A phone in the hand

Half of young people hold their phone throughout the day, according to a survey by YouGov Omnibus.

Those surveyed were asked if they keep their smartphone in a pants pocket, jacket pocket, table surface, purse/handbag or somewhere else. They could choose multiple options.

“While pants pocket received the highest percentage across all three age groups (58%, 39%, and 44%, from youngest to oldest), the in-hand option was the second-highest selection for young people aged 18-34,” YouGov reports.

‘Making’ goes mainstream

Shemya Key and Nele Dixkens use a drill press to perfect their miniature-golf project at Monticello High’s engineering room. Photo: Reza A. Marvashti/Education Week.

 The “maker” movement — do-it-yourselfers tinkering  and inventing– is moving from garages, “makerspaces” and “maker faires” to “the highly regulated world of K-12 education,” writes Reza A. Marvashti in Education Week. Can “maker ed” make it in mainstream schools?

John Choi, a Carnegie Mellon student, brought his lightsaber-wielding robot to the National Maker Faire.

John Choi, a Carnegie Mellon student, brought his lightsaber-wielding robot to the National Maker Faire.

“If schools don’t get the spirit of it, I don’t think it will benefit them a whole lot,” said Dale Dougherty, the founder of MAKE magazine.

The White House is hosting its second National Week of Making this week.

“Nonprofit advocacy groups such as Digital Promise and Dougherty’s Maker Education Initiative are encouraging districts to champion making inside their schools,” reports Marvashti.

Maker education” . . .  refers to hands-on activities that support academic learning and promote experimentation, collaboration, and a can-do mindset. But in practice, educators use “making” to describe everything from formal STEM (science, technology, engineering, and math) curricula to project-based classroom lessons to bins of crafting materials on a shelf in the library.

In 2011, Monticello High in Ablemarle County, Virginia turned its library into a space where students can tinker with “circuits, programmable microprocessors, and art supplies,” writes Marvashti.

Now, a woodshop-turned-engineering lab is full of teenagers on laptops working intently on projects such as developing a first-person shooter video game. Their introductory computer science course is built around a simple question: What do you want to create?

Upstairs, meanwhile, 16-year old Ray Thomas sits in front of a microphone and monitor, using his audio-production class to finish a new rap song.

However, “making” is for a minority of enthusiasts, not for everyone.

Across the county, Baker-Butler Elementary has given up on self-directed “making,” reports Marvashti. Kids didn’t know how to get started. Instead, students work on structured “maker challenges,” which sound a lot like the “hands-on projects” of yore.

Read the full article here: The ‘Maker’ Movement Is Coming to K-12: Can Schools Get It Right? (Education Week)

Making is known for white males working with electronics, vehicles and robots, said critic Leah Buechley, a former MIT professor, in 2013. She urged MAKE to feature a broader range of makers, including those working with ceramics, costumes and weaving.

With 3-D printing, now affordable, makers can create very cool things.

The maker movement matters for U.S. competitiveness, writes James Fallows here and here.

Beyond schools: How will kids learn?

Technology is ramping up the possibilities for out-of-school learning, predicts Mike Petrilli.

Venture capital is flowing into “apps, games, and tutoring platforms that are ‘student-facing’ and being sold direct-to-consumer (or available for free),” he writes.

Khan Academy was drawing 6.5 million unique users per month in the U.S. in 2014, according to a study by SRI.

I’m particularly intrigued by its new partnership with the College Board, which allows students to use their PSAT or SAT results to find free, targeted help through Khan Academy. In the lead-up to the new SAT, administered for the first time in March, over one million students used Khan’s official SAT practice modules. And it wasn’t just affluent kids in hothouse high schools logging on; usage was even across all major demographic groups.

For young kids, PBS Kids provides video content, games, and interactive features, writes Petrilli.  His eight-year-old son “has learned much more science from Wild Kratts and the like than from the Montgomery County Public Schools.”

Other good sources are Brain Pop and Brain Pop Jr. and National Geographicboth for videos and for interactive activitiesTinybop has created several “strange and beautiful” apps that make learning fun for preschoolers.

Older kids can get a lot out of Ted Ed or the Art of Problem Solving or Duolingo (for learning languages); many younger kids enjoy the Age of Learning’s products. . . . We at Fordham have even tried our hand at compiling good streaming videos from across the interwebs. And of course, don’t forget about the learning potential of games like Minecraft.

Funders and reformers could offer their own content-rich curriculum with “videos, games, social interactivity, Petrilli writes. “Not surprisingly, that’s what the “teach coding” people are busy doing.”

I like Petrilli’s idea for “a website where an elementary or middle school student could enter his standardized test score, and maybe his GPA, and be informed by an algorithm what kind of a college he’d be on track to attend.” Students on the track to remedial community college courses could be pointed to learning resources to help them catch up.

PBS KIDS has announced its summer schedule with new episodes of Ready Jet Go!, Odd Squad and Nature Cat. Parents can find free games, activities,  educational apps and videos at pbsparents.org/summer.

Girls outscore boys on engineering test

Eighth-grade girls outperformed boys on the first national test of technological literacy, reports Education Week. The Technology and Engineering Literacy (TEL) exam, part of the National Assessment of Educational Progress (NAEP), was designed to measure problem-solving skills rather than knowledge.

Technology and engineering are stressed at Girls' Middle School, a private school in Palo Alto, CA.

Technology and engineering are stressed at Girls’ Middle School, a private school in Palo Alto, CA.

Overall, 43 percent of students tested as proficient or advanced.

The largest gaps were the familiar ones: Black, Latino, low-income and urban students did significantly worse.

Students were given “a series of virtual scenarios aimed at testing their problem-solving abilities and their ability to use information about technology and engineering to develop solutions,” writes Jackie Zubrzycki.

There was no evidence that the gap in scores was due to girls’ reading ability, said Peggy Carr, the acting commissioner of the National Center for Education Statistics.

As they take the test, students work through multistep scenarios that range from creating a historically accurate museum exhibit about a drought to developing safe bike lanes in a city. Students are provided with background knowledge about the topics before they are asked to answer questions about them: One of the scenarios included a background video about iguanas before students were asked to design an ideal iguana habitat.

. . . on a task related to designing a bike lane, 76 percent of students successfully identified components of a safe bike lane, the first step; 64 percent were able to identify potential adjustments to a sample set of bike lanes to make them safer by, for instance, expanding the lanes; 45 percent were able to successfully redesign the route using an interactive tool. But a smaller portion, 11 percent, could explain the rationale behind the route that they chose.

NAEP plans similar scenario-based tasks on other exams, starting with social studies or history.

Nearly two-thirds of test-takers said they’d learned about solving problems and fixing things at home rather than at school.

When I grew up, girls weren’t supposed to fix things and my father believed that Jews couldn’t fix things, so I didn’t learn much about how things work. Other than magic! I do have good problem-solving skills — if background knowledge is not required.

Take a look at the TEL task video and see if you think this is a useful way to measure technical and engineering skills.

Popular ed tech is not disruptive — or effective

The most popular digital learning tools fit into existing classrooms without “disrupting” traditional ways of teaching, reports Benjamin Herold in Ed Week.

The most popular digital learning tools are the least effective, an SRI analysis found.

The most popular digital learning tools are the least effective, an SRI analysis found.

These tools may have little or no effect on student learning, warns an analysis by SRI’s Center for Technology in Learning. In fact, the most popular tools were the least effective and the most effective tools had the fewest users, researchers found.

SRI studied “complete online courses, peer-support platforms, and predictive analytics tools” funded by the Gates Foundation’s Next Generation Learning Challenge, reports Herold. “Most had no statistically significant impact on student outcomes,” the Gates-funded follow-up concluded.

Products that scaled most rapidly shared three factors:

. . . a promise of cost savings for schools, no requirements for face-to-face training, and an ability to be easily integrated into existing teaching and learning practices.

“To create an education technology tool that can have an impact, but also be adopted in many classrooms, requires thinking about supports for teachers, resources for instruction, and rethinking the way time is used within schools,” said Barbara Means, the director of the Center for Technology in Learning.

Comprehensive technology interventions are more effective, SRI found. They’re also less common.

Only a few large, more established companies have the resources and capacity to develop such products, then wait out K-12 schools’ glacial purchasing cycles. And some of the higher-profile initiatives, such as the complete K-12 digital curriculum that Pearson sold to the Los Angeles Unified district, turned into major flops.

K-12 educators often try to use technology products and services from multiple sources, said Sara Allan, the deputy director of K-12 programs at the Gates Foundation.

That’s difficult to do well, writes Herold. Schools may “end up with a hodgepodge in which the effectiveness of any one tool is limited by the confusion in the broader ecosystem.”

Smartphones, slow students

Do Smartphones Help or Hurt Students’ Academic Achievement?  asks Paul Barnwell, who teaches English at a Louisville high school, in The Atlantic.

“Most students bring a mini-supercomputer to school every day, a device with vast potential for learning,” he writes. However, “using phones for learning requires students to synthesize information and stay focused on a lesson or a discussion.” For some students, phones are a distraction, not a help.

Technology “has the potential to shrink achievement gaps,” writes Rob Redies, a Fern Creek High chemistry teacher, in an email. However, “I am actually seeing the opposite take place within my classroom.”

Barnwell has had success getting students to edit each other’s writing “using cloud-based word processing on their phones,” he writes. “I’ve also heard and read about other educators using phones for exciting applications: connecting students to content experts via social media, recording practice presentations, and creating ‘how-to’ videos for science experiments.”

However, his high school, which has many students reading below grade level, is struggling to use smartphones for learning. “I see students using cellphones and earbuds as a way to disengage with their peers,” said Fern Creek Principal Nathan Meyer. “The isolation squanders opportunities for students to learn to engage and communicate with empathy.”

“We find that mobile phone bans have very different effects on different types of students,” concludes a recent study on phone access and the achievement gap. “Banning mobile phones improves outcomes for the low-achieving students … the most, and has no significant impact on high achievers.”

Students are addicted to their phones, writes a Montana teacher in Ed Week.

No bells, many choices

In a Forensic Science class, students learn from police department forensic investigator Ryan Andrews how to calculate the angle of impact of individual bloodstains and use strings to determine the area the bloodstains would have originated.

Forensic investigator Ryan Andrews shows students how to calculate the angle of impact of bloodstains.

Salt Lake City’s Innovations Early College High School uses personalized learning to put teenagers in charge of their education, I discovered in a visit last fall. My story is now up on Education Next.

There are no bells at Salt Lake City’s Innovations Early College High School, and no traditional “classes.” Students show up when they like, putting in six and a half hours at school between 7 a.m. and 5 p.m. Working with a mentor teacher, students set their own goals and move through self-paced online lessons. They can take more time when they need it or move ahead quickly when they show mastery.

Innovations, a district school, not a charter, is located on a community college campus, so it’s easy for students who qualify to take college classes. It also shares space with the district’s career-tech center, so students can take vocational classes in subjects ranging from web design and emergency medicine to cosmetology.

It seems very loosey-goosey, but mentors monitor students’ progress closely to make sure they’re on track for graduation.

Tech tools tranform art education

AP Art History teachers are using “high-resolution digital images, immersive technology, and multimedia textbooks” to expose students to art works they’d never get to see face to face, reports Ed Week.

Personalized ed raises privacy concerns

Digital software can personalize instruction for students working at different levels and speeds. But fears about the privacy and security of students’ personal information are on the rise, reports PBS NewsHour.

At Miami’s iPrep Academy, Nicole Rasmuson teaches math, using “smart” software that analyzes mistakes, tracks how long a student takes to answer and checks for understanding, reports John Tulenko.

The software uses student data to customize lessons. “It’ll ask them, what are your interests?” says the teacher. “And so, in the word problems, it’ll — if one kid’s really interested in food, it’ll talk about cookies and that kind of stuff. It’ll even ask them, what are your friends’ names? And then it’ll put their friends’ names in the problems, too.”

Does it matter if software remembers that Jayden struggled with fractions, Maya likes soccer and Kim’s best friend in third grade was Jamie?

Dropouts need not apply in Silicon Valley

Bill Gates and Mark Zuckerberg dropped out of Harvard. Steve Jobs dropped out of Reed. But don’t believe that high-tech companies care more about “the caliber of your code” than your college degree, writes Lauren Weber in the Wall Street Journal.

High-tech companies — especially those in Silicon Valley — are more likely to demand a college degree for software developers than other employers, according to a Burning Glass Technologies survey.

In 95 percent of tech-sector job ads that specify a credential, the employer wants a bachelor’s degree or higher.

“Some firms are experimenting with ‘blind hiring‘ processes—designed to judge job applicants purely based on work samples rather than resumes,” writes Weber. However, that’s the exception.

Via Eduwonk.