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FM","link":"/"}},"mindshift_55081":{"type":"posts","id":"mindshift_55081","meta":{"index":"posts_1591205157","site":"mindshift","id":"55081","score":null,"sort":[1580714244000]},"guestAuthors":[],"slug":"when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","publishDate":1580714244,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n","blocks":[],"excerpt":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","status":"publish","parent":0,"modified":1580744705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1294},"headData":{"title":"When Teachers Make Room For Their Own Curiosity They Defend It For Children | KQED","description":"Harvard professor Dr. Karen Brennan makes the case that when teachers cultivate their own creativity they're more able to protect spaces in their classrooms for student creativity.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","datePublished":"2020-02-03T07:17:24.000Z","dateModified":"2020-02-03T15:45:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55081 https://ww2.kqed.org/mindshift/?p=55081","disqusUrl":"https://ww2.kqed.org/mindshift/2020/02/02/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children/","disqusTitle":"When Teachers Make Room For Their Own Curiosity They Defend It For Children","path":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://scholar.harvard.edu/kbrennan/home\">Dr. Karen Brennan\u003c/a> has long been fascinated by learning environments that encourage kids to be curious. She’s spent her career thinking about how students develop \u003ca href=\"http://scratched.gse.harvard.edu/guide/\">computational thinking\u003c/a>, and what makes a learning environment fertile for kids to show their ingenuity. She developed \u003ca href=\"https://scratched.gse.harvard.edu/\">ScratchEd\u003c/a>, an online platform to support educators using Scratch in their classrooms, and has studied elements of effective teaching through \u003ca href=\"https://www.media.mit.edu/groups/lifelong-kindergarten/overview/\">MIT Media Lab's Lifelong Kindergarten\u003c/a> research group. Now she's a faculty member at the Harvard Graduate School of Education, leading the \u003ca href=\"http://creativecomputing.gse.harvard.edu/\">Creative Computing Lab.\u003c/a>\u003c/p>\n\u003cp>Since Scratch launched 12 years ago, users have created 43 million projects. That’s a lot of creativity on display. From studying the way kids use the platform, as well as effective classrooms, Brennan has seen four crucial ingredients to curiosity:\u003c/p>\n\u003cul>\n\u003cli>Pursue a question that matters to the learner\u003c/li>\n\u003cli>Create different representations of an evolving understanding\u003c/li>\n\u003cli>Participate in a community of learners\u003c/li>\n\u003cli>Constantly reflect on the learning\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity\">Scratch is an interactive community\u003c/a> where kids can use evolving programming skills to showcase their creativity. But not every child has access to Scratch or to environments that foster this type of curiosity and independence. That’s where teachers come in.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-theme=\"light\">\n\u003cp dir=\"ltr\" lang=\"en\">Great keynote by \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a> and engaging conversations! \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> \u003ca href=\"https://twitter.com/PeelSchools?ref_src=twsrc%5Etfw\">@PeelSchools\u003c/a> \u003ca href=\"https://twitter.com/hashtag/boston?src=hash&ref_src=twsrc%5Etfw\">#boston\u003c/a> \u003ca href=\"https://t.co/QS04qRcmAO\">pic.twitter.com/QS04qRcmAO\u003c/a>\u003c/p>\n\u003cp>— J Varriano (@j_varriano) \u003ca href=\"https://twitter.com/j_varriano/status/1151498071454486530?ref_src=twsrc%5Etfw\">July 17, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The role of the teacher is essential if we really want to make this learning accessible to everyone,” Brennan said at the \u003ca href=\"https://novemberlearning.com/education-conference/\">Building Learning Communities\u003c/a> conference. She cited a seminal book on teaching by Neil Postman and Charles Weingartner, \u003cem>\u003ca href=\"https://www.amazon.com/Teaching-Subversive-Activity-Neil-Postman/dp/0385290098\">Teaching as a Subversive Activity\u003c/a>\u003c/em>:\u003c/p>\n\u003cblockquote>\u003cp>\"There can be no significant innovation in education that does not have at its center the attitudes of teachers, and it is an illusion to think otherwise. The beliefs, feelings, and assumptions of teachers are the air of a learning environment; they determine the quality of life within it.\"\u003c/p>\u003c/blockquote>\n\u003cp>Given the critical role teachers play in creating spaces where curiosity thrives, Brennan has spent years observing skilled teachers as they do the work. She noticed that in the most creative, curiosity-filled classrooms teachers actively design opportunities to:\u003c/p>\n\u003cul>\n\u003cli>Cultivate curiosity – Are young people designing questions, asking questions?\u003c/li>\n\u003cli>Create – This could take many forms.\u003c/li>\n\u003cli>Collaborate – Learn from and with others\u003c/li>\n\u003cli>Contemplate – \"We know there's no learning without reflection,\" Brennan said. \"What are the opportunities to think about their thinking?\"\u003c/li>\n\u003c/ul>\n\u003cp>But it’s much easier to list elements of a creative classroom than to deal with the common roadblocks to creating that space. Brennan put forward three scenarios in which a teacher encounters a stumbling block, as well as some strategies teachers she has worked with used to get past them.\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>\u003ca href=\"https://padlet.com/karen_brennan/BLC1\">Case Study #1\u003c/a>: \u003c/strong>\u003cbr>\n\u003cem>\u003cbr>\nAngela has just introduced her class of 7th-grade students to Scratch, offering them a brief introduction to how Scratch works and then inviting them to create an interactive book report based on something they have read this year. She expects the project to take several days and is excited to see which books her students will choose and how they will bring them to life with Scratch. At the end of the first day, Angela tours the classroom to see how projects are progressing. She talks with a student who has stopped working on their project and is playing a game. When she asks how things are going, the student—who has created a somewhat minimal project—proclaims, “I’m finished!” What advice would you give Angela?\u003c/em>\u003c/p>\n\u003cp>Asking the simple question: \"And what else could you do?\" had impressive effects in the classrooms Brennan observed. It was the nudge students needed to think more expansively.\u003c/p>\n\u003cp>\"That simple act of intervening with a question led to much more detail in the project,\" Brennan said. \"Suddenly you've got interactive sound, lightning bolts, a 'Fancy mode.'\"\u003c/p>\n\u003cp>Another technique successful teachers employed was to \u003ca href=\"https://hbr.org/2016/12/embracing-bad-ideas-to-get-to-good-ideas\">offer bad ideas\u003c/a>. The teacher offers the worst ideas they can think of to the student, paradoxically sparking more ingenuity.\u003c/p>\n\u003cp>\"What was so interesting about this strategy is it connects to business literature that bad ideas lead to good ideas,\" Brennan said.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"https://padlet.com/karen_brennan/BLC2\">Case Study #2\u003c/a>: \u003c/strong>\u003c/p>\n\u003cp>\u003cem>Guillermo has recently started teaching his first high school computer science course: a visual-arts-based introduction to programming with the Processing language. He has enjoyed preparing for the course, learning programming as he goes, and wants his students to enjoy the same type of creative exploration. Each day, Guillermo introduces a new concept and the students create self-directed projects based on the concept. As the course progresses and the concepts become more complicated, his students have an increasing number of questions—questions that he sometimes does not know how to answer. He is committed to open-ended work, but is anxious about not being able to help all students. What advice would you give Guillermo?\u003c/em>\u003c/p>\n\u003cp>This scenario is all too common in classrooms, especially when a teacher is new to a course. And it often makes many educators nervous. But it’s also the perfect opportunity to go on a learning journey together, modeling how to find quality resources and information when stuck.\u003c/p>\n\u003cp>Brennan’s research showed two strategies in particular helped with this type of situation. First, have students help one another. It takes the pressure off of the teacher as the \"one who knows,\" and encourages collaboration, communication and creativity among peers. One way to do this might be with snowball sharing, soliciting ideas on the problem from peers.\u003c/p>\n\u003cp>The second strategy that worked was \"midnight notes,\" stickies left on projects that pointed to a resource or idea that would further the project. This worked especially well when students were encouraged to leave midnight notes on one another's projects.\u003c/p>\n\u003cp>In the last scenario, a grade three teacher was having difficulty getting students to incorporate feedback into their projects.\u003c/p>\n\u003cp>Brennan’s research found that when students have an \u003ca href=\"https://www.kqed.org/mindshift/50443/whats-so-different-about-high-tech-high-anyway\">authentic audience\u003c/a> for their work they were more likely to incorporate feedback. One teacher developed a “works in progress showcase” just before the end of the project, when parents, community members and administration came into the classroom and talked with students about their projects. Afterwards, the students still had time to change their projects based on their interactions and feedback.\u003c/p>\n\u003cp>Other teachers gave each student a list of questions to reflect on in whatever modality they chose: writing, drawing, making a video. This helped them keep a running journal of how their learning was progressing.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Reflecting on \u003ca href=\"https://twitter.com/karen_brennan?ref_src=twsrc%5Etfw\">@karen_brennan\u003c/a>'s \u003ca href=\"https://twitter.com/hashtag/BLC19?src=hash&ref_src=twsrc%5Etfw\">#BLC19\u003c/a> keynote. One of my favorite things Karen said: \"Designing for students' curiosity depends on you designing for *your own* curiosity!\" I think this freedom to explore/implement/assess/iterate is one of my favorite things about being a teacher. \u003ca href=\"https://t.co/tePyhp7U53\">pic.twitter.com/tePyhp7U53\u003c/a>\u003c/p>\n\u003cp>— Stacey Roshan (@buddyxo) \u003ca href=\"https://twitter.com/buddyxo/status/1153011734044708865?ref_src=twsrc%5Etfw\">July 21, 2019\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Brennan believes \u003ca href=\"https://www.kqed.org/mindshift/34481/can-creativity-truly-be-fostered-in-classrooms-of-today\">fostering creativity\u003c/a> is an important goal in classrooms. Along with other researchers and economic analysts, she sees \u003ca href=\"https://www.kqed.org/mindshift/36412/employers-challenge-to-educators-make-school-relevant-to-students-lives\">the world changing\u003c/a>, requiring more flexible thinking, ingenuity, communication and collaboration skills. She also understands how mandates and required curricula can work against creativity, which is why she urges teachers who want to see more creative thinking in their students to first start with themselves.\u003c/p>\n\u003cp>“You need to design opportunities for yourself or for the teachers you support,” Brennan said, because without curiosity in teachers’ lives, it’s difficult to create that type of environment for students. In fact, her last recommendation to the teachers gathered at BLC quoted a teacher from the Bronx who said:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Find your own voice, find your own path, find your own creativity. And then be willing to stand up and defend it for students.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55081/when-teachers-make-room-for-their-own-curiosity-they-defend-it-for-children","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20730","mindshift_862","mindshift_20784","mindshift_1040","mindshift_556","mindshift_500"],"featImg":"mindshift_55087","label":"mindshift"},"mindshift_48684":{"type":"posts","id":"mindshift_48684","meta":{"index":"posts_1591205157","site":"mindshift","id":"48684","score":null,"sort":[1500296400000]},"guestAuthors":[],"slug":"mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","publishDate":1500296400,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","status":"publish","parent":0,"modified":1500398109,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["//scratch.mit.edu/projects/embed/13772905/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":2103},"headData":{"title":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity | KQED","description":"Developers at MIT Media Lab are gearing up to release a new version of Scratch that works on mobile devices, can be integrated with physical objects, and that is lighter and faster.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","datePublished":"2017-07-17T13:00:00.000Z","dateModified":"2017-07-18T17:15:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48684 https://ww2.kqed.org/mindshift/?p=48684","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/17/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity/","disqusTitle":"MIT's Scratch Program Is Evolving For Greater, More Mobile Creativity","path":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mitch Resnick has been working on how to give students new avenues of creative expression for over a decade. His \u003ca href=\"https://llk.media.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Lifelong Kindergarten\u003c/a> group at the MIT Media Lab develops \u003ca href=\"https://llk.media.mit.edu/projects/783/\" target=\"_blank\" rel=\"noopener noreferrer\">Scratch\u003c/a>, one of the most popular coding programs for kids, which is based on the seminal work of Seymour Papert, who died in 2016. When Resnick thinks about the guiding philosophy behind Scratch, he thinks of one of its users -- \u003ca href=\"https://scratch.mit.edu/users/ipzy/\" target=\"_blank\" rel=\"noopener noreferrer\">Ipzy\u003c/a>.\u003c/p>\n\u003cp>Ipzy started using Scratch at age 11. Ipzy -- who goes by the gender neutral pronoun \"they\"* -- loved to draw and heard that Scratch might help them animate their art. Ipzy's first Scratch project was a simple animation where the eyes and ears of a drawing moved subtly. “You can almost see [Ipzy] here dipping [their] toe in the water of something new,” said Resnick during a presentation at the \u003ca href=\"https://conference.iste.org/2017/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>Over time Ipzy started making more complicated projects in Scratch. They created the \u003ca href=\"https://scratch.mit.edu/projects/13772905/\" target=\"_blank\" rel=\"noopener noreferrer\">Lemonade Time game\u003c/a> in which players wander through a world gathering the ingredients to make lemonade. Ipzy started to become well-known in the Scratch online community as someone who made things other people liked, and people started asking if they could use Ipzy's artwork in their projects. That led Ipzy to rebrand as Ipzy Studios, but they freely allowed others access to their artwork, with permission to modify, as long as they were credited.\u003c/p>\n\u003cp>“[Ipzy] was becoming a good citizen,” Resnick said. “In addition to sharing [their] artwork [they were] also beginning to share the things [they were] learning about programming.” Ipzy, like so many other kids passionate about a topic, began making tutorials about how they did things like \u003ca href=\"https://scratch.mit.edu/projects/168691186/\" target=\"_blank\" rel=\"noopener noreferrer\">make a scrolling background\u003c/a>. They shared their code and commented on it to point out tricky things. And, Ipzy started to get comments and feedback, which they actively responded to, sometimes even \u003ca href=\"https://scratch.mit.edu/projects/114874755/\" target=\"_blank\" rel=\"noopener noreferrer\">changing a game \u003c/a>or project by popular demand.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe allowtransparency=\"true\" width=\"640\" height=\"360\" src=\"//scratch.mit.edu/projects/embed/13772905/?autostart=false\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\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>Resnick loves the story of Ipzy because their evolution within the Scratch community illustrates the four key ingredients his team thinks are integral to a great experience: \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/01/projects-passion-peers-and-play-seymour-paperts-vision-for-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">projects, passion, peers and play\u003c/a>. Ipzy wasn’t using Scratch because someone told them coding would be an important skill for their future; they were using it to express creativity in new ways.\u003c/p>\n\u003cp>“We created Scratch to give people new ways to think about things,” Resnick said. For him the project is at the center of that goal. “A project is a way to put your idea into action. As kids work on projects, they learn core ideas in a meaningful context.”\u003c/p>\n\u003cp>The project reflects kids’ passions, but also what they are learning. One kid made a Scratch project to accompany his reading of \u003cem>Charlotte’s Web\u003c/em>. In his animation, the pig gets smaller as it moves away. That shows his learning about perspective, as well as math, because in order to make the code do that he would have had to multiply by a fraction. Resnick loves that projects allow kids to integrate their knowledge across disciplines in natural ways.\u003c/p>\n\u003cp>As coding programs for kids have proliferated, Resnick believes even more firmly in the project as the foundational unit because it \u003ca href=\"https://ww2.kqed.org/mindshift/2015/12/15/engage-kids-with-coding-by-letting-them-design-create-and-tell-stories/\" target=\"_blank\" rel=\"noopener noreferrer\">springs from kids’ creativity\u003c/a> and is not constrained by the program. He worries about coding software that emphasizes the syntax of the code rather than the creativity of the project. He acknowledges that many of these puzzle-based games are fun and kids like them, but he wishes kids had more freedom of expression within them.\u003c/p>\n\u003cp>“I really question whether kids doing this are going to be creative with the technology and learn to really express themselves,” Resnick said.\u003c/p>\n\u003cp>He believes strongly in the power of passion to drive learning and cites \u003ca href=\"https://ww2.kqed.org/mindshift/2014/10/22/how-teachers-can-motivate-students-of-any-age/\" target=\"_blank\" rel=\"noopener noreferrer\">motivation\u003c/a> research showing that when external rewards like badges are introduced they may give an initial boost of excitement, but long-term motivation diminishes.\u003c/p>\n\u003cp>That’s why collaborative, peer-to-peer learning is so important to the Scratch developers. In many ways \u003ca href=\"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">creating for and alongside other people helps provide the internal motivation\u003c/a> that an external reward cannot stimulate. Resnick likes to point out that Ipzy started coding out of a love for drawing and a desire to add animation to those creations, but stayed because of the Scratch community.\u003c/p>\n\u003cp>“We launched the programming language and the online community at the exact same time,” Resnick said. “To us they are inextricably linked. Being part of a community is part of that creative learning process.”\u003c/p>\n\u003cp>People tend to expect collaborative learning environments in the physical world, but have a harder time creating them in the digital world. Ipzy’s Lemonade Time game is a good example of how powerful an online community can be. Lemonade Time was viewed over 15,000 times by other users, so Ipzy had an audience, which was motivating. Several thousand people indicated they loved the game, and perhaps even more flattering, dozens of people made variations on Ipzy's project.\u003c/p>\n\u003cp>There were comments, suggestions, and questions about why Ipzy had made certain choices. Ipzy engaged with these comments and made changes based upon them, illustrating how something becomes better when people think about it together.\u003c/p>\n\u003cp>The Scratch team puts a lot of effort into moderating the community to maintain the type of positive, safe environment where kids like Ipzy can play -- not just to have fun, but to take risks, test boundaries and try new things. The blocks themselves are easy to set aside and pick up later, so there’s no negative consequence to trying something new. That playful spirit is cultivated and carefully nurtured.\u003c/p>\n\u003cp>\u003cstrong>SCRATCH 3.0\u003c/strong>\u003c/p>\n\u003cp>Using this history of projects built on passions, in community and with a playful spirit, the Scratch team is gearing up to release a new version of Scratch. They’re integrating feedback from educators and users by making teacher accounts, learning resources, in-person communities and several new features to the actual program.\u003c/p>\n\u003cp>The new version of Scratch is being designed to work on mobile devices, so it will be lighter and more flexible. The developers are redesigning the blocks to be more finger-friendly and to look more horizontal, akin to the Scratch Jr. blocks, which can be used for the lighter, smaller projects likely to be created on a mobile device.\u003c/p>\n\u003cp>The team is also working on a way to integrate the physical world with Scratch using what they’re currently calling a “Scratch Pad,” but whose name could change. Its design is intentionally minimal, just a small round object with a knob, a button, a slot and sensors inside.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">A little demo of what's to come with \u003ca href=\"https://twitter.com/hashtag/Scratch3?src=hash\">#Scratch3\u003c/a>.0 - mobile, and easier interaction with physical creations \u003ca href=\"https://twitter.com/hashtag/ISTE17?src=hash\">#ISTE17\u003c/a> \u003ca href=\"https://t.co/0gFF0n7xYL\">pic.twitter.com/0gFF0n7xYL\u003c/a>\u003c/p>\n\u003cp>— Katrina Schwartz (@Kschwart) \u003ca href=\"https://twitter.com/Kschwart/status/885612725916753925\">July 13, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“We want to make it easy for people to build around it,” Resnick said. The team is currently thinking the slot would allow cardboard to be the universal connector, and kids could build from there. The simplicity of the hardware means it can become part of anything, a controller for a game, an accelerometer, anything a kid might want to program.\u003c/p>\n\u003cp>“We see Scratch as a type of building,” Resnick said. “Kids are building programs with Scratch, so we really want to give them the experience of building in the physical world and in the computational world.”\u003c/p>\n\u003cp>The developers are testing these new features out on a separate \u003ca href=\"http://scratchx.org/\" target=\"_blank\" rel=\"noopener noreferrer\">ScratchX site\u003c/a>, where they’ve posted open-source code for the various extensions that could work with other types of physical devices like Lego WeDo, Arduinos or even text-to-speech. The idea is to make it easier for kids to write programs in Scratch that control or manipulate things they have built in the physical world.\u003c/p>\n\u003cp>“We also want to make it really easy for other people to add their own extensions,” Resnick said. “We don’t want to be the bottleneck.” Other developers have already posted some of those extensions to the ScratchX site. Resnick hopes to have an alpha version of Scratch 3.0 running by early 2018 so a wider community can begin playing with it on the ScratchX site. Then later in the year they’ll integrate the 3.0 version with the existing Scratch website and community. The developers hope, but aren’t promising, that everything will be ready for the start of school in 2018.\u003c/p>\n\u003cfigure id=\"attachment_48689\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-48689\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2017/07/scratch-pad-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Scratch developers demonstrated how kids could use many kinds of materials to build physical objects around the \"Scratch Pad,\" which could then be programmed with Scratch. \u003ccite>(Katrina Schwartz)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We put the tool out there, but we continue to be amazed and delighted by ways teachers and kids and parents are making use of it in ways that we would never have imagined,” Resnick said. “We hope the new version will continue to lead to more creativity.”\u003c/p>\n\u003cp>\u003cstrong>TEACHER ACCOUNTS\u003c/strong>\u003c/p>\n\u003cp>Scratch started as a tool for kids, not as an ed-tech tool built for classrooms, so managing Scratch projects has been challenging for some teachers trying to use Scratch in the classroom. Now, teachers can create a \u003ca href=\"https://scratch.mit.edu/educators/#teacher-accounts\" target=\"_blank\" rel=\"noopener noreferrer\">teacher account\u003c/a>, signified by a purple bar at the top, and then can create classes. From within the class, the teacher can send a sign-up link so students can sign up for the class and create an account within the class. This process does not require separate email sign-ons for each student, a process Scratch developers heard from teachers was very challenging. The class accounts ask for less information and are more managed by teachers. Students cannot link their existing personal Scratch account to the class, but they can keep it separate for their own use.\u003c/p>\n\u003cp>Within class accounts, teachers can manually change student passwords, assign work, send updates and moderate student behavior. If a student does something against the policies of the Scratch community, moderators at MIT will send an email to the teacher. Teachers can also create studios, like assignments, and all students in the class will automatically be followers of the studio, receive updates and be able to add to it.\u003c/p>\n\u003cp>It’s important to know that if a teacher closes a class, all the accounts associated with it will close, too. And there’s not an easy internal way to transfer projects from a student’s class account to his personal one. However, he could download the project and re-upload it to his personal Scratch account in order to preserve the work after the school year is over.\u003c/p>\n\u003cp>“When we were doing our initial exploration, some teachers really wanted a walled garden,” said Kasia Chmielinski, the product lead for Scratch at the MIT Media Lab. They wanted their students to use Scratch without being part of the wider Scratch community. “Our philosophy at Scratch is that the community is a really important part of the learning,” Chmielinski said. “They come for the coding and stay for the community.” That’s why the developers decided not to offer a walled garden option. The closest thing to that functionality would be working in offline mode, which will still be available. Teachers can \u003ca href=\"Teacher-accounts@scratch.mit.edu\" target=\"_blank\" rel=\"noopener noreferrer\">email\u003c/a> the Scratch team to convert their personal accounts to teacher accounts.\u003c/p>\n\u003cp>Scratch developers at MIT are also trying to build up the supportive materials they offer to teachers who want to get started using Scratch in the classroom. They’ve built \u003ca href=\"https://scratch.mit.edu/tips\" target=\"_blank\" rel=\"noopener noreferrer\">Learning Resource Cards\u003c/a> that are downloadable and modifiable so teachers can change them to suit their needs. They’ve also invested in a coordinator to support \u003ca href=\"https://day.scratch.mit.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">in-person meetups\u003c/a> of people who use and love Scratch. While the online community is robust, they see value in supporting people to meet, play and program face-to-face as well.\u003c/p>\n\u003cp>The changes to Scratch 3.0 indicate the developers value input from the educator community, and see teachers as a core user group of their product. They don’t want to lose their core philosophy around projects, passion, peers, and play in the process, but rather spread those ideals to schools and classrooms that use Scratch.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>*This post has been updated to reflect Ipzy's gender pronoun. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48684/mits-scratch-program-is-evolving-for-greater-more-mobile-creativity","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_981","mindshift_862","mindshift_20784","mindshift_1040","mindshift_21114","mindshift_713","mindshift_500"],"featImg":"mindshift_48687","label":"mindshift"},"mindshift_32243":{"type":"posts","id":"mindshift_32243","meta":{"index":"posts_1591205157","site":"mindshift","id":"32243","score":null,"sort":[1382462391000]},"guestAuthors":[],"slug":"learn-to-code-code-to-learn","title":"Learn to Code, Code to Learn ","publishDate":1382462391,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392935495,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":190},"headData":{"title":"Learn to Code, Code to Learn | KQED","description":"In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called Scratch, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them. "As kids are creating projects like this, they're learning to code, but even","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Learn to Code, Code to Learn ","datePublished":"2013-10-22T17:19:51.000Z","dateModified":"2014-02-20T22:31:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"32243 http://blogs.kqed.org/mindshift/?p=32243","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/22/learn-to-code-code-to-learn/","disqusTitle":"Learn to Code, Code to Learn ","path":"/mindshift/32243/learn-to-code-code-to-learn","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ciframe src=\"http://embed.ted.com/talks/mitch_resnick_let_s_teach_kids_to_code.html\" frameborder=\"0\" scrolling=\"no\" width=\"640\" height=\"360\">\u003c/iframe>\u003c/p>\n\u003cp>In this demo-filled talk MIT's Mitch Resnick, one of the main creators of the kids coding program called \u003ca href=\"http://www.scratch.mit.edu/%E2%80%8E\">Scratch\u003c/a>, outlines the benefits of teaching kids to code, so they can do more than just “read” new technologies -- but also create them.\u003c/p>\n\u003cp>\"As kids are creating projects like this, they're learning to code, but even more importantly, they're coding to learn. Because as they learn to code, it enables them to learn many other things, opens up many new opportunities for learning. Again, it's useful to make an analogy to reading and writing. When you learn to read and write, it opens up opportunities for you to learn so many other things. When you learn to read, you can then read to learn. And it's the same thing with coding. If you learn to code, you can code to learn. Now some of the things you can learn are sort of obvious. You learn more about how computers work. But that's just where it starts. When you learn to code, it opens up for you to learn many other things.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32243/learn-to-code-code-to-learn","authors":["180"],"categories":["mindshift_195","mindshift_20639"],"tags":["mindshift_981","mindshift_713","mindshift_499","mindshift_500","mindshift_135"],"featImg":"mindshift_32250","label":"mindshift"},"mindshift_19117":{"type":"posts","id":"mindshift_19117","meta":{"index":"posts_1591205157","site":"mindshift","id":"19117","score":null,"sort":[1330013758000]},"guestAuthors":[],"slug":"introducing-programming-to-preschoolers","title":"Introducing Programming to Preschoolers","publishDate":1330013758,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1392935653,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1645},"headData":{"title":"Introducing Programming to Preschoolers | KQED","description":"Flickr: AngryJulieMonday By Heather Chaplin Since MIT’s Lifelong Kindergarten group released Scratch in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language. Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Introducing Programming to Preschoolers","datePublished":"2012-02-23T16:15:58.000Z","dateModified":"2014-02-20T22:34:13.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19117 http://blogs.kqed.org/mindshift/?p=19117","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/23/introducing-programming-to-preschoolers/","disqusTitle":"Introducing Programming to Preschoolers","path":"/mindshift/19117/introducing-programming-to-preschoolers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp class=\"wp-media-credit\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/5374237949_78f456d0dc/\" rel=\"attachment wp-att-19242\">\u003cimg class=\"size-medium wp-image-19242\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/5374237949_78f456d0dc-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>Flickr: AngryJulieMonday\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca href=\"http://spotlight.macfound.org/all/by-author/a2445/\">Heather Chaplin\u003c/a>\u003c/h5>\n\u003cp>Since MIT’s \u003ca title=\"Lifelong Kindergarten group\" href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> released \u003ca title=\"Scratch\" href=\"http://scratch.mit.edu/\">Scratch\u003c/a> in 2007, kids ages 8 to 13 have built more than 2.2 million animations, games, music, videos and stories using the kid-friendly programming language.\u003c/p>\n\u003cp>Scratch allows kids to snap together graphical blocks of instructions, like Lego bricks, to control sprites—the movable objects that perform actions. Sprites can dance, sing, run and talk.\u003c/p>\n\u003cp>Now, with a grant from the National Science Foundation, Lifelong Kindergarten is collaborating with Tufts University’s \u003ca title=\"DevTech Research Group\" href=\"http://ase.tufts.edu/devtech/\">DevTech Research Group\u003c/a> to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.\u003c/p>\n\u003cp>The new project raises questions about childhood development and digital learning, and just how early kids should be introduced to computers.\u003c/p>\n\u003cp>\u003ca title=\"Mitch Resnick\" href=\"http://web.media.mit.edu/%7Emres/\">Mitch Resnick\u003c/a>, director of the Lifelong Kindergarten group, spearheaded the creation of Scratch. Having worked with a network of afterschool programs using digital media, Resnick was struck by the lack of software that enabled kids to go beyond playing with other people’s media. There was nothing that encouraged them to make their own interactive stories and games.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Computers for most people are black boxes. I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\"\u003c/aside>\n\u003cp>“What’s most important to me is that young children start to develop a relationship with the computer where they feel they’re in control,” Resnick said. “We don’t want kids to see the computer as something where they just browse and click. We want them to see digital technologies as something they can use to express themselves.”\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>There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.\u003c/p>\n\u003cp>“At one point, there was a growing realization that people needed to learn how to write as well as read,” Resnick said. “They needed to be able to express themselves as well as understand how other people expressed themselves. Now it’s the same with new media. It’s not enough to be able to interact with new technologies; you have to be able to create with new technologies.”\u003c!--more-->\u003c/p>\n\u003cp>The problem, though, is that programming languages like Java and C++ are difficult to learn. Resnick and his team imagined a language that would be more “tinkerable,“ as he calls it—more accessible. They also wanted the language to encourage kids to create work that was “personally meaningful,” as opposed to simply manipulating numbers. Lastly, they wanted the program to have a social component so kids could share their work and learn from one another.\u003c/p>\n\u003cp>While Resnick was building Scratch, \u003ca title=\"Marina Bers\" href=\"http://www.tufts.edu/%7Embers01/\">Marina Bers\u003c/a>, a graduate student at MIT’s Media Lab, was focusing on younger children, building, among other things, \u003ca title=\"a programming language for robotics aimed at preschool-aged children\" href=\"http://ase.tufts.edu/DevTech/tangiblek/research/cherp.asp\">a programming language for robotics aimed at preschool-aged children\u003c/a>. Bers would leave MIT for a position at Tufts University, but she and Resnick stayed in touch. In 2010, they decided to partner to develop the Scratch version for a younger audience. Scratch Jr officially kicked off this last summer.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/introducing-programming-to-preschoolers/screen-shot-2012-02-22-at-4-53-32-pm/\" rel=\"attachment wp-att-19243\">\u003cimg class=\"alignleft size-medium wp-image-19243\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-22-at-4.53.32-PM-300x229.png\" alt=\"\" width=\"300\" height=\"229\">\u003c/a>According to Bers, the challenge is creating an interface that very young children can understand. Some of the problems are straightforward, like the fact that Scratch relies on text, and the youngest children cannot yet read.\u003c/p>\n\u003cp>“I’ve noticed materials online for games aimed at kids pre-K to third grade where there’s this assumption that children are fluent with reading when they’re not,” said \u003ca title=\"Lisa Guernsey\" href=\"http://newamerica.net/user/54\">Lisa Guernsey\u003c/a>, director of the \u003ca title=\"Early Education Initiative\" href=\"http://earlyed.newamerica.net/\">Early Education Initiative\u003c/a> at the New America Foundation. “This then becomes an exercise in frustration.”\u003c/p>\n\u003cp>Bers hopes to solve this problem by replacing the text of Scratch with voice-over instructions.\u003c/p>\n\u003cp>In focus groups with teachers and children, the Scratch Jr research team has also noticed that younger children struggle with the number of blocks needed to create a program. “The relationship between cause and effect needs to be clearer for this age group,” Bers said. The idea is to reorganize the program so kids can focus on only one thing at a time.\u003c/p>\n\u003cp>Younger children also have trouble distinguishing between the colors in Scratch, (Scratch Jr will be redone in bright, primary colors), and they struggle with how Scratch moves from top to bottom (Scratch Jr will move from side to side.)\u003c/p>\n\u003caside class=\"pullquote alignright\">“It can be the most wonderful content in the world. But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/aside>\n\u003cp>The group has also been studying tutorials in videogames, which teach kids how to play without realizing they’re being taught. “We want to add something like that to Scratch Jr,” Bers said.\u003c/p>\n\u003cp>For children ages 3 to 8, social interaction is perhaps the most important part of the learning process. That interaction can be with a teacher, a parent, an older sibling or a neighbor, said Guernsey of The New America Foundation, but young children must be able to study the facial expressions and other reactions of this “social partner.”\u003c/p>\n\u003cp>“The child needs to feel that what they’re learning is important to this other person,” Guernsey said. “Then it will go into the part of the child’s brain stamped ‘important.’”\u003c/p>\n\u003cp>When learning moves online, this becomes an issue.\u003c/p>\n\u003cp>“It can be the most wonderful content in the world,” Guernsey said. “But if it’s just slid into their lives without a social partner, then a lot of learning will be lost.”\u003c/p>\n\u003cp>The challenge isn’t lost on Bers. “We want to promote social interaction,” she said. “The question is, how do we imbed teacher interaction into Scratch Jr?”\u003c/p>\n\u003cp>Bers thinks of a playground. A good playground will have swing sets and slides for the kids, as well as benches and tables and chairs for the parents. The designers of Scratch Jr are figuring out how to embed the digital equivalent of those tables and chairs.\u003c/p>\n\u003cp>There are many who blanch at the idea of putting such young children in front of a computer screen. Concern over “screen time” is nothing knew—it began with television. But, according to \u003ca title=\"Ellen Wartella\" href=\"http://www.communication.northwestern.edu/faculty/?PID=EllenWartella\">Ellen Wartella\u003c/a>, a professor in the Department of Communication Studies at Northwestern University, these issues are far more nuanced than most people allow. First of all, she said, there simply isn’t good long-term research to show that being in front of a screen affects children negatively now, or in the future.\u003c/p>\n\u003cp>“There is no evidence of harm, although there are a lot of complaints,” she said.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/a-case-for-lifelong-kindergarten/\">A CASE FOR LIFELONG KINDERGARTEN\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 TOOLS TO INTRODUCE PROGRAMMING TO KIDS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/why-should-fifth-graders-learn-to-program/\">WHY SHOULD 5TH GRADERS LEARN TO PROGRAM?\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Wartella isn’t saying screen time is good for children at a young age. Rather, she’s saying there isn’t good evidence yet to say it’s bad. There are no high-quality long-term studies that show that too much screen time as a 3-year-old will have direct consequences when he or she is 4 or 14. And in past research on TV screen time, it’s hard to untangle the effects of other influences, like parents and income.\u003c/p>\n\u003cp>One mistake people make, Wartella said, is focusing on the fact of the screen itself rather than the content of what the screen is showing. “Is it bad for kids to Skype with Grandma? I don’t think anyone would say that.”\u003c/p>\n\u003cp>Both Wartell and Guernsey refer to “the three Cs,” when considering these issues: content, context and the child. The question isn’t whether it is inherently good or bad when a preschooler is given a videogame. Rather, the questions should be contextual: Is the child playing with a social partner or on her own? What is the educational value of the game? And what are the needs of the particular child?\u003c/p>\n\u003cp>“When people worry about screen time, it’s the substitution effect they’re really worried about,” Guernsey said. “What happens when a kid is so enraptured by screen activity that they won’t go outside to play in other ways? But screen time being harmful by itself, there’s no evidence of that.”\u003c/p>\n\u003cp>For Bers and Resnick, it comes back to preparing children to be literate—in all the ways literacy is perceived today. For real empowerment in a world flooded with digital media, people need to understand not only how to interact with it, but how to make media themselves. Teaching children as young as 5 how to program not only teaches important executive functioning skills, which is crucial for that age group, but also helps demystify the computer, Bers said.\u003c/p>\n\u003cp>“Computers for most people are black boxes,” she said. “I believe kids should understand objects are ‘smart’ not because they’re just smart, but because someone programmed them to be smart.\u003c/p>\n\u003cp>“Also,” she said, echoing Resnick, “it’s about expression. In our times, we need kids to be able to express ideas in different ways, and learning to work in Scratch, in a computational medium, will give them another way of expressing themselves.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>The post originally appeared on \u003ca href=\"http://spotlight.macfound.org/featured-stories/entry/programming-with-scratch-jr-when-it-comes-to-screen-time-and-young-kids/\">Spotlight for Digital Media & Learning\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19117/introducing-programming-to-preschoolers","authors":["4354"],"categories":["mindshift_20639","mindshift_193"],"tags":["mindshift_557","mindshift_165","mindshift_556","mindshift_713","mindshift_499","mindshift_500"],"featImg":"mindshift_19243","label":"mindshift"},"mindshift_15573":{"type":"posts","id":"mindshift_15573","meta":{"index":"posts_1591205157","site":"mindshift","id":"15573","score":null,"sort":[1317038427000]},"guestAuthors":[],"slug":"a-case-for-lifelong-kindergarten","title":"A Case for Lifelong Kindergarten","publishDate":1317038427,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1381534044,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1965},"headData":{"title":"A Case for Lifelong Kindergarten | KQED","description":"Flickr:wwworks Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called Scratch. Resnick brought up the idea last week at the New York Times' School for Tomorrow","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Case for Lifelong Kindergarten","datePublished":"2011-09-26T12:00:27.000Z","dateModified":"2013-10-11T23:27:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15573 http://blogs.kqed.org/mindshift/?p=15573","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/26/a-case-for-lifelong-kindergarten/","disqusTitle":"A Case for Lifelong Kindergarten","path":"/mindshift/15573/a-case-for-lifelong-kindergarten","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/wwworks/3502480391/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-15593\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/3502480391_36f467ae3f-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:wwworks\u003c/p>\n\u003c/div>\n\u003cp>Could it be that the best way to learn happens in kindergarten? It's an intriguing proposition, one that's being explored at M.I.T. by folks like Mitch Resnick, the creator of the famous computer programming site for beginners called \u003ca href=\"http://www.scratch.mit.edu\">Scratch\u003c/a>.\u003c/p>\n\u003cp>Resnick brought up the idea last week at the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/an-attempt-at-describing-the-schools-of-tomorrow/\">New York Times' School for Tomorrow summit\u003c/a>, and proclaimed that \"schools should be on the edge of chaos,\" a comment that lit up the Twitterverse.\u003c/p>\n\u003cp>Resnick is one of three recipients, including Robert Beichner, a physics professor at North Carolina State University, and Julie Young, president of Florida Virtual School, of the \u003ca href=\"http://www.mcgraw-hill.com/site/about-us/mcgraw-prize\">McGraw Prize in\u003cbr>\nEducation.\u003c/a> The three of them worked on a paper that exemplifies how technology should work seamlessly with learning.\u003c/p>\n\u003cp>Here's Resnick's excerpt from the \u003ca href=\"http://www.mcgrawprizeined.com\">paper\u003c/a>\u003cstrong>, \u003c/strong>which in turn excerpts parts of \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a> by Doug Thomas and John Seely Brown.\u003c/p>\n\u003ch5>By Mitch Resnick:\u003c/h5>\n\u003cp>At the \u003ca href=\"http://www.media.mit.edu/\">Media Lab at the Massachusetts Institute of Technology\u003c/a> our goal is to design technologies that empower people to explore, experiment, and express themselves in new ways. My \u003ca href=\"http://llk.media.mit.edu/\">Lifelong Kindergarten group\u003c/a> develops tools that engage people in creative learning experiences, emphasizing the type of interest-driven, collaborative activities that traditionally exist in kindergarten.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In the spirit of the blocks and finger paint of kindergarten, [let's] expand the range of what people can design, create, and learn.\"\u003c/aside>\n\u003cp>We are inspired by the way kindergarten students learn through a spiraling process in which they imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, and reflect on their experiences – all of which leads them to imagine new ideas and new projects. This iterative learning process is ideal preparation for today’s \u003c!--more-->fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives.\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>We work to develop new technologies that, in the spirit of the blocks and finger paint of kindergarten, expand the range of what people can design, create, and learn – thus sowing the seeds for a more creative society. Our goal is to help children learn to think creatively, reason systematically, work collaboratively, and learn continuously – essential skills for success in the 21st century. We are developing a new generation of technologies that not only enable children to connect with new concepts and ideas but also enable them to connect with other people, providing new pathways for sharing, collaborating, and empathizing with one another.\u003c/p>\n\u003cp>Examples from two of my projects – Scratch and the Computer Clubhouse – illustrate this point.\u003cbr>\nScratch is a graphical programming environment that makes it easy for children ages eight and up to create their own interactive stories, games, animations, and simulations – and then share their creations with one another online. Roughly one million children have joined the \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> online community, where they share more than 2,000 new Scratch projects each day.\u003c/p>\n\u003cp>The way students use this online community provides a compelling example of how valuable human connections can be fostered by new digital tools. Participants in the Scratch community serve alternately as peers and teachers, solving problems and perfecting programs together. The following excerpt from \u003ca href=\"http://www.newcultureoflearning.com/\">\u003cem>A New Culture of Learning: Cultivating the Imagination for a World of Constant Change\u003c/em>\u003c/a>, a recent book by Doug Thomas and John Seely Brown, describes the experiences of nine-year-old Sam, who uses Scratch to create his own animations and games:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Scratch has an additional element that takes the experience to a different level: a collective, a community of similarly minded people who helped Sam learn and meet the very particular set of needs that he had. When Sam posted his game online to that community, it became accessible to thousands of other kids who were also working with Scratch, and that’s when some very interesting things started to happen. The other players were able not only to play Sam’s game, but also, with the click of a button, to download it into the Scratch interface, see the code, and modify it if they wished.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Perhaps the most important aspect of all, however, was the users’ ability to comment on projects they liked by clicking a “Love it?” button. What Sam found when he joined the online community was that he was no longer simply creating animations or games; he was part of a larger conversation. He was excited about receiving his first comment, of course. But when we asked Sam what it meant to be a good member of the Scratch community, we were surprised by his answer. It had nothing to do with building games or posting animations. Instead, Sam told us that the single most important thing was to “not be mean” in your comments and to make sure that you commented on something good when you came across it, as well. The game does not just teach programming; it cultivated citizenship...\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Sam made perhaps the most revealing comment, one that tells us the most about the new culture of learning, when we asked him what he looks for in other people’s programs. He told us, “something really cool that you could never know yourself.” While playing Scratch, Sam has learned a lot about programming and a lot about participating in online communities. But what he has learned most of all is how to learn from others.\u003c/em>\u003c/p>\n\u003cp>The following example illustrates how a 13-year-old girl, identified as “BalaBethany,” learned to program through interactions with peers online:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>BalaBethany enjoys drawing anime characters. So when she started using Scratch, it was natural for her to program animated stories featuring these characters. She began sharing her projects on the Scratch Web site, and other members of the community responded positively, posting glowing comments under her projects (such as “Awesome!” and “OMG I LUV IT!!!!!!”), along with questions about how she achieved certain visual effects (such as “How do you make a sprite look see-through?”). Encouraged, BalaBethany then created and shared new Scratch projects on a regular basis, like episodes in a TV series.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>She periodically added new characters to her series and at one point asked why not involve the whole Scratch community in the process? She created and uploaded a new Scratch project that announced a “contest,” asking other community members to design a sister for one of her characters. The project listed a set of requirements for the new character, including “Must have red or blue hair, please choose” and “Has to have either cat or ram horns, or a combo of both.”\u003c/em>\u003cbr>\n\u003cem> The project received more than 100 comments. One was from a community member who wanted to enter the contest but said she didn’t know how to draw anime characters. So BalaBethany produced another Scratch project, a step-by step tutorial, demonstrating a 13-step process for drawing and coloring anime characters.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over the course of a year, BalaBethany programmed and shared more than 200 Scratch projects, covering a range of project types (stories, contests, tutorials, and more). Her programming and artistic skills progressed, and her projects clearly resonated with the Scratch community, receiving more than 12,000 comments.\u003c/em>\u003c/p>\n\u003cp>Our group at MIT also founded the \u003ca href=\"http://www.computerclubhouse.org/\">Computer Clubhouse project\u003c/a>, an international network of 100 after-school centers where low-income youth ages 10-18 learn to express themselves creatively with new technologies. With support from adult mentors, participants create interactive stories, music videos, and robotic constructions. The following excerpt underscores how technology can help children forge their identities and establish themselves as part of a community:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Consider Mike Lee, who spent time at the original Computer Clubhouse in Boston. Mike first came to the Clubhouse after he had dropped out of high school. His true passion was drawing. He filled up notebook after notebook with sketches of cartoon characters. At the Clubhouse, Mike developed a new method for his artwork. First, he would draw black-and-white sketches by hand. Then, he would scan the sketches into the computer and use the computer to color them in. His work often involved comic-book images of himself and his friends.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Over time, Mike learned to use more advanced computer techniques in his artwork. Everyone in the Clubhouse was impressed with Mike’s creations, and other youth began to come to him for advice. Some members explicitly mimicked Mike’s artistic style. Before long, a collection of “Mike Lee style” artwork filled the bulletin boards of the Clubhouse. “It’s kind of flattering,” said Mike.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>For the first time in Mike’s life, other people were looking up to him. He began to feel a new sense of responsibility. He decided to stop using guns in his artwork, feeling that it was a bad influence on the younger Clubhouse members. “My own personal artwork is more hard core, about street violence. I had a close friend who was shot and died,” Mike explained. “But I don’t want to bring that here. I have an extra responsibility. Kids don’t understand about guns; they think it’s cool. They see a fight, it’s natural they want to go see it. They don't understand. They’re just kids.”\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>Mike began working with others at the Clubhouse on collaborative projects. Together, they created an Online Art Gallery on the Web. Once a week, they met with a local artist who agreed to be a mentor for the project. After a year, their online art show was accepted as an exhibition at Siggraph, the world’s premiere computer-graphics conference.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As Mike worked with others at the Clubhouse, he began to experiment with new artistic techniques. He added more computer effects, and he began working on digital collages combining photographs and graphics, while still maintaining his distinctive style. Over time, Mike explored how he might use his artwork as a form of social commentary and political expression.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>As he worked at the Clubhouse, Mike Lee clearly learned a lot about computers and about graphic design. But he also began to develop his own ideas about teaching and learning. “At the Clubhouse, I was free to do what I wanted, learn what I wanted,” said Mike. “Whatever I did was just for me. If I had taken computer courses [in school], there would have been all those assignments. Here I could be totally creative.” Mike remembers – and appreciates – how the Clubhouse staff members treated him when he first started at the Clubhouse. They asked him to design the sign for the entrance to the Clubhouse, and looked to him as a resource. They never thought of him as a “high-school dropout” but as an artist.\u003c/em>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>After several years of volunteer work at the Clubhouse, Mike earned his high- school equivalency diploma, then landed a job as a graphic designer at a high- tech company near Boston, designing graphics for the company’s web pages, stationery, catalogs, and brochures.\u003c/em>\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>Mike’s experiences at the Computer Clubhouse illustrate the power of human interaction and digital learning to support and encourage a learner who felt alienated by his traditional school experience. With access to the technology and social support at the Computer Clubhouse, Mike learned how to develop his artistic skills, to share his expertise with others, and to become an active and productive member of his community.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15573/a-case-for-lifelong-kindergarten","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_862","mindshift_556","mindshift_713","mindshift_500"],"featImg":"mindshift_15593","label":"mindshift"},"mindshift_14654":{"type":"posts","id":"mindshift_14654","meta":{"index":"posts_1591205157","site":"mindshift","id":"14654","score":null,"sort":[1313782150000]},"guestAuthors":[],"slug":"how-do-we-prepare-our-children-for-whats-next","title":"How Do We Prepare Our Children for What's Next?","publishDate":1313782150,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313810676,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":3234},"headData":{"title":"How Do We Prepare Our Children for What's Next? | KQED","description":"When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do We Prepare Our Children for What's Next?","datePublished":"2011-08-19T19:29:10.000Z","dateModified":"2011-08-20T03:24:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14654 http://blogs.kqed.org/mindshift/?p=14654","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/19/how-do-we-prepare-our-children-for-whats-next/","disqusTitle":"How Do We Prepare Our Children for What's Next?","path":"/mindshift/14654/how-do-we-prepare-our-children-for-whats-next","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_14661\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pasfam/180451048/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14661\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/grad-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">What kids learn at a young age will determine whether they're prepared for a future full of unknowns.\u003c/figcaption>\u003c/figure>\n\u003cp>When most of us were deciding what to major in at college, the word Google was not a verb. It wasn't anywhere close to being conceived at all. Neither was Wikipedia or the iPhone or YouTube. We made decisions about our future employment based on what we knew existed at the time. We would become educators, journalists, lawyers, marketing reps, engineers.\u003c/p>\n\u003cp>Fast forward a couple of decades (or more) and we see that the career landscape has changed so drastically that jobs need new definitions. Social media strategist, app developer, mobile web engineer?\u003c/p>\n\u003cp>Some of us could ask ourselves if we would have embarked upon our current careers had we predicted how the Internet would revolutionize every part of our lives? It's hard to say, but when it comes to preparing our kids for what's ahead, Cathy Davidson has a few ideas. The author of \u003ca href=\"http://www.cathydavidson.com/\">\u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>\u003c/a> (Viking), who's also a professor at Duke University, believes that, in light of the fact that \"\u003ca href=\"http://opinionator.blogs.nytimes.com/2011/08/07/education-needs-a-digital-age-upgrade/\">65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet\u003c/a>,\" we should cast aside our fear of technology, and prepare our school-aged kids with important skills, both in technical ways and other less tangible ways.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change.\"\u003c/aside>\n\u003cp>\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose,\" Davidson said. \"Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool [the Internet] and use it in a way that better serves our lives. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\"\u003c/p>\n\u003cp>Davidson offers three can-do suggestions for parents:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>EXPERIMENT WITH \u003ca href=\"http://scratch.mit.edu/\">SCRATCH\u003c/a>\u003c/strong>. It's a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/\">brilliant and fun multimedia programming language\u003c/a> that allows inventive media mixing almost immediately, without any background. It is creative and fun. Even if your child has no interest in being a programmer when they grow up, familiarity with the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">building blocks of a programming language \u003c/a>will give them some skills and expertise at producing the kind of content they are already consuming. [See \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">5 Tools to Introduce Programming to Kids\u003c/a>.\"]\u003c/li>\n\u003cli>\u003cstrong>EMBARK ON A MEANINGFUL PROJECT.\u003c/strong>Help your child (at any age, really) by being willing to help out—but emphatically not to lead or rescue—in an extended, risky project that has real impact in the child’s community—school, neighborhood, church, synagogue, community center. But stay out of the way. Let the kids shape the project. Kids should find a project that will probably not succeed in all the ways they hope. Dreaming big, taking risks, and scaling back if and when you have to are fantastic skills. These skills are hardly ever taught in the school room which seems to be organized (as is much American society these days) as if some litigious personal injury lawyer is there ready to pounce at any moment.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>LEARN HOW TO BE A RESPONSIBLE DIGITAL CITIZEN. \u003c/strong>Learn how to give and take feedback in a public and responsible way. There are different software tools that can help you set up a system where each student has an online identity, for privacy. Give each student 10 stars to award over the course of, let’s say, a 10-week project. Each week, every student is required to award one star to a member of the team whom s/he deems to have done the most to move the project forward. Before students award their stars, they need to put in writing, on the class website, the reasons for the choice. They shouldn’t waste good energy on negative criticism. Critique is the easy way out, as anyone who has read the trollish comments on the Internet knows. Negative comments are a drain on everyone’s energy and negativity is not the same as high standards. If each star is awarded with a well thought out assessment of why merit has been earned, that is a far better way to train judgment than trashing. What special contribution did a classmate make that made you want to give him or her a star? Everyone will learn from the answer (and the accumulating stars). Sound easy? It’s not. But if you can learn \u003cem>judgment\u003c/em>--not silly bubble test grading, not sarcasm or bullying but clear-eyed judgment on the way to the group’s success at attaining its goals—then you are building up a repertoire of successful skills and methods that you can call upon later, in any circumstance.\u003c/li>\n\u003c/ol>\n\u003cp>Davidson believes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-seven-golden-rules-of-using-technology-in-schools/\">culture of fear \u003c/a>that has dominated the public discussion around the Internet and kids is damaging at best, ruinous at worst.\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>\"Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world,\" she said. \"There is no evidence of an increase in such crime, just an increase in reporting.\"\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14670\" href=\"http://ww2.kqed.org/mindshift/2011/08/how-do-we-prepare-our-children-for-whats-next/cover_large/\">\u003cimg class=\"alignright size-medium wp-image-14670\" title=\"cover_large\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cover_large-300x423.jpg\" alt=\"\" width=\"300\" height=\"423\">\u003c/a>And the notion that the Internet is ruining our brain, our attention and memory is flase, she says. \"Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\" she says.\u003c/p>\n\u003cp>Davidson also believes the archaic education system -- especially when it comes to graded exams -- will inevitably change because it has to. The discrepancy between how kids learn inside the formal school environment -- complete with bell schedules and drills -- and the free-form and social nature of informal learning will invariably have to be addressed.\u003c/p>\n\u003cp>In my interview with Davidson, I ask her to enumerate practical steps schools can take to prepare students for the future, and what she considers to be the ideal school day.\u003c/p>\n\u003cp>Here's the full transcript of my interview with Davidson. I recommend reading it -- and Davidson's book -- in full. It's well worth the time.\u003c/p>\n\u003cp>\u003cstrong>Q. It seems that so much of the apprehension about bringing technology into schools is about fear. Fear of losing control of information, fear of harming children's attention spans, their learning brain. How do you think we can address or overcome these fears?\u003c/strong>\u003c/p>\n\u003cp>A. Sadly, it’s a fearful time in American culture, with news focusing excessively on everything tragic, horrifying, and threatening in the world, especially sexual crimes against children. There is no evidence of an increase in such crime, just an increase in reporting. And an exponential increase, for middle-class American parents, in limiting our children’s mobility. We know from research that a child’s world has shrunk in the last 200 years in the West from being allowed, as preteens, to wander to the next village or to roam over one’s city until now, where even “play” has to be monitored by an adult-arranged and supervised “play date.”\u003c/p>\n\u003cp>We are also fearful about ourselves—the Internet is ruining our brain, our attention, our memory. Well, it isn’t. Everything new changes our habits, makes new patterns, and there is certainly a learning curve whenever we face new challenges. But the fact is we’re doing amazingly well. Let’s have some perspective here!\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"We are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose.\"\u003c/aside>\n\u003cp>Historian Robert Darnton says there have been four great Information Ages in all human history, where a new technology has transformed how we communicate and interact—and he goes back to 4000 BC Mesopotamia for the first of these, the invention of writing. Then comes movable type, then mass steam-powered printing of the Industrial Age that makes books available to the masses for the first time in history, and now, our own Information Age where anyone can “Broadcast Yourself.” We’re 15 years into something so paradigm-changing that we have not yet adjusted our institutions of learning, work, social life, and economic life to account for the massive change. Fifteen years in is when people tend to start thinking about technological change in less fearful and more practical ways. They give up their nostalgia for the “before” and then start to focus on now, on how we can make the tools and resources available to them as productive as possible.\u003c/p>\n\u003cp>In other words, we are right on time to give up techno-phobia and to tackle the problems and opportunities of the digital world with good sense, pragmatics, realism, and purpose. Once we absorb the realization that we’ve \u003cem>already changed\u003c/em>, and that we’re actually doing pretty well despite major realignments in our lives, then we can think about how we want to take this amazing new tool and use it in a way that better serves our lives. Being afraid is never useful. It’s time to survey our lives and figure out what works, what doesn’t, and how we can make real and practical improvements in our schools, our workplace, our every day lives.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you predict could happen if the education system continues to resist the change?\u003c/strong>\u003c/p>\n\u003cp>A. I predict the education system will change. It has to. There were enormous changes to all forms of education in the last decades of the nineteenth century. In fact, most of what we think of as “school” was developed and institutionalized about 120 years ago to teach kids regulation and efficiency, the bywords of industrialization. Farm kids and immigrant kids were streaming into the cities. To make an industrial labor force required the school bell (in literal and metaphoric terms) and lots of regimentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"I think we are on the verge of seeing a major change in educational policy and in how we test, how we measure, and how we teach and learn.\"\u003c/aside>\n\u003cp>We have a mismatch between the inventive ways kids learn at home online and in their game play and with their friends on social networks and the industrial age structure, division of subject matter, and ways of assessment in school. It will change—because everyone (parents, teachers, kids, principals, policy makers) know our schools are out of date. I think we are on the verge of seeing a major change in educational policy and in how we test (the first step—get rid of those End of Grade exams!), how we measure, and how we teach and learn. It \u003cem>will\u003c/em> happen because it has to.\u003c/p>\n\u003cp>\u003cstrong>Q. What do you think that \u003ca href=\"http://ww2.kqed.org/mindshift/tag/school-day-of-the-future\">ideal school day\u003c/a> could look like? \u003c/strong>\u003c/p>\n\u003cp>A. Remember Ichabod Crane, that parody of the tiresome schoolmaster in Washington Irving’s story “The Legend of Sleep Hollow” (published in 1820). If you plunked him down in a contemporary school room, he wouldn’t have a clue what electricity was, he’d be baffled by computers, but he would know exactly where to stand and he’d know exactly where he stood: front of the class, in charge, teaching to the test!\u003c/p>\n\u003cfigure id=\"attachment_14676\" class=\"wp-caption left\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-14676\" title=\"cathy2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/cathy21-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\">Cathy Davidson\u003c/figcaption>\u003c/figure>\n\u003cp>In my ideal school, there would be no one school day because every day would be different. And it wouldn’t be a school of the future: the future is now!\u003cem> \u003c/em>In researching \u003cem>Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn\u003c/em>, I spent time with incredible teachers who, in ways large and small, inspire their students to learn. My future school would bring them together, take lessons from them. They give us heart and will because they already exist. We can learn from these three, one who taught decades ago in a rural one room school house, one senior scholar-teacher in a Manhattan school, one brand-new twenty-four year old teacher in a small urban city (in Durham, N.C.).\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"In my ideal school, there would be no one school day because every day would be different.\"\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>\u003cem>From Inez Davidson\u003c/em>:\u003c/strong> Mrs. Davidson is a “back to the future” teacher whose Friday “challenge days” can be incorporated into any school today, right now. She taught back in the 1950s to 1980s, in a three-room school house in rural Mountain View, Alberta, Canada. She turned teaching third-, fourth-, and fifth-graders into an asset instead of a deficit, having kids teach one another what they had learned the year before. And every Friday, the third- and fourth-grade kids would be pitted against the fifth graders in a learning challenge that the kids themselves would dream up—spelling bees, math quizzes, geography tests, language tests, grammar tests, poetry and rhyming competitions. Or project challenge: Who can build the highest tower out of Popsicle sticks without glue? And then she set year-long challenges as well. My personal favorite was challenging the kids to find pen pals in as many Mountain Views as they could find anywhere in the world, researching the places where they lived, becoming pen pals, and then interviewing the pen pals for a final research paper on Mountain Views in China or New Zealand. Decades before the Internet, she made learning connect kids around the world, expanding horizons, teaching geography and languages and politics and history in a way that mattered intensely to the kids.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Katie Salen\u003c/em>\u003cem>:\u003c/em>\u003c/strong>\u003cem> \u003c/em>I would take the idea of the Boss Level Challenge, a building block of the game mechanics that power \u003ca href=\"http://q2l.org/\">Quest2Learn\u003c/a>, a public school in Manhattan. Katie Salen is a professor at Parsons School of Design who was part of the \u003ca href=\"http://www.macfound.org/site/c.lkLXJ8MQKrH/b.946881/k.B85/Domestic_Grantmaking__Digital_Media__Learning.htm\">MacArthur Foundation Digital Media and Learning Initiative\u003c/a> that I’ve also been working with for several years, helping to run the annual Digital Media and Learning Competitions. Katie proposed working with the New York city school board, with teachers and parents, to create a revolutionary school within all the existing rules. Q2L works with the teachers’ unions, with the city’s lottery system of accepting pupils, with end-of-great testing, with college prep aspirations, with all of the supposed restrictions that limit teachers everywhere. I couldn’t believe she would succeed, but Katie is a gamer and she met the challenge. Q2L exists and she’s now working in Chicago to start similar schools. The specific assignment that I loved at Q2L took kids who had spent a semester building new levels for the popular digital learning game LittleBigPlanet (LBP) and challenged them to rebuild their video game level in the real world. They switched off the screens and had to calculate and plan, with blueprints and research and scissors and glue, paper and wood and paint. Brilliant! Kids need to understand the relays back and forth between real and virtual worlds and need the skills to navigate both.\u003cstrong>\u003cem> \u003c/em>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>\u003cem>From Duncan Germain\u003c/em>\u003cem>: \u003c/em>\u003c/strong>Duncan was a 24-year old first-year teacher when I spent time in his sixth grade class at Voyager Academy, a public charter school in Durham, North Carolina, where I live. He taught something called Creative Productions which was intended to take all the things kids were learning in other classes and give them real world application. I was there for the bridge building challenge where students self-organized into groups ranging in size from one (some kids preferred to work alone) to five. I talk about all the really remarkable skills his students were learning on the way to build the best model bridge but what most impressed me was the long sheet about collaboration that each student had to fill out, describing such things as how to “justify” the project they were doing and their methods relative to their other school studies, the habits of mind the project was instilling, and the relationship of the project to the real world. Sounds tough? They were doing it. When I asked Mr. Germain where he got the idea, he said from his father. These sixth graders were using a project-plan form that his father used as a management consultant helping businesses adjust to new global, distributed economies of work and labor.\u003c/li>\n\u003c/ul>\n\u003cp>These are just three examples. I think it's important for all of us to know that future school already exists, it is working. These great teachers and others I profile in \u003cem>Now You See It\u003c/em> inspired me and I hope they inspire other out there too.\u003c/p>\n\u003cp>\u003cstrong>Q. If you could suggest five practical applications to apply to every school in the country, what would they be?\u003c/strong>\u003c/p>\n\u003col>\n\u003cli>End standardized EOG tests--they demotivate learning and good teaching. Instead test in challenging ways, using tough game mechanics with real-time feedback on results so kids can learn from the test---not be taught to scam the test!\u003c/li>\n\u003cli>Make all learning real, relevant, tied to communities, with real application in the kids’ lives outside of the classroom. Example: Ban research papers—unless they are published online and have an informative, persuasive, or other real purpose for others. Learning should have an impact beyond getting an “A” on the assignment.\u003c/li>\n\u003cli>Teach kids to think through, with, about, for--and create--new, interactive digital global communication. I don’t mean this as an add on. I mean rethinking all the subjects we now teach in view of the possibilities (what techies call “affordances”) of the digital age. That means getting rid of the \"two cultures\" binary. STEM subjects are impoverished without creativity, analysis, critical thinking. The Information Age is about putting back together the knowledge that the Industrial Age subdivided. A simpler way is to say have them all learn Scratch multimedia programming and think about the possibilities.\u003c/li>\n\u003cli>Restore arts, music, shop, P.E., dance: Kids need the soul-stirring learning that lets them move, make, sing, create, dream.\u003c/li>\n\u003cli>Eliminate the “college prep” and AP distinctions, and stop making college the implicit standard for all education, back to preschool. Many worthy careers don't need higher ed. Many careers that don’t need higher ed still need a liberal arts education in creative, applied, cross-disciplinary thinking, all of which are as necessary to run your whole hair salon or motorcycle repair shop as they are to get a law degree. Conversely, make college free and open to everyone, at any age. Now, that would be a game changer!\u003c/li>\n\u003c/ol>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14654/how-do-we-prepare-our-children-for-whats-next","authors":["180"],"categories":["mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_684","mindshift_20903","mindshift_500"],"featImg":"mindshift_14661","label":"mindshift"},"mindshift_14485":{"type":"posts","id":"mindshift_14485","meta":{"index":"posts_1591205157","site":"mindshift","id":"14485","score":null,"sort":[1313098009000]},"guestAuthors":[],"slug":"scratch-teaching-kids-about-programming-teaching-kids-about-remixing","title":"Scratch: Teaching the Difference Between Creating and Remixing","publishDate":1313098009,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-14488\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/palette_2/\">\u003cimg class=\"alignleft size-medium wp-image-14488\" title=\"Palette_2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Palette_2-300x195.png\" alt=\"\" width=\"300\" height=\"195\">\u003c/a>The introductory programming language \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and games that are built with it.\u003c/p>\n\u003cp>For those unfamiliar with Scratch, some background: Developed by the \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Scratch is available free of charge, and the software runs on Mac, Windows, and Linux computers. (\u003ca href=\"http://info.scratch.mit.edu/Scratch2FAQ\">Scratch 2.0\u003c/a>, which is currently under development, will bring the tool into the Web browser as opposed to being a download.)\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT PROGRAMMING\u003c/strong>\u003c/p>\n\u003cp>Scratch requires no programming knowledge, and as it's aimed at a young audience, its interface is, by necessity, fairly intuitive. With Scratch, users choose from a selection of \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Blocks\">blocks\u003c/a> that govern motion, color, and sensors, for example and use these to built \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Script\">scripts\u003c/a>. These scripts are what makes the program's objects (\u003ca href=\"http://wiki.scratch.mit.edu/wiki/Sprite\">sprites\u003c/a>) perform actions. These building blocks of the Scratch programming language all fit together -- quite literally -- making it easy for users to drag and drop the necessary pieces into their program.\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT CREATIVE COMMONS, REMIXING & SHARING\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Since its release in 2007, over 850,000 users have joined the Scratch website and have shared, as noted above, almost 2 million projects — from games to animations. That sharing aspect has become a fundamental part of the Scratch community. The projects that are uploaded to the site are licensed under the Creative Commons Attribution Share-Alike License. That means that other users can download the graphics and the source code from these projects and are free to reuse and remix elements from them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The importance of understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/aside>\n\u003cp>That sharing has led to some interesting responses from users, as Andrés Monroy-Hernández, MIT PhD Candidate and founder of Scratch's online community, has documented in his research (\u003ca href=\"http://www.aaai.org/ocs/index.php/ICWSM/ICWSM10/paper/download/1533/1836\">PDF\u003c/a>). Monroy-Hernández tracked the responses to remixes from the originators of projects, and he found a wide range of reactions: people were just as likely to leave positive comments on remixes as they were to accuse these remixes of plagiarism.\u003c/p>\n\u003cp>One solution to this, while maintaining the openly licensed element of Scratch projects, would be to have a technological solution whereby the computer program automatically included some sort of attribution when a project was downloaded and remixed. But according to Monroy-Hernández's research, members of the Scratch community seemed to respond more positively when that credit wasn't automated but was manually given -- whether it appeared in the form of credits within a program or, more likely, as part of the description of the project on the site. Indeed, in some of the follow-up interviews that were conducted, it was this act of manually crediting that made the difference in many users' minds between a project that was a remix and a project that was plagiarism. \u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14491\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/remix/\">\u003cimg class=\"aligncenter size-full wp-image-14491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/remix.jpg\" alt=\"\" width=\"525\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-320x235.jpg 320w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/a>\u003c/p>\n\u003cp>\"Our fundamental insight is that while both attribution and credit may be important, they are distinct concepts and that credit is, socially, worth more. A system can attribute the work of a user but credit, which is seen as much more important by users and which has a greater effect on user behavior, cannot be done automatically. Computers can attribute. Crediting, however, takes a human.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The lessons gleaned from the Scratch community are applicable to other communities as well -- to classroom projects as well as to other social media sites. Scratch offers young people an opportunity to \"imagine, program, share\" as its slogan suggests. Often when we talk about Scratch, it's that middle piece -- the programming -- that's the focus. But there are clearly other benefits to participating in the Scratch community -- understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1313109520,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":691},"headData":{"title":"Scratch: Teaching the Difference Between Creating and Remixing | KQED","description":"The introductory programming language Scratch is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Scratch: Teaching the Difference Between Creating and Remixing","datePublished":"2011-08-11T21:26:49.000Z","dateModified":"2011-08-12T00:38:40.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14485 http://blogs.kqed.org/mindshift/?p=14485","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/11/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/","disqusTitle":"Scratch: Teaching the Difference Between Creating and Remixing","path":"/mindshift/14485/scratch-teaching-kids-about-programming-teaching-kids-about-remixing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-14488\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/palette_2/\">\u003cimg class=\"alignleft size-medium wp-image-14488\" title=\"Palette_2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/Palette_2-300x195.png\" alt=\"\" width=\"300\" height=\"195\">\u003c/a>The introductory programming language \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> is on the cusp of having its 2 millionth project uploaded to its website. That's an impressive number, and one that points not just to the widespread adoption of Scratch by novice programmers, but to the growth of a vibrant community surrounding the programming language along with the stories and games that are built with it.\u003c/p>\n\u003cp>For those unfamiliar with Scratch, some background: Developed by the \u003ca href=\"media.mit.edu\">MIT Media Lab\u003c/a>, Scratch is a visual programming language for children age 6 and up. Scratch is available free of charge, and the software runs on Mac, Windows, and Linux computers. (\u003ca href=\"http://info.scratch.mit.edu/Scratch2FAQ\">Scratch 2.0\u003c/a>, which is currently under development, will bring the tool into the Web browser as opposed to being a download.)\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT PROGRAMMING\u003c/strong>\u003c/p>\n\u003cp>Scratch requires no programming knowledge, and as it's aimed at a young audience, its interface is, by necessity, fairly intuitive. With Scratch, users choose from a selection of \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Blocks\">blocks\u003c/a> that govern motion, color, and sensors, for example and use these to built \u003ca href=\"http://wiki.scratch.mit.edu/wiki/Script\">scripts\u003c/a>. These scripts are what makes the program's objects (\u003ca href=\"http://wiki.scratch.mit.edu/wiki/Sprite\">sprites\u003c/a>) perform actions. These building blocks of the Scratch programming language all fit together -- quite literally -- making it easy for users to drag and drop the necessary pieces into their program.\u003c/p>\n\u003cp>\u003cstrong>TEACHING ABOUT CREATIVE COMMONS, REMIXING & SHARING\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since its release in 2007, over 850,000 users have joined the Scratch website and have shared, as noted above, almost 2 million projects — from games to animations. That sharing aspect has become a fundamental part of the Scratch community. The projects that are uploaded to the site are licensed under the Creative Commons Attribution Share-Alike License. That means that other users can download the graphics and the source code from these projects and are free to reuse and remix elements from them.\u003c/p>\n\u003caside class=\"pullquote alignleft\">The importance of understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/aside>\n\u003cp>That sharing has led to some interesting responses from users, as Andrés Monroy-Hernández, MIT PhD Candidate and founder of Scratch's online community, has documented in his research (\u003ca href=\"http://www.aaai.org/ocs/index.php/ICWSM/ICWSM10/paper/download/1533/1836\">PDF\u003c/a>). Monroy-Hernández tracked the responses to remixes from the originators of projects, and he found a wide range of reactions: people were just as likely to leave positive comments on remixes as they were to accuse these remixes of plagiarism.\u003c/p>\n\u003cp>One solution to this, while maintaining the openly licensed element of Scratch projects, would be to have a technological solution whereby the computer program automatically included some sort of attribution when a project was downloaded and remixed. But according to Monroy-Hernández's research, members of the Scratch community seemed to respond more positively when that credit wasn't automated but was manually given -- whether it appeared in the form of credits within a program or, more likely, as part of the description of the project on the site. Indeed, in some of the follow-up interviews that were conducted, it was this act of manually crediting that made the difference in many users' minds between a project that was a remix and a project that was plagiarism. \u003c!--more-->\u003c/p>\n\u003cp>\u003ca rel=\"attachment wp-att-14491\" href=\"http://ww2.kqed.org/mindshift/2011/08/scratch-teaching-kids-about-programming-teaching-kids-about-remixing/remix/\">\u003cimg class=\"aligncenter size-full wp-image-14491\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/remix.jpg\" alt=\"\" width=\"525\" height=\"386\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix.jpg 525w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/08/remix-320x235.jpg 320w\" sizes=\"(max-width: 525px) 100vw, 525px\">\u003c/a>\u003c/p>\n\u003cp>\"Our fundamental insight is that while both attribution and credit may be important, they are distinct concepts and that credit is, socially, worth more. A system can attribute the work of a user but credit, which is seen as much more important by users and which has a greater effect on user behavior, cannot be done automatically. Computers can attribute. Crediting, however, takes a human.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The lessons gleaned from the Scratch community are applicable to other communities as well -- to classroom projects as well as to other social media sites. Scratch offers young people an opportunity to \"imagine, program, share\" as its slogan suggests. Often when we talk about Scratch, it's that middle piece -- the programming -- that's the focus. But there are clearly other benefits to participating in the Scratch community -- understanding what it means to build upon others' work and what it means to give credit to others when you do so.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14485/scratch-teaching-kids-about-programming-teaching-kids-about-remixing","authors":["4352"],"categories":["mindshift_195","mindshift_1"],"tags":["mindshift_500"],"featImg":"mindshift_14488","label":"mindshift"},"mindshift_12550":{"type":"posts","id":"mindshift_12550","meta":{"index":"posts_1591205157","site":"mindshift","id":"12550","score":null,"sort":[1308073225000]},"guestAuthors":[],"slug":"why-should-fifth-graders-learn-to-program","title":"Why Should Fifth Graders Learn to Program?","publishDate":1308073225,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12551\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://scratch.mit.edu/projects/trackb1103/1767728\">\u003cimg class=\"size-medium wp-image-12551\" title=\"Screen shot 2011-06-14 at 10.00.16 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-10.00.16-AM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Click on the image to play this game designed by a student at a Los Altos elementary school.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp>\"I think I fixed it, can I upload my program?”\u003cbr>\n“Can you test my app?\"\u003cbr>\n“I just need to add a help menu.”\u003c/p>\n\u003cp>These are not remarks at a Silicon Valley technology startup, but from an animated conversation in a classroom of 10- and 11-year-olds in the Los Altos School District in California. These fifth- and sixth graders are experiencing the excitement of computer programming through \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, a tool designed by MIT. They are creating their very first fully functional program.\u003c/p>\n\u003cp>As part of a district-wide program called Digital Design that I teach, every student from fourth through sixth grade is exposed to computer programming in addition to 2D and 3D design. The first assignment this trimester was to create a drawing program – a computer version of the popular Etch-A-Sketch toy. Students learned some fundamental programming concepts, then wrote their own programs. The project was deliberately open ended and the creative results surprised me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/aside>\n\u003cp>Most of these students have never programmed before, and certainly did not think of themselves as computer experts. But in less than two hours (three classes), they created programs with help menus, keyboard shortcuts, menus to change colors, brushes, paper and more. Imagine what they could do with a little more time and experience!\u003c/p>\n\u003cp>\u003cstrong>Drawing Programs Samples\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second project was to create a simple video game, and it was constructed in five classes. Students learned programming concepts such as iteration, conditionals, and variables in the context of game design. As before, the the students showcased their originality.\u003c!--more-->\u003c/p>\n\u003cp>Here's an example: Use arrow keys to collect bananas without touching the dino.\u003c/p>\n\u003cparam name=\"project\" value=\"../../static/projects/trackb11g3/1814535.sb\"> \u003ca href=\"http://scratch.mit.edu/projects/trackb11g3/1814535\">Learn more about this project\u003c/a>\n\u003cp>\u003cstrong>Simple games\u003c/strong>\u003c/p>\n\u003cp>About 900 students have learned programming through Scratch in the last 2 years via the Los Altos School District’s Digital Design program. The examples shown are just a small sample taken from the last trimester. More Scratch projects can be found on the \u003ca href=\"http://www.digitalartforall.com/lasd/digital-gallery/\">Digital Gallery\u003c/a> on this website.\u003c/p>\n\u003cp>What is particularly remarkable about these projects is that every student in the public school district takes this class. The projects are not just made by students who are already predisposed to computers – the \"wanna-be computer geeks.\" One student told me right at the beginning that she does not like computers. The class also includes English language learners who just transferred to the school district. There are also several special education students who are mainstreamed for this program. This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/p>\n\u003cp>These students may not choose to be computer scientists, but they have learned computational thinking, an important digital-age skill. (\u003ca href=\"http://www.iste.org/standards/computational-thinking.aspx\">See more on computational thinking on the ISTE website\u003c/a>). They will be able to use these skills to solve problems in a wide range of fields in the future. There has been much written about the need to go beyond teaching the \u003cem>use\u003c/em> of computer programs and to actually teach how to \u003cem>make\u003c/em> computer programs. Douglas Rushkoff makes a good case for learning programming in his book \u003cem>\u003ca href=\"http://www.orbooks.com/our-books/program/\">Program or Be Programmed: Ten Commands for a Digital Age\u003c/a>: \u003c/em> “When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. ”\u003c/p>\n\u003cp>The most exciting part for a computer scientist and Silicon Valley resident like myself is that some of these kids are now passionate about programming. They are working on Scratch projects during recess and at home (\u003ca href=\"http://scratch.mit.edu/\">Scratch is a free download from MIT\u003c/a>).\u003c/p>\n\u003cp>Eventually, one of these kids may go on to create the next Hewlett Packard, or the next Apple or the next Google. I like to think that the future of Silicon Valley is in good hands; this new generation of creative computer programmers will keep our innovative spirit alive.\u003c/p>\n\u003ch5>\u003cem>This article was posted on \u003ca href=\"http://www.digitalartforall.com/1482/creative-computer-programmers/\">Digital Art for All\u003c/a> by Sheena Vaidyanathan, who teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp>Watch Rushkoff's video about the importance of learning to program:\u003cbr>\nhttp://youtu.be/kgicuytCkoY\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1386611325,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":785},"headData":{"title":"Why Should Fifth Graders Learn to Program? | KQED","description":"By Sheena Vaidyanathan "I think I fixed it, can I upload my program?” “Can you test my app?" “I just need to add a help menu.” These are not remarks at a Silicon Valley technology startup, but from an animated conversation in a classroom of 10- and 11-year-olds in the Los Altos School District in","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Should Fifth Graders Learn to Program?","datePublished":"2011-06-14T17:40:25.000Z","dateModified":"2013-12-09T17:48:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12550 http://blogs.kqed.org/mindshift/?p=12550","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/14/why-should-fifth-graders-learn-to-program/","disqusTitle":"Why Should Fifth Graders Learn to Program?","path":"/mindshift/12550/why-should-fifth-graders-learn-to-program","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12551\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://scratch.mit.edu/projects/trackb1103/1767728\">\u003cimg class=\"size-medium wp-image-12551\" title=\"Screen shot 2011-06-14 at 10.00.16 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/Screen-shot-2011-06-14-at-10.00.16-AM-300x242.png\" alt=\"\" width=\"300\" height=\"242\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Click on the image to play this game designed by a student at a Los Altos elementary school.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Sheena Vaidyanathan\u003c/h5>\n\u003cp>\"I think I fixed it, can I upload my program?”\u003cbr>\n“Can you test my app?\"\u003cbr>\n“I just need to add a help menu.”\u003c/p>\n\u003cp>These are not remarks at a Silicon Valley technology startup, but from an animated conversation in a classroom of 10- and 11-year-olds in the Los Altos School District in California. These fifth- and sixth graders are experiencing the excitement of computer programming through \u003ca href=\"http://scratch.mit.edu/\">Scratch\u003c/a>, a tool designed by MIT. They are creating their very first fully functional program.\u003c/p>\n\u003cp>As part of a district-wide program called Digital Design that I teach, every student from fourth through sixth grade is exposed to computer programming in addition to 2D and 3D design. The first assignment this trimester was to create a drawing program – a computer version of the popular Etch-A-Sketch toy. Students learned some fundamental programming concepts, then wrote their own programs. The project was deliberately open ended and the creative results surprised me.\u003c/p>\n\u003caside class=\"pullquote alignleft\">This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/aside>\n\u003cp>Most of these students have never programmed before, and certainly did not think of themselves as computer experts. But in less than two hours (three classes), they created programs with help menus, keyboard shortcuts, menus to change colors, brushes, paper and more. Imagine what they could do with a little more time and experience!\u003c/p>\n\u003cp>\u003cstrong>Drawing Programs Samples\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second project was to create a simple video game, and it was constructed in five classes. Students learned programming concepts such as iteration, conditionals, and variables in the context of game design. As before, the the students showcased their originality.\u003c!--more-->\u003c/p>\n\u003cp>Here's an example: Use arrow keys to collect bananas without touching the dino.\u003c/p>\n\u003cparam name=\"project\" value=\"../../static/projects/trackb11g3/1814535.sb\"> \u003ca href=\"http://scratch.mit.edu/projects/trackb11g3/1814535\">Learn more about this project\u003c/a>\n\u003cp>\u003cstrong>Simple games\u003c/strong>\u003c/p>\n\u003cp>About 900 students have learned programming through Scratch in the last 2 years via the Los Altos School District’s Digital Design program. The examples shown are just a small sample taken from the last trimester. More Scratch projects can be found on the \u003ca href=\"http://www.digitalartforall.com/lasd/digital-gallery/\">Digital Gallery\u003c/a> on this website.\u003c/p>\n\u003cp>What is particularly remarkable about these projects is that every student in the public school district takes this class. The projects are not just made by students who are already predisposed to computers – the \"wanna-be computer geeks.\" One student told me right at the beginning that she does not like computers. The class also includes English language learners who just transferred to the school district. There are also several special education students who are mainstreamed for this program. This is a case of everyone learning programming in school, not the select few who know that they want to and can afford to take an expensive computer camp.\u003c/p>\n\u003cp>These students may not choose to be computer scientists, but they have learned computational thinking, an important digital-age skill. (\u003ca href=\"http://www.iste.org/standards/computational-thinking.aspx\">See more on computational thinking on the ISTE website\u003c/a>). They will be able to use these skills to solve problems in a wide range of fields in the future. There has been much written about the need to go beyond teaching the \u003cem>use\u003c/em> of computer programs and to actually teach how to \u003cem>make\u003c/em> computer programs. Douglas Rushkoff makes a good case for learning programming in his book \u003cem>\u003ca href=\"http://www.orbooks.com/our-books/program/\">Program or Be Programmed: Ten Commands for a Digital Age\u003c/a>: \u003c/em> “When human beings acquired language, we learned not just how to listen but how to speak. When we gained literacy, we learned not just how to read but how to write. And as we move into an increasingly digital reality, we must learn not just how to use programs but how to make them. ”\u003c/p>\n\u003cp>The most exciting part for a computer scientist and Silicon Valley resident like myself is that some of these kids are now passionate about programming. They are working on Scratch projects during recess and at home (\u003ca href=\"http://scratch.mit.edu/\">Scratch is a free download from MIT\u003c/a>).\u003c/p>\n\u003cp>Eventually, one of these kids may go on to create the next Hewlett Packard, or the next Apple or the next Google. I like to think that the future of Silicon Valley is in good hands; this new generation of creative computer programmers will keep our innovative spirit alive.\u003c/p>\n\u003ch5>\u003cem>This article was posted on \u003ca href=\"http://www.digitalartforall.com/1482/creative-computer-programmers/\">Digital Art for All\u003c/a> by Sheena Vaidyanathan, who teaches 3D design and computer programming to students in the Los Altos School District in California.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp>Watch Rushkoff's video about the importance of learning to program:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kgicuytCkoY'\n title='//www.youtube.com/embed/kgicuytCkoY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12550/why-should-fifth-graders-learn-to-program","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_557","mindshift_556","mindshift_500"],"featImg":"mindshift_12551","label":"mindshift"},"mindshift_12514":{"type":"posts","id":"mindshift_12514","meta":{"index":"posts_1591205157","site":"mindshift","id":"12514","score":null,"sort":[1307987821000]},"guestAuthors":[],"slug":"preventing-the-summer-slide-with-diy-tech-and-science-projects","title":"Preventing the Summer Slide with DIY Tech and Science Projects","publishDate":1307987821,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1371229469,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":369},"headData":{"title":"Preventing the Summer Slide with DIY Tech and Science Projects | KQED","description":"Continuing our summer slide series, in which we've offered ideas on how to keep learners' math and literacy skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Preventing the Summer Slide with DIY Tech and Science Projects","datePublished":"2011-06-13T17:57:01.000Z","dateModified":"2013-06-14T17:04:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12514 http://blogs.kqed.org/mindshift/?p=12514","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/13/preventing-the-summer-slide-with-diy-tech-and-science-projects/","disqusTitle":"Preventing the Summer Slide with DIY Tech and Science Projects","path":"/mindshift/12514/preventing-the-summer-slide-with-diy-tech-and-science-projects","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_12515\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">\u003cimg class=\"size-medium wp-image-12515\" title=\"How to Build a Robot - The BeetleBot\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/How-to-Build-a-Robot-The-BeetleBot-300x221.jpg\" alt=\"\" width=\"300\" height=\"221\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Continuing our \u003ca href=\"http://ww2.kqed.org/mindshift/tag/summer-slide/\">summer slide\u003c/a> series, in which we've offered ideas on how to keep learners' \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/preventing-the-summer-slide-in-math-skills/\">math\u003c/a> and \u003ca href=\"http://ww2.kqed.org/mindshift/2011/06/preventing-the-summer-slide-in-reading/\">literacy\u003c/a> skills sharpened, we now turn our focus to science and tech-related ideas. The summer months provide a great opportunity for students to work on projects that help extend some of the ideas they might have learned during the school year or to pursue ideas that they might not have had a chance to do in the classroom.\u003c/p>\n\u003cp>Here is just a short list of projects that could help prevent the summer slide in science and technology.\u003c/p>\n\u003cp>\u003cstrong>1. BECOME A CITIZEN SCIENTIST\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Citizen science takes scientific inquiry and research out of the lab (and out of the sole purview of scientists and researchers) and puts it in the hand of those without formal scientific training -- \"citizens,\" volunteers, and, yes, students. There are a number of ways that students can engage in citizen science projects over the summer, whether they're \u003ca href=\"http://www.projectnoah.org/\">spotting animals\u003c/a> or \u003ca href=\"http://leafsnap.com/\">identifying plants\u003c/a>. Here are a few \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/four-fantastic-citizen-scientist-apps-and-sites/\">suggested apps and websites\u003c/a>\u003cstrong>.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>2. LEARN TO PROGRAM\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Despite the explosion of the number of tech jobs, very few students actually have an opportunity to learn programming at the K-12 level. Programming remains a project that many students do outside the classroom, hacking on their home computers. There are a number of tools that can help even very young children learn how to program, including \u003ca href=\"http://scratch.mit.edu\">Scratch\u003c/a> and \u003ca href=\"http://research.microsoft.com/en-us/projects/kodu/\">Kodu\u003c/a>. Here are a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/5-tools-to-introduce-programming-to-kids/\">list of a few programming languages\u003c/a> that make a good place for budding computer scientist to start.\u003c/p>\n\u003cp>\u003cstrong>3. BUILD A ROBOT\u003c/strong>\u003c/p>\n\u003cp>Summer vacation is only two or three months long, so the suggestion to build a robot might seem ambitious. But in addition to the new tools that make it easier for kids to learn how to build software, you \u003c!--more-->can find tools that make it easier for them to learn how to build hardware -- things like \u003ca href=\"http://mindstorms.lego.com/en-us/Default.aspx\">LEGO Mindstorms\u003c/a> and \u003ca href=\"http://www.arduino.cc/\">Arduino\u003c/a>. But even without any programming or electrical engineering skills, building a robot can be as easy as following step-by-side \u003ca href=\"http://www.instructables.com/id/How-to-Build-a-Robot---The-BeetleBot/\">instructions from Instructables\u003c/a> or assembling do-it-yourself kits like these \u003ca href=\"http://www.amazon.com/Blinkybug-Kit-Make-Electronic-Insects/dp/0811871401/ref=sr_1_1?ie=UTF8&qid=1307986962&sr=8-1\">Blinky Bugs\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What summer science and tech projects are on your To Do list?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12514/preventing-the-summer-slide-with-diy-tech-and-science-projects","authors":["4352"],"categories":["mindshift_195","mindshift_20515"],"tags":["mindshift_553","mindshift_280","mindshift_552","mindshift_551","mindshift_500","mindshift_47","mindshift_514"],"featImg":"mindshift_12515","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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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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