c/p>\n\u003cp>Rashmi Sinha, mother of a preschooler, said her primary concern in sending her daughter to class with phone in hand would be its educational benefit. \"How would usage be monitored? How would we be sure kids are using devices to learn? Mobile usage is a skill they need anyhow, but I'd want to know the teachers’ plans before I paid.\"\u003c/p>\n\u003cp>Therese Jilek, a Wisconsin-based parent, would request schools to provide a plan for learning, instruction and supervision practices that involve mobile devices. She’d want built-in safeguards and student instruction on safe Internet use, she said.\u003c/p>\n\u003cp>When it comes to accessing online textbooks with mobile phones, 61 percent of parents said they like the idea, according to the Project Tomorrow report.\u003c/p>\n\u003cp>\"With the\u003ca href=\"http://ww2.kqed.org/mindshift/2010/12/salman-khan-teaches-the-world-one-youtube-video-at-a-time/\"> Kahn Academy\u003c/a>, DIY University and other [resources], eventually we will deconstruct the economies built around traditional educational institutions and all that goes with them--expensive books, curricula, etcetera,” said Jean Hagan, creative director and the think tank \u003ca href=\"http://www.iftf.org\">Institute for the Future\u003c/a>. “The technology is just the enabler, but we are on the brink of education reform like the U.S. has not seen in decades.\"\u003c/p>\n\u003cp>The inevitable question looms: What happens to those families who might want to, but can't afford to pay for expensive data plans? The issue bounces back to schools providing wireless Internet access -- and how much of the\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\"> Internet is blocked\u003c/a>. Goes to show how dependent schools, parents, and educators are on each other.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003cstrong>[Additional reporting by arts and culture commentator \u003ca href=\"http://thesanfranista.com\">Emily Goligoski\u003c/a>: @emgollie]\u003c/strong>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10745/parents-weigh-in-on-paying-for-mobile-access-in-schools","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_187","mindshift_429"],"featImg":"mindshift_10757","label":"mindshift"},"mindshift_10147":{"type":"posts","id":"mindshift_10147","meta":{"index":"posts_1591205157","site":"mindshift","id":"10147","score":null,"sort":[1302023398000]},"guestAuthors":[],"slug":"students-complain-about-archaic-internet-blocking-rules","title":"Students Complain About Being Shut Out of the Internet","publishDate":1302023398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302031669,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":759},"headData":{"title":"Students Complain About Being Shut Out of the Internet | KQED","description":"Project Tomorrow has just released the results of its Speak Up 2010 survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Complain About Being Shut Out of the Internet","datePublished":"2011-04-05T17:09:58.000Z","dateModified":"2011-04-05T19:27:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10147 http://blogs.kqed.org/mindshift/?p=10147","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/05/students-complain-about-archaic-internet-blocking-rules/","disqusTitle":"Students Complain About Being Shut Out of the Internet","path":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these sites.\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>But here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_427","mindshift_428","mindshift_227","mindshift_226","mindshift_429","mindshift_430"],"featImg":"mindshift_10155","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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