tag:blogger.com,1999:blog-41830540065085849322024-03-07T21:34:54.486-06:00Aprender el futuroDesde la Universidad Autónoma de Guerrero (México)Unknownnoreply@blogger.comBlogger406125tag:blogger.com,1999:blog-4183054006508584932.post-91976096297032572972017-06-27T10:06:00.001-05:002017-06-27T10:08:35.903-05:00How Silicon Valley Pushed Coding Into American Classroom<br />
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Hadi Partovi, co-founder of Code.org." data-mediaviewer-credit="Koren Shadmi for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/28/business/00PARTOVI6/00Billionairespartovi-superJumbo.jpg" height="433" itemid="https://static01.nyt.com/images/2017/06/28/business/00PARTOVI6/00Billionairespartovi-superJumbo.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/06/28/business/00PARTOVI6/00Billionairespartovi-superJumbo.jpg" style="display: block; height: auto; max-width: 100%; width: 975px;" width="640" /><br />
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.875rem; line-height: 1.125rem; margin-left: 0px; margin-right: 0px; max-width: 615px;"><span class="caption-text">Hadi Partovi, co-founder of Code.org.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Koren Shadmi for The New York Times</span></figcaption></figure></div>
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At a <a href="https://www.nytimes.com/2017/06/19/technology/technology-forum-white-house.html" style="color: #326891;">White House gathering of tech titans</a> last week, Timothy D. Cook, the chief executive of Apple, delivered a blunt message to President Trump on how public schools could better serve the nation’s needs. To help solve a “huge deficit in the skills that we need today,” Mr. Cook said, the government should do its part to make sure students learn computer programming.</div>
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“Coding,” <a href="https://www.youtube.com/watch?v=dKUU9VavTjE" style="color: #326891;" title="White House video of the event.">Mr. Cook told the president</a>, “should be a requirement in every public school.”</div>
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The Apple chief’s education mandate was just the latest tech company push for coding courses in schools. But even without Mr. Trump’s support, Silicon Valley is already advancing that agenda — thanks largely to the marketing prowess of Code.org, an industry-backed nonprofit group.</div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Timothy D. Cook, chief executive of Apple, at an Apple store in New York where third graders participated in one of Code.org’s introductory coding lessons." data-mediaviewer-credit="Andrew Burton/Getty Images" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI3/00PARTOVI3-superJumbo.jpg" itemid="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI3/00PARTOVI3-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI3/00PARTOVI3-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 600px;" /><br />
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">Timothy D. Cook, chief executive of Apple, at an Apple store in New York where third graders participated in one of Code.org’s introductory coding lessons.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Andrew Burton/Getty Images</span></figcaption></figure><br />
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Code.org was founded in 2012 by Hadi Partovi, an early investor in Facebook and Airbnb, and <a href="http://www.mercurynews.com/2014/03/07/partovi-twins-quietly-emerge-as-top-silicon-valley-angel-investors/" style="color: #326891;" title="Mercury News article about the brothers">his twin brother</a>, Ali Partovi, himself an early investor in Zappos and Dropbox. The group first gained renown by using a viral video to stir up mass demand for coding lessons. Now Code.org’s goal is to get every public school in the United States to teach computer science.</div>
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In our tech-driven world, Hadi Partovi argues, computer science has become as essential for students as reading, writing and math. “Encryption is at least as foundational as photosynthesis,” he said.</div>
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Computer science is also essential to American tech companies, which have become heavily reliant on foreign engineers. Mr. Trump’s efforts to limit immigration make Code.org’s teach-Americans-to-code agenda even more attractive to the industry.</div>
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In a few short years, Code.org has raised more than $60 million <a href="https://code.org/about/donors" style="color: #326891;" title="Code.org donor list">from</a><a href="https://code.org/about/donors" style="color: #326891;" title="Code.org donor list">Microsoft, Facebook,</a><a href="https://code.org/about/donors" style="color: #326891;" title="Code.org donor list"> Google </a><a href="https://code.org/about/donors" style="color: #326891;" title="Code.org donor list">and Salesforce</a>, along with individual tech executives and foundations. It has helped to persuade two dozen states to change their education policies and laws, Mr. Partovi said, while creating free introductory coding lessons, called Hour of Code, which more than 100 million students worldwide have tried.</div>
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Along the way, Code.org has emerged as a new prototype for Silicon Valley education reform: a social-media-savvy entity that pushes for education policy changes, develops curriculums, offers online coding lessons and trains teachers — touching nearly every facet of the education supply chain.</div>
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<figure aria-label="media" class="media photo embedded layout-large-horizontal media-100000005187566 ratio-tall" data-media-action="modal" id="media-100000005187566" itemid="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI4/00PARTOVI4-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: both; display: flex; flex-direction: column; margin: 45px 0px; max-width: none; position: relative; width: 600px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; flex-shrink: 0; margin-bottom: 7px; position: relative;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Mr. Partovi standing behind President Barack Obama and a group of middle school students at an Hour of Code event marking Computer Science Education Week in 2014." data-mediaviewer-credit="Jabin Botsford/The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI4/00PARTOVI4-superJumbo.jpg" itemid="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI4/00PARTOVI4-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI4/00PARTOVI4-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 600px;" /><br />
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">Mr. Partovi standing behind President Barack Obama and a group of middle school students at an Hour of Code event marking Computer Science Education Week in 2014.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Jabin Botsford/The New York Times</span></figcaption></figure><br />
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“They have got this multipronged approach,” said Amy Klement, a partner at <a href="https://www.omidyar.com/investment-approach" style="color: #326891;">Omidyar Network</a>, a philanthropic investment organization started by the eBay founder Pierre Omidyar and his wife, Pam, which has given $5.5 million to <a href="http://code.org/" style="color: #326891;" target="_blank">Code.org</a>. “It’s unique and a model I would love to see replicated.”</div>
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But Code.org’s multilevel influence machine also raises the question of whether Silicon Valley is swaying public schools to serve its own interests — in this case, its need for software engineers — with little scrutiny. “If I were a state legislator, I would certainly be wondering about motives,” said <a href="http://polisci.msu.edu/people/sarah-reckhow/" style="color: #326891;" title="Professor Reckhow's bio">Sarah Reckhow, an assistant professor</a> of political science at Michigan State University. “You want to see public investment in a skill set that is the skill set you need for your business?”</div>
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Mr. Partovi, 44, said he simply wanted to give students the opportunity to develop the same skills that helped him and his backers succeed. He immigrated as a child to the United States from Iran with his family, went on to study computer science at Harvard, and later sold a voice-recognition start-up he had co-founded to <a class="meta-org" href="http://www.nytimes.com/topic/company/microsoft-corporation?inline=nyt-org" style="color: #326891;" title="More information about Microsoft Corporation">Microsoft</a> for a reported $800 million.</div>
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“That dream is much less accessible if you are in one of America’s schools where they don’t even tell you you could go into that field,” Mr. Partovi said.</div>
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Even so, he acknowledged some industry self-interest. “If you are running a tech company,” he said, “it’s extremely hard to hire and retain engineers.”</div>
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Code.org is now one of the largest providers of free online coding lessons and more comprehensive computer science curriculums. It has also provided training workshops to more than 57,000 teachers, Mr. Partovi said.</div>
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The rise of Code.org coincides with a larger tech-industry push to remake American primary and secondary schools with computers and learning apps, a market estimated to reach $21 billion by 2020.</div>
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Last year, Apple rolled out a free app, called <a href="https://www.nytimes.com/2016/09/13/technology/apple-coding-app-swift-playgrounds.html" style="color: #326891;" title="Related Times article">Swift Playgrounds</a>, to teach basic coding in Swift, a programming language the company unveiled in 2014.</div>
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<figure aria-label="media" class="media photo embedded layout-large-horizontal media-100000004637655" data-media-action="modal" id="media-100000004637655" itemid="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI/13apple-gif-master675.gif" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: both; display: flex; flex-direction: column; margin: 45px 0px; max-width: none; position: relative; width: 600px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; flex-shrink: 0; margin-bottom: 7px; position: relative;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Swift Playgrounds, an educational app that Apple created to teach young people how to code." data-mediaviewer-credit="Apple" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI/13apple-gif-superJumbo.png" itemid="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI/13apple-gif-master675.gif" itemprop="url" src="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI/13apple-gif-master675.gif" style="display: block; height: auto; max-width: 100%; width: 600px;" /><br />
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">Swift Playgrounds, an educational app that Apple created to teach young people how to code.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Apple</span></figcaption></figure><br />
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Last month, <a href="https://www.apple.com/newsroom/2017/05/apple-launches-app-development-curriculum-for-high-school-community-college-students/" style="color: #326891;" title="Apple announcement on the topic.">Apple introduced a year</a><a href="https://www.apple.com/newsroom/2017/05/apple-launches-app-development-curriculum-for-high-school-community-college-students/" style="color: #326891;" title="Apple announcement on the topic.">long curriculum</a> for high schools and community colleges to teach app design in Swift. Apple has <a href="https://www.apple.com/newsroom/2016/11/free-hour-of-code-workshops-december-5-through-11-at-every-apple-store/" style="color: #326891;" title="Apple news release on the topic">also supported Code.org</a> by hosting the group’s popular Hour of Code events in its stores.</div>
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Before Code.org emerged, the National Science Foundation, industry, and education experts worked for years to develop and spread computer science instruction in schools. In 2009, for instance, an engineer at Microsoft started <a href="https://www.tealsk12.org/about/" style="color: #326891;" title="The group's site">a program called Teals</a> (for Technology Education and Literacy in Schools) that places tech company volunteers in schools to help teach the subject.</div>
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Then Mr. Partovi came along with the idea of using a viral video to spark mass demand for the courses.</div>
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Education Disrupted</h6>
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A series examining how Silicon Valley is gaining influence in public schools.</div>
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READ PART 1</h6>
<a href="https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html" style="color: #326891; text-decoration-line: none;"><h2 class="interactive-headline" style="color: black; font-family: nyt-cheltenham-sh, nyt-cheltenham, georgia, "times new roman", times, serif; font-size: 14px; font-weight: 500; line-height: 17px; margin: 0px;">
<span style="padding-right: 0.75em;">How Google Took Over the Classroom</span><span class="pubdate" style="color: #999999; display: inline-block; font-family: , "arial" , "helvetica" , sans-serif; font-size: 0.625rem; line-height: 1.0625rem; padding: 0px 0.75em 0px 0px; text-transform: uppercase; white-space: nowrap;">MAY 13</span></h2>
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READ PART 2</h6>
<a href="https://www.nytimes.com/2017/06/06/technology/tech-billionaires-education-zuckerberg-facebook-hastings.html" style="color: #326891; text-decoration-line: none;"><h2 class="interactive-headline" style="color: black; font-family: nyt-cheltenham-sh, nyt-cheltenham, georgia, "times new roman", times, serif; font-size: 14px; font-weight: 500; line-height: 17px; margin: 0px;">
<span style="padding-right: 0.75em;">The Silicon Valley Billionaires Remaking America’s Schools</span><span class="pubdate" style="color: #999999; display: inline-block; font-family: , "arial" , "helvetica" , sans-serif; font-size: 0.625rem; line-height: 1.0625rem; padding: 0px 0.75em 0px 0px; text-transform: uppercase; white-space: nowrap;">JUNE 6</span></h2>
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He began by persuading Bill Gates, the co-founder of Microsoft, and Mark Zuckerberg, the Facebook chief executive, to appear in a short film promoting coding to students. In its first week on YouTube, the video, called “What Most Schools Don’t Teach,” racked up roughly nine million views. Within two weeks, Mr. Partovi said, about 20,000 teachers contacted him.</div>
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Mr. Partovi compared Code.org’s approach to those of start-ups like Airbnb and Uber. “Airbnb is disrupting the travel space, but they don’t own the hotels,” he said, adding: “We are in a similar model, disrupting education. But we are not running the school and we don’t hire the teachers.”</div>
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Mr. Partovi’s elite connections didn’t hurt.</div>
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One day in early 2013, he bumped into his neighbor, <a href="https://www.nytimes.com/2014/07/21/technology/microsofts-top-lawyer-is-the-tech-worlds-envoy.html" style="color: #326891;" title="Times' profile of Mr. Smith">Bradford L. Smith, then a senior Microsoft executive</a>, in a driveway outside their homes in Bellevue, Wash. Mr. Smith had recently published <a href="https://news.microsoft.com/download/presskits/citizenship/MSNTS.pdf" style="color: #326891;" title="The Microsoft report.">a Microsoft report</a>calling for a federal plan to better prepare students for careers in computer science and engineering.</div>
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Mr. Partovi, for his part, was hoping to go viral with a message that coding could improve students’ job prospects. Teaching skills that may lead to higher-paying jobs “seems like the kind of idea that everyone in the country can get behind,” he said.</div>
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Mr. Partovi promptly invited Mr. Smith over to preview his celebrity coders video.</div>
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<figure class="media video youtube embedded layout-large-horizontal" style="clear: both; flex-direction: column; margin: 45px 0px 30px; max-width: none; position: relative; width: 600px;"><iframe allowfullscreen="" class="video-bind" height="315" src="https://youtube.com/embed/nKIu9yen5nc?start=0&wmode=transparent" style="border-style: none; border-width: initial; margin-bottom: 8px; width: 600px;" width="420"></iframe><figcaption class="caption" itemprop="description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">What Most Schools Don't Teach</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;">Video by Code.org</span></figcaption></figure><br />
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Microsoft soon became Code.org’s largest donor. Mr. Smith, now the president of Microsoft, compared their efforts to an educational initiative in the late 1950s. Back then, <a href="http://www.nytimes.com/learning/general/onthisday/big/1004.html" style="color: #326891;" title="Times' front page on 1957 Sputnik launch">the Soviet Union had just won the space race</a> by launching Sputnik, and the United States, in an effort to catch up, passed <a href="http://query.nytimes.com/mem/archive-free/pdf?res=9505E2D9123EEF3ABC4E51DFB066838B679EDE" style="color: #326891;">a law to finance physics and other science courses</a>.</div>
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“We think computer science is to the 21st century what physics was to the 20th century,” Mr. Smith said.</div>
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Together with local groups, Mr. Partovi said, Code.org and Microsoft have helped persuade 24 states to allow computer science to count toward math or science credits required for high school graduation. Along with groups like <a href="http://www.blackgirlscode.com/about-bgc.html" style="color: #326891;" title="The group's site">Black Girls Code</a>, <a href="https://girlswhocode.com/about-us/#our-mission" style="color: #326891;" title="The group's site.">Girls Who Code</a> and <a href="http://www.latinagirlscode.org/about/" style="color: #326891;" title="The group's site">Latina Girls Code</a>, Code.org has worked to <a href="https://code.org/educate/csd" style="color: #326891;" title="Code.org program">make the subject accessible</a> to a diverse group of students.</div>
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But the movement has also supported legislation that could give companies enormous sway in public schools, starting with kindergarten, with little public awareness.</div>
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Last year, <a href="http://www.sos.idaho.gov/elect/lobbyist/2016/emplob.pdf" style="color: #326891;" title="Idaho state lobbying records">Microsoft and Code.org</a> helped push for <a href="https://legislature.idaho.gov/wp-content/uploads/sessioninfo/2016/legislation/H0379.pdf" style="color: #326891;" title="text of the Idaho bill">a career-education bill in Idaho</a> that, education researchers warned, could prioritize industry demands over students’ interests. Among other things, they said, it could sway schools to teach specific computer programming languages that certain companies needed, rather than broader problem-solving approaches that students might use throughout their lives.</div>
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“It gets very problematic when industry is deciding the content and direction of public education,” said Jane Margolis, a senior researcher at the Graduate School of Education and Information Studies at the University of California, Los Angeles.</div>
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The Idaho bill read, in part, “It is essential that efforts to increase computer science instruction, kindergarten through career, be driven by the needs of industry and be developed in partnership with industry.”</div>
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<figure aria-label="media" class="media photo embedded layout-large-horizontal media-100000005188169 ratio-tall" data-media-action="modal" id="media-100000005188169" itemid="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI7/28PARTOVI7-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: both; display: flex; flex-direction: column; margin: 45px 0px; max-width: none; position: relative; width: 600px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; flex-shrink: 0; margin-bottom: 7px; position: relative;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="“We think computer science is to the 21st century what physics was to the 20th century,” said Bradford L. Smith, president of Microsoft. The company is among Code.org’s largest donors." data-mediaviewer-credit="Evan McGlinn for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI7/28PARTOVI7-superJumbo.jpg" itemid="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI7/28PARTOVI7-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/06/28/business/28PARTOVI7/28PARTOVI7-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 600px;" /><br />
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<span class="icon sprite-icon" style="background-image: url("/assets/article/20170626-122111/images/sprite/sprite-no-repeat.svg"); background-position: -256px -135px; background-repeat: no-repeat; display: inline-block; height: 38px; line-height: 0; vertical-align: middle; width: 38px;"></span></div>
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">“We think computer science is to the 21st century what physics was to the 20th century,” said Bradford L. Smith, president of Microsoft. The company is among Code.org’s largest donors.</span><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Evan McGlinn for The New York Times</span></figcaption></figure><br />
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When a reporter apprised him of the bill’s language, Mr. Smith of Microsoft seemed taken aback, saying he had not endorsed it. “Broad public education should not be grounded first and foremost in the needs of any particular industry — or in the needs of industry as a whole,” he said.</div>
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Mr. Partovi noted that Code.org had opposed a “more extreme” coding bill in Florida that would have required students to obtain industry certification. It has also opposed bills that would allow coding courses to count toward foreign-language credits in high schools, he said. Still, Mr. Partovi added, “We do think that tech companies have a role to play.”</div>
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The Idaho law took effect last year. One of its first results was a new program, developed with Oracle, to train public-school teachers how <a href="https://stem.idaho.gov/wp-content/uploads/sites/3/2016/10/August-2016-Newsletter-Idaho-STEM-Action-Center.pdf" style="color: #326891;">to teach students Java</a>, Oracle’s popular coding language. Other companies, including the chip maker Micron Technology, were invited to help develop computer science standards for Idaho schools.</div>
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“Some people will believe that industry is going to be driving our education system forward, and that is absolutely not the case,” said Angela Hemingway, executive director of the Idaho STEM Action Center, which oversees the state’s <a href="https://stem.idaho.gov/computer-science/" style="color: #326891;">computer science education initiative</a>. “They are collaborative partners.”</div>
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<figure aria-label="media" class="media photo embedded layout-large-horizontal media-100000005187568 ratio-tall" data-media-action="modal" id="media-100000005187568" itemid="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI2/00PARTOVI2-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: both; display: flex; flex-direction: column; margin: 45px 0px; max-width: none; position: relative; width: 600px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; flex-shrink: 0; margin-bottom: 7px; position: relative;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="More than 100 million students around the world have tried Code.org’s Hour of Code lessons." data-mediaviewer-credit="Jason Henry for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI2/00PARTOVI2-superJumbo.jpg" itemid="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI2/00PARTOVI2-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/06/27/business/00PARTOVI2/00PARTOVI2-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 600px;" /><br />
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<span class="icon sprite-icon" style="background-image: url("/assets/article/20170626-122111/images/sprite/sprite-no-repeat.svg"); background-position: -256px -135px; background-repeat: no-repeat; display: inline-block; height: 38px; line-height: 0; vertical-align: middle; width: 38px;"></span></div>
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 100%;"><span class="caption-text">More than 100 million students around the world have tried Code.org’s Hour of Code lessons.</span><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Jason Henry for The New York Times</span></figcaption></figure><br />
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Certainly, many students across the country, and their parents, are clamoring for computer science. But what if some other subject — say, <a href="http://www.latimes.com/local/education/la-me-lausd-data-science-20150423-story.html" style="color: #326891;">data science</a> (which involves computing) — turns out to be more important and broadly applicable for students’ lives, careers and communities?</div>
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The clout behind computer science has all but obviated a wider debate about whether, to better prepare students, schools might introduce an array of new subjects. It has also overshadowed discussion about whether students would be better off if schools modified traditional math classes to increase the emphasis on fields like statistics.</div>
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Mr. Smith of Microsoft said that tech companies and philanthropists were simply trying to give voice to an overlooked subject. “What we really need is a national conversation about the broad array of intellectual disciplines that will be fundamental to the future of American students,” Mr. Smith said. “It’s a broad array, not a single subject.”</div>
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Mr. Partovi concurred. “We have a lot of debate in this country about how to teach,” he said, “and not enough debate about what to teach.”</div>
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Doris Burke contributed research.</div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-31663057877105520772017-05-15T10:59:00.000-05:002017-05-15T11:01:52.752-05:00How Google Took Over the Classroom<pre id="line1"><a class="attribute-value" href="https://draft.blogger.com/null">By NATASHA SINGER</a></pre>
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CHICAGO
— The sixth graders at Newton Bateman, a public elementary school here
with a classic red brick facade, know the Google drill.</div>
<div class="story-body-text story-content" data-para-count="238" data-total-count="374">
In
a social-science class last year, the students each grabbed a
Google-powered laptop. They opened Google Classroom, an app where
teachers make assignments. Then they clicked on Google Docs, a writing
program, and began composing essays.</div>
<div class="story-body-text story-content" data-para-count="286" data-total-count="660">
Looking
up from her laptop, Masuma Khan, then 11 years old, said her essay
explored how schooling in ancient Athens differed from her own. “Back
then, they had wooden tablets and they had to take all of their notes on
it,” she said. “Nowadays, we can just do it in Google Docs.”</div>
<div class="story-body-text story-content" data-para-count="208" data-total-count="868">
Chicago Public Schools, <a href="http://cps.edu/About_CPS/At-a-glance/Pages/Stats_and_facts.aspx" title="school district info">the third-largest school district</a>
in the United States, with about 381,000 students, is at the forefront
of a profound shift in American education: the Googlification of the
classroom.</div>
<a class="visually-hidden skip-to-text-link" href="https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html?hpw&rref=technology&action=click&pgtype=Homepage&module=well-region&region=bottom-well&WT.nav=bottom-well#story-continues-1">Continue reading the main story</a>
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In
the space of just five years, Google has helped upend the sales methods
companies use to place their products in classrooms. It has enlisted
teachers and administrators to promote Google’s products to other
schools. It has directly reached out to educators to test its products —
effectively bypassing senior district officials. And it has
outmaneuvered Apple and Microsoft with a powerful combination of
low-cost laptops, called Chromebooks, and free classroom apps.</div>
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Today,
more than half the nation’s primary- and secondary-school students —
more than 30 million children — use Google education apps like Gmail and
Docs, the company said. And Chromebooks, Google-powered laptops that
initially struggled to find a purpose, are now a powerhouse in America’s
schools. Today they account for more than half the mobile devices
shipped to schools.</div>
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“Between
the fall of 2012 and now, Google went from an interesting possibility
to the dominant way that schools around the country” teach students to
find information, create documents and turn them in, said <a href="https://twitter.com/halfriedlander" title="Mr. Friedlander's Twitter profile.">Hal Friedlander</a>,
former chief information officer for the New York City Department of
Education, the nation’s largest school district. “Google established
itself as a fact in schools.”</div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Chicago Public Schools, the third-largest school district in the country, decided in 2012 to adopt Google’s platform." data-mediaviewer-credit="Whitten Sabbatini for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE2/00EDGOOGLE2-superJumbo.jpg" height="426" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE2/00EDGOOGLE2-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE2/00EDGOOGLE2-master675.jpg" width="640" /><br />
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<span class="caption-text">Chicago Public Schools, the third-largest school district in the country, decided in 2012 to adopt Google’s platform.</span>
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In
doing so, Google is helping to drive a philosophical change in public
education — prioritizing training children in skills like teamwork and
problem-solving while de-emphasizing the teaching of traditional
academic knowledge, like math formulas. It puts Google, and the tech
economy, at the center of one of the great debates that has raged in
American education for more than a century: whether the purpose of
public schools is to turn out knowledgeable citizens or skilled workers.</div>
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The
director of Google’s education apps group, Jonathan Rochelle, touched
on that idea in a speech at an industry conference last year. Referring
to his own children, he said: “I cannot answer for them what they are
going to do with the quadratic equation. I don’t know why they are
learning it.” He added, “And I don’t know why they can’t ask Google for
the answer if the answer is right there.”</div>
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Schools may be giving Google more than they are getting: generations of future customers.</div>
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Google
makes $30 per device by selling management services for the millions of
Chromebooks that ship to schools. But by habituating students to its
offerings at a young age, Google obtains something much more valuable.</div>
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Every
year, several million American students graduate from high school. And
not only does Google make it easy for those who have school Google
accounts to upload their trove of school Gmail, Docs and other files to
regular Google consumer accounts — but <a href="https://sites.google.com/a/bridgeportps.net/google-apps-and-chromebooks/migrate-data-from">schools encourage them</a>
to do so. This month, for instance, Chatfield Senior High School in
Littleton, Colo., sent out a notice urging seniors to “make sure” they
convert their school account “to a personal Gmail account.”</div>
<div class="story-body-text story-content" data-para-count="207" data-total-count="4028">
That
doesn’t sit well with some parents. They warn that Google could profit
by using personal details from their children’s school email to build
more powerful marketing profiles of them as young adults.</div>
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“My
concern is that they are working on developing a profile of this child
that, when they hit maturity, they are able to create a better profile,”
said David Barsotti, an information technology project manager in the
Chicago area whose daughter uses Google tools in elementary school.
“That is a problem, in my opinion.”</div>
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Mr.
Rochelle of Google said that when students transfer their school emails
and files to a personal Google account, that account is governed by
Google’s privacy policy. “Personal Gmail accounts may serve ads,” he
said, but files in Google Drive are “never scanned for the purpose of
showing ads.”</div>
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Google,
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get that loyalty early, and potentially for life,” said Mike Fisher, an
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Google
captured these next-generation users so quickly by outpacing its rivals
in both educational product development and marketing.</div>
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In
2013, while other tech firms seemed largely content to sell their
existing consumer and business offerings to schools, Mr. Rochelle, a
co-developer of Google Docs, set up a team at Google to create apps
specifically for schools.</div>
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Fred</h2>
<time class="comment-time" datetime="">12 hours ago</time>
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It's amazing that a world without Google Ads
(oops, Apps) could have produced ...Socrates...Aristotle...Da
Vinci....Einstein... ! A good...</div>
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david</h2>
<time class="comment-time" datetime="">14 hours ago</time>
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Why should students learn about quadratic
equations.A Google program can print out NUMERICAL answers to a
quadratic equation with...</div>
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mrs.archstanton</h2>
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"A hand pushing a button may wield great power,
but that hand will never learn what a hand can do. Unused capacities go
sour." Gary Snyder</div>
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At School With Google</h4>
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At School With Google</h4>
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To spread those tools, <a href="https://twitter.com/jcasap" title="Mr. Casap's Twitter feed">Jaime Casap</a>,
Google’s global education evangelist, began traveling around the
country with a motivational message: Rather than tout specific Google
products, Mr. Casap told educators that they could improve their
students’ college and career prospects by creatively using online tools.</div>
<div class="story-body-text story-content" data-para-count="231" data-total-count="5939" id="story-continues-12">
“Teachers
really helped to drive adoption of Google in the classroom, while Apple
and Microsoft continued to leverage traditional sales channels,” said
Phillip DiBartolo, the chief information officer of Chicago Public
Schools.</div>
<div class="story-body-text story-content" data-para-count="213" data-total-count="6152">
But
that also caused problems in Chicago and another district when Google
went looking for teachers to try a new app — effectively bypassing
district administrators. In both cases, Google found itself reined in.</div>
<div class="story-body-text story-content" data-para-count="343" data-total-count="6495" id="story-continues-13">
Unlike
Apple or Microsoft, which make money primarily by selling devices or
software services, Google derives most of its revenue from online
advertising — much of it targeted through sophisticated use of people’s
data. <a href="https://www.franken.senate.gov/files/letter/160114.GoogleStudentData.pdf">Questions about how Google</a> might use data gleaned from students’ online activities have dogged the company for years.</div>
<div class="story-body-text story-content" data-para-count="332" data-total-count="6827" id="story-continues-14">
“Unless
we know what is collected, why it is collected, how it is used and a
review of it is possible, we can never understand with certainty how
this information could be used to help or hurt a kid,” said Bill
Fitzgerald of Common Sense Media, a children’s advocacy group, who vets
the security and <a href="https://www.commonsense.org/education/privacy" title="Common Sense Media Privacy Initiative">privacy of classroom apps</a>.</div>
<div class="story-body-text story-content" data-para-count="355" data-total-count="7182">
Google
declined to provide a breakdown of the exact details the company
collects from student use of its services. Bram Bout, director of
Google’s education unit, pointed to a <a href="https://gsuite.google.com/terms/education_privacy.html?_ga=1.31461622.939200748.1493519070" title="Google's privacy statement for its core education services">Google privacy notice</a>
listing the categories of information that the company’s education
services collect, like location data and “details of how a user used our
service.”</div>
<div class="story-body-text story-content" data-para-count="345" data-total-count="7527" id="story-continues-15">
Mr.
Bout said that student data in Google’s core education services
(including Gmail, Calendar and Docs) “is only used to provide the
services themselves, so students can do things like communicate using
email.” These services do not show ads, he said, and “do not use
personal data resulting from use of these services to target ads.”</div>
<div class="story-body-text story-content" data-para-count="218" data-total-count="7745" id="story-continues-16">
Some
parents, school administrators and privacy advocates believe that’s not
enough. They say Google should be more forthcoming about the details it
collects about students, why it collects them and how it uses them.</div>
<div class="story-body-text story-content" data-para-count="304" data-total-count="8049">
“If
my daughter came home and logged on to Google Docs on my computer at
home, they’ll know it was now coming from this address,” said Mr.
Barsotti, the Chicago-area project manager. “If this is truly for
educational purposes, what is their business model and why do they need
to collect that?”</div>
<h4 class="story-subheading story-content" data-para-count="26" data-total-count="8075">
A Campus Marketing Machine</h4>
<div class="story-body-text story-content" data-para-count="286" data-total-count="8361" id="story-continues-17">
Mr.
Casap, the Google education evangelist, likes to recount Google’s
emergence as an education powerhouse as a story of lucky coincidences.
The first occurred in 2006 when the company hired him to develop new
business at its office on the campus of Arizona State University in
Tempe.</div>
<div class="story-body-text story-content" data-para-count="329" data-total-count="8690">
Mr.
Casap quickly persuaded university officials to scrap their costly
internal email service (an unusual move at the time) and replace it with
a free version of the Gmail-and-Docs package that Google had been
selling to companies. In one semester, the vast majority of the
university’s approximately 65,000 students signed up.</div>
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<figure class="media photo embedded layout-large-horizontal media-100000005088829 ratio-tall" data-media-action="modal" id="media-100000005088829" itemid="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE4/00EDGOOGLE4-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="When Google’s education strategy proved successful at the college level, Jaime Casap, the company’s global education evangelist, decided to apply it to public schools." data-mediaviewer-credit="Nick Cote for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE4/00EDGOOGLE4-superJumbo.jpg" height="426" itemid="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE4/00EDGOOGLE4-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE4/00EDGOOGLE4-master675.jpg" width="640" /><br />
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<figcaption class="caption" itemprop="caption description">
<span class="caption-text">When Google’s education
strategy proved successful at the college level, Jaime Casap, the
company’s global education evangelist, decided to apply it to public
schools.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Nick Cote for The New York Times </span>
</figcaption>
</figure>
<br />
<div class="story-body-text story-content" data-para-count="35" data-total-count="8725">
And a new Google business was born.</div>
<div class="story-body-text story-content" data-para-count="241" data-total-count="8966">
Mr. Casap then invited university officials on a road show <a href="https://edu.google.com/case-studies/arizona-state-university/" title="Google case study on ASU ">to share their success story</a>
with other schools. “It caused a firestorm,” Mr. Casap said.
Northwestern University, the University of Southern California and many
others followed.</div>
<div class="story-body-text story-content" data-para-count="227" data-total-count="9193" id="story-continues-18">
This
became Google’s education marketing playbook: Woo school officials with
easy-to-use, money-saving services. Then enlist schools to market to
other schools, holding up early adopters as forward thinkers among their
peers.</div>
<div class="story-body-text story-content" data-para-count="107" data-total-count="9300" id="story-continues-19">
The strategy proved so successful in higher education that Mr. Casap decided to try it with public schools.</div>
<div class="story-body-text story-content" data-para-count="264" data-total-count="9564">
As
it happened, officials at the Oregon Department of Education were
looking to help local schools cut their email costs, said Steve Nelson, a
former department official. In 2010, <a href="https://googleblog.blogspot.com/2010/04/alis-volat-propriis-oregons-bringing.html" title="Google blog post about Oregon schools">the state officially made Google's education apps</a> available to its school districts.</div>
<div class="story-body-text story-content" data-para-count="209" data-total-count="9773" id="story-continues-20">
“That
caused the same kind of cascade,” Mr. Casap said. School districts
around the country began contacting him, and he referred them to Mr.
Nelson, who related Oregon’s experience with Google’s apps.</div>
<div class="story-body-text story-content" data-para-count="327" data-total-count="10100">
By
then, Google was developing a growth strategy aimed at teachers — the
gatekeepers to the classroom — who could influence the administrators
who make technology decisions. “The driving force tends to be the
pedagogical side,” Mr. Bout, the Google education executive, said. “That
is something we really embraced.”</div>
<div class="story-body-text story-content" data-para-count="308" data-total-count="10408" id="story-continues-21">
Google set up dozens of online communities, called <a href="https://www.google.com/landing/geg/groups/" title="Google information about the groups">Google Educator Groups</a>, where teachers could swap ideas for using its tech. It started training programs with names like <a href="https://edutrainingcenter.withgoogle.com/certification_innovator">Certified Innovator</a> to credential teachers who wanted to establish their expertise in Google’s tools or <a href="https://edutrainingcenter.withgoogle.com/certification_trainer" title="Google information about its program">teach their peers</a> to use them.</div>
<div class="story-body-text story-content" data-para-count="360" data-total-count="10768">
Soon, teachers began to talk up Google on social media and in <a href="https://edu.google.com/events/iste2016/" title="Google sessions at 2016 conference">sessions at education technology conferences</a>. And Google became a <a href="https://conference.iste.org/2017/expo/sponsor_acknowledgements.php" title="sponsor list for 2017 ISTE conference">more visible</a> exhibitor and sponsor at such events. Google also encouraged school districts that had adopted its tools to hold <a href="http://it.lhric.org/groups/51730/lhric_it_news__announcements/google_leadership_symposium">“leadership symposiums”</a> where administrators could share their experiences with neighboring districts.</div>
<a class="visually-hidden skip-to-text-link" href="https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html?hpw&rref=technology&action=click&pgtype=Homepage&module=well-region&region=bottom-well&WT.nav=bottom-well#story-continues-22">Continue reading the main story</a>
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<div class="supplemental " data-flex-ad-adjacency="false" data-last-item-height="945" data-max-items="3" data-minimum="400" data-post-height="3050" data-pre-height="3050" data-remaining="215" id="supplemental-3">
</div>
</div>
<div class="story-interrupter" id="story-continues-22">
<br />
<figure class="media photo embedded layout-jumbo-horizontal media-100000005088831 ratio-tall" data-media-action="modal" id="media-100000005088831" itemid="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE3/00EDGOOGLE3-superJumbo.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
<span class="visually-hidden">Photo</span>
<div class="image">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Jonathan Rochelle (with glasses), director of Google’s education-apps group, at a party the company gave for teachers attending an education technology conference last summer." data-mediaviewer-credit="Nick Cote for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE3/00EDGOOGLE3-superJumbo.jpg" height="427" itemid="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE3/00EDGOOGLE3-superJumbo.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/14/business/00EDGOOGLE3/00EDGOOGLE3-superJumbo.jpg" width="640" /><br />
<div class="media-action-overlay">
</div>
</div>
<figcaption class="caption" itemprop="caption description">
<span class="caption-text">Jonathan Rochelle (with
glasses), director of Google’s education-apps group, at a party the
company gave for teachers attending an education technology conference
last summer.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Nick Cote for The New York Times </span>
</figcaption>
</figure>
</div>
<div class="story-body-supplemental">
<div class="story-body story-body-4">
<div class="story-body-text story-content" data-para-count="317" data-total-count="11085" id="story-continues-23">
Although
business practices like encouraging educators to spread the word to
their peers have become commonplace among education technology firms,
Google has successfully deployed these techniques on a such a large
scale that some critics say the company has co-opted public school
employees to gain market dominance.</div>
<div class="story-body-text story-content" data-para-count="361" data-total-count="11446" id="story-continues-24">
“Companies
are exploiting the education space for sales and public good will,”
said Douglas A. Levin, the president of EdTech Strategies, a consulting
firm. Parents and educators should be questioning Google’s pervasiveness
in schools, he added, and examining “how those in the public sector are
carrying the message of Google branding and marketing.”</div>
<div class="story-body-text story-content" data-para-count="262" data-total-count="11708" id="story-continues-25">
Mr.
Bout of Google disagreed, saying that the company’s outreach to
educators was not a marketing exercise. Rather, he said, it was an
effort to improve education by helping teachers learn directly from
their peers how to most effectively use Google’s tools.</div>
<div class="story-body-text story-content" data-para-count="184" data-total-count="11892">
“We
help to amplify the stories and voices of educators who have lessons
learned,” he said, “because it can be challenging for educators to find
ways to share with each other.”</div>
<h4 class="story-subheading story-content" data-para-count="20" data-total-count="11912">
Dethroning Microsoft</h4>
<div class="story-body-text story-content" data-para-count="84" data-total-count="11996" id="story-continues-26">
At Chicago Public Schools, the teacher-centric strategy played out almost perfectly.</div>
<div class="story-body-text story-content" data-para-count="308" data-total-count="12304">
In 2012, <a href="https://twitter.com/MsMagiera" title="Ms. Magiera's Twitter profile">Jennie Magiera</a>,
then a fourth-grade teacher in Chicago, wanted her students to use
Google Docs, which enables multiple people to work simultaneously in the
same document. Because the district wasn’t yet using Google’s apps, she
said, she independently set up six consumer accounts for her class.</div>
<div class="story-body-text story-content" data-para-count="215" data-total-count="12519">
“We
were bootlegging using Google apps,” Ms. Magiera recalled in a phone
interview. “I just knew I needed my kids to collaborate,” she said,
touching on one of Google’s own main arguments for its products.</div>
<div class="story-body-text story-content" data-para-count="383" data-total-count="12902" id="story-continues-27">
Chicago
administrators like Lachlan Tidmarsh, then the school district’s chief
information officer, visited Ms. Magiera’s classroom to observe. Mr.
Tidmarsh said he concluded that if individual teachers were already
using Google’s services, the district should officially adopt the
platform — to make sure, for instance, that younger children couldn’t
email with strangers.</div>
<div class="story-body-text story-content" data-para-count="231" data-total-count="13133">
Ms.
Magiera’s advocacy came at an ideal moment. Chicago Public Schools was
looking to trim the $2 million a year it was spending on Microsoft
Exchange and another email service; it had opened bidding for a less
expensive program.</div>
<div class="story-body-text story-content" data-para-count="178" data-total-count="13311" id="story-continues-28">
A
committee that included administrators familiar with Microsoft, as well
as Ms. Magiera, reviewed presentations from several companies. In March
2012, <a href="http://cps.edu/News/Press_releases/Pages/03_27_2012_PR1.aspx" title="Chicago Public Schools press release on the decision">the district chose Google</a>.</div>
<div class="story-body-text story-content" data-para-count="362" data-total-count="13673" id="story-continues-29">
Microsoft
executives were disappointed, said Edward Wagner, the district’s
director of infrastructure services. But at that time, Mr. Wagner said, <a href="https://www.nytimes.com/2017/05/02/technology/microsoft-google-educational-sales.html?_r=0">Microsoft had</a>
neither a free array of web-based products for schools on par with
Google’s nor Google’s level of grass-roots classroom support. “They
didn’t have the teachers and the principals,” he said.</div>
<div class="story-body-text story-content" data-para-count="162" data-total-count="13835">
Quickly,
though, a data privacy and security issue emerged, exposing a culture
clash between Google’s business practices and a major school district’s
values.</div>
<div class="story-body-text story-content" data-para-count="396" data-total-count="14231">
In
interviews, Chicago administrators said they asked Google to sign a
contract agreeing, among other things, to comply with the federal <a href="https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html?src=rn" title="federal information on the law">Family Educational Rights and Privacy Act</a>.
That law permits federally funded educational institutions to share
students’ personally identifiable information with certain school
vendors, provided those companies use that information only for school
purposes.</div>
<div class="story-body-text story-content" data-para-count="349" data-total-count="14580" id="story-continues-30">
Instead,
Google initially proposed abiding by its own company policies, Mr.
Wagner said, and followed up by emailing links to those policies — terms
that the company could change at any time. “Our lawyers were a little
bit apoplectic when they were given links to security things,” Mr.
Wagner said. “I don’t want a link that can change.”</div>
<div class="story-body-text story-content" data-para-count="200" data-total-count="14780">
Mr.
Nelson, the former education official in Oregon, reported similar
frustrations over student privacy when his state negotiated a contract
with Google. “That’s why it took 16 months,” he said.</div>
<div class="story-body-text story-content" data-para-count="271" data-total-count="15051" id="story-continues-31">
Mr.
Bout of Google said that the tech company had “always taken the
compliance needs of our education users seriously.” He added that “even
early versions” of the company’s agreements for its education apps had
“addressed” the federal education privacy law.</div>
<br />
<figure class="media photo embedded layout-large-horizontal media-100000005089151 ratio-tall" data-media-action="modal" id="media-100000005089151" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE10/00EDGOOGLE10-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
<span class="visually-hidden">Photo</span>
<div class="image">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Bram Bout, the director of Google’s education unit." data-mediaviewer-credit="Nick Cote for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE10/00EDGOOGLE10-superJumbo.jpg" height="426" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE10/00EDGOOGLE10-master675.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE10/00EDGOOGLE10-master675.jpg" width="640" /><br />
<div class="media-action-overlay">
</div>
</div>
<figcaption class="caption" itemprop="caption description">
<span class="caption-text">Bram Bout, the director of Google’s education unit.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Nick Cote for The New York Times </span>
</figcaption>
</figure>
<br />
<div class="story-body-text story-content" data-para-count="119" data-total-count="15170">
Today, Google’s standard agreements with schools for its education apps include a commitment to comply with that law.</div>
<div class="story-body-text story-content" data-para-count="137" data-total-count="15307" id="story-continues-32">
Since
adopting Google apps, Chicago schools have saved about $1.6 million
annually on email and related costs, a district spokesman said.</div>
<div class="story-body-text story-content" data-para-count="367" data-total-count="15674" id="story-continues-33">
Google
then enlisted Mr. Tidmarsh, who now works in technology at a health
care company, to share his enthusiasm by contributing to a Google blog.
In the <a href="https://cloud.googleblog.com/2013/01/chicago-public-schools-get-high-marks.html">post</a>,
Mr. Tidmarsh described creating 270,000 school Google accounts. “It was
easily the fastest and smoothest migration of this scale I have ever
seen,” he wrote. (He said he did not earn a fee for the post.)</div>
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<div class="story-body-text story-content" data-para-count="165" data-total-count="15839">
“We
were always enthusiastic to tell the Google story,” Mr. Tidmarsh said.
“I would like to think dozens of school districts switched, based on our
success.”</div>
<div class="story-body-text story-content" data-para-count="485" data-total-count="16324">
Ms.
Magiera, now the chief innovation officer for another district, also
helped Google’s cause. In 2012, as part of her effort to become a Google
Certified Innovator in education, she said, she came up with the idea
of having Chicago Public Schools hold a free conference — called
Googlepalooza — to train teachers on Google’s tools. The <a href="https://sites.google.com/site/cpsgglepalooza/" title="Chicago Public Schools information about the event.">annual event</a>, co-sponsored by Google, now draws several thousand educators from the Chicago area, as well as a few from neighboring states.</div>
<div class="story-body-text story-content" data-para-count="141" data-total-count="16465">
(Ms.
Magiera has since occasionally worked as a paid speaker for education
technology organizations that train teachers on Google’s tools.)</div>
<div class="story-body-text story-content" data-para-count="223" data-total-count="16688" id="story-continues-34">
“You
can see it radiate out from certain geographic hubs, and that is very
deliberate,” Mr. Bout said of Google’s growth strategy for education.
“We are taking a very geographic approach because we know it works.”</div>
<h4 class="story-subheading story-content" data-para-count="28" data-total-count="16716">
Chromebooks Find an Audience</h4>
<div class="story-body-text story-content" data-para-count="273" data-total-count="16989">
By
then, Google had developed a simplified, low-cost laptop called the
Chromebook. It ran on Google’s Chrome operating system and revolved
largely around web apps, making it cheaper and often faster to boot up
than traditional laptops loaded with locally stored software.</div>
<div class="story-body-text story-content" data-para-count="147" data-total-count="17136" id="story-continues-35">
Although Google had a business audience in mind for Chromebooks, reviewers complained that the devices <a href="http://www.businessinsider.com/samsung-series-5-chromebook-review-2011-7" title="Business Insider review from 2011.">were of limited use without internet access</a>.</div>
<div class="story-body-text story-content" data-para-count="193" data-total-count="17329">
But
there was one interested audience: public schools. In the fall of 2011,
Google invited school administrators to its Chicago office to meet Mr.
Casap, hoping to interest them in Chromebooks.</div>
<div class="story-body-text story-content" data-para-count="197" data-total-count="17526">
Mr.
Casap didn’t talk tech specs. Instead, he held the audience spellbound
as he described the challenges he had faced as a Latino student growing
up on welfare in a tough Manhattan neighborhood.</div>
<div class="story-body-text story-content" data-para-count="114" data-total-count="17640" id="story-continues-36">
His message: Education is the great equalizer, and technology breaks down barriers between rich and poor students.</div>
<div class="story-body-text story-content" data-para-count="375" data-total-count="18015" id="story-continues-37">
In
the audience, Jason Markey, principal of East Leyden High School in
Franklin Park, Ill., was converted. Students in his blue-collar district
near O’Hare International Airport faced similar struggles. On the spot,
Mr. Markey said, he abandoned his previous plans to buy Microsoft
Windows laptops for 3,500 high school students. Now he wanted
Chromebooks for them instead.</div>
<br />
<figure class="interactive interactive-embedded limit-small layout-small" id="mobile-devices-school-shipments">
<figcaption class="interactive-caption">
<h2 class="interactive-headline">
Devices Shipped to Schools </h2>
<div class="interactive-leadin">
The number of laptops, tablets and other mobile devices
shipped to schools in the United States, by company-specific operating
system. </div>
</figcaption>
<div class="interactive-graphic">
<div class="nytg-chart">
<div class="nytg-chartmaker-outer t-upshot g-resizer-v2 g-show-xsmall g-show-small g-show-smallplus g-text-width g-show-submedium g-show-medium g-show-large g-show-xlarge" style="display: block;">
<div class="chart-header">
</div>
<div class="nytg-chartmaker">
<div class="labels">
<div class="label ygrid-unit" style="display: block; height: 40px; left: 2.167%; margin-top: -20px; top: 6.857%; width: 57px;">
<div class="inner" style="position: relative; text-align: left; top: 12px;">
<span class="g-label-12"> million</span></div>
</div>
<div class="label nobg ygrid" style="display: block; height: 40px; margin-top: -20px; right: 98.5%; top: 6.857%; width: 9.5px;">
<div class="inner" style="position: relative; text-align: right; top: 12px;">
<span class="g-label-12">8</span></div>
</div>
<div class="label nobg ygrid" style="display: block; height: 40px; margin-top: -20px; right: 98.5%; top: 26.5%; width: 9.5px;">
<div class="inner" style="position: relative; text-align: right; top: 12px;">
<span class="g-label-12">6</span></div>
</div>
<div class="label nobg ygrid" style="display: block; height: 40px; margin-top: -20px; right: 98.5%; top: 46.143%; width: 9.5px;">
<div class="inner" style="position: relative; text-align: right; top: 12px;">
<span class="g-label-12">4</span></div>
</div>
<div class="label nobg ygrid" style="display: block; height: 40px; margin-top: -20px; right: 98.5%; top: 65.786%; width: 9.5px;">
<div class="inner" style="position: relative; text-align: right; top: 12px;">
<span class="g-label-12">2</span></div>
</div>
<div class="label nobg ygrid" style="display: block; height: 40px; margin-top: -20px; right: 98.5%; top: 85.429%; width: 9.5px;">
<div class="inner" style="position: relative; text-align: right; top: 12px;">
<span class="g-label-12">0</span></div>
</div>
<div class="label series last" style="display: block; height: 40px; left: 82.167%; margin-top: -20px; top: 11.964%; width: 51.5px;">
<div class="inner" style="position: relative; text-align: left; top: 12px;">
<span class="g-label-12">Google</span></div>
</div>
<div class="label series last" style="display: block; height: 40px; left: 82.167%; margin-top: -20px; top: 63.143%; width: 51.5px;">
<div class="inner" style="position: relative; text-align: left; top: 12px;">
<span class="g-label-12">Apple</span></div>
</div>
<div class="label series last" style="display: block; height: 40px; left: 82.167%; margin-top: -20px; top: 57.429%; width: 51.5px;">
<div class="inner" style="position: relative; text-align: left; top: 12px;">
<span class="g-label-12">Microsoft</span></div>
</div>
<div class="label x-axis" style="display: block; height: 40px; left: 3.167%; margin-left: -50px; top: 89.286%; width: 100px;">
<div class="inner" style="position: relative; text-align: center; top: 0px;">
<span class="g-label-12">2012</span></div>
</div>
<div class="label x-axis" style="display: block; height: 40px; left: 22.289%; margin-left: -50px; top: 89.286%; width: 100px;">
<div class="inner" style="position: relative; text-align: center; top: 0px;">
<span class="g-label-12">2013</span></div>
</div>
<div class="label x-axis" style="display: block; height: 40px; left: 41.359%; margin-left: -50px; top: 89.286%; width: 100px;">
<div class="inner" style="position: relative; text-align: center; top: 0px;">
<span class="g-label-12">2014</span></div>
</div>
<div class="label x-axis" style="display: block; height: 40px; left: 60.43%; margin-left: -50px; top: 89.286%; width: 100px;">
<div class="inner" style="position: relative; text-align: center; top: 0px;">
<span class="g-label-12">2015</span></div>
</div>
<div class="label x-axis" style="display: block; height: 40px; left: 79.5%; margin-left: -50px; top: 89.286%; width: 100px;">
<div class="inner" style="position: relative; text-align: center; top: 0px;">
<span class="g-label-12">2016</span></div>
</div>
</div>
<img class="artboard no-svg" src="https://int.nyt.com/chartmaker/2017/03/02/20170228-mobile-devices-shipped-f/7/artboard-300px.png" style="background: white; height: 100%; width: 100%;" /></div>
<div class="chart-footer">
</div>
</div>
</div>
</div>
<div class="footer">
<div class="interactive-source">
Source: Futuresource Consulting </div>
</div>
</figure>
<br />
<div class="story-body-text story-content" data-para-count="126" data-total-count="18141">
“I went up to Jaime immediately after the presentation and said, ‘Are you guys ready to ship these?’” Mr. Markey said.</div>
<div class="story-body-text story-content" data-para-count="216" data-total-count="18357" id="story-continues-38">
Then
Mr. Markey went back to his district to inform administrators and
teachers that he wanted to order an unproven device that most of them
had never heard of. “It was a tough announcement to make,” he conceded.</div>
<div class="story-body-text story-content" data-para-count="381" data-total-count="18738" id="story-continues-39">
It
was an opportune moment for Google to pitch lower-cost laptops to
schools. Districts administering new online standardized tests needed
laptops for students to take them on. And Google offered a robust way
for districts to manage thousands of computers online: They could lock
Chromebooks remotely so that students could not search the web during
tests, or disable missing ones.</div>
<div class="story-body-text story-content" data-para-count="177" data-total-count="18915" id="story-continues-40">
Another
attraction: The Chromebook’s cloud-storage approach made sharing among
students easier. They could gain access to their documents no matter
which Chromebook they used.</div>
<div class="story-body-text story-content" data-para-count="212" data-total-count="19127">
“That
is one of the big reasons we took off in education,” said Rajen Sheth,
who oversees Google’s Chromebook business. “In less than 10 seconds, a
student can grab a Chromebook and be off and running.”</div>
<div class="story-body-text story-content" data-para-count="374" data-total-count="19501" id="story-continues-41">
The
Chromebook’s price and usability fit neatly into Mr. Casap’s argument
that, for students, access to technology was an issue of fairness. “I
didn’t want us to be vendors in the space,” he said of Google’s
education philosophy in an interview last year at the SXSWedu conference
in Austin, Tex. “I wanted us to be thought leaders, to have a point of
view.”</div>
<div class="story-body-text story-content" data-para-count="264" data-total-count="19765" id="story-continues-42">
As
he spoke, a group of students trooped past wearing purple superhero
capes emblazoned with the logo for Microsoft OneNote, a rival classroom
service. Spotting the capes, Mr. Casap said, “We don’t do things like
that.” He added dryly, “I love gimmicks.”</div>
<div class="story-body-text story-content" data-para-count="219" data-total-count="19984">
Some
critics, though, contend that the equity argument for technology is
itself a gimmick that promotes a self-serving Silicon Valley agenda:
playing on educators’ altruism to get schools to buy into laptops and
apps.</div>
<div class="story-body-text story-content" data-para-count="194" data-total-count="20178">
“It
centers learning on technology, not students,” said Mr. Fitzgerald, the
learning app analyst. “It is a very narrow lens on equity that leaves
out things like student-teacher ratios.”</div>
<div class="story-body-text story-content" data-para-count="163" data-total-count="20341" id="story-continues-43">
(Mr.
Casap said he would not advise school districts with deficiencies in
areas like teaching or student support services to invest first in
classroom technology.)</div>
<div class="story-body-text story-content" data-para-count="228" data-total-count="20569">
Mr.
Markey, the East Leyden High School principal, had another equity
concern. About 20 percent of his students lacked home internet access,
he said. How would they do their homework on a Chromebook, which
required a connection?</div>
<a class="visually-hidden skip-to-text-link" href="https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html?hpw&rref=technology&action=click&pgtype=Homepage&module=well-region&region=bottom-well&WT.nav=bottom-well#story-continues-44">Continue reading the main story</a>
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<br />
<figure class="media photo embedded layout-jumbo-horizontal media-100000005089147 ratio-tall" data-media-action="modal" id="media-100000005089147" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE6/00EDGOOGLE6-superJumbo.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
<span class="visually-hidden">Photo</span>
<div class="image">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="A student at Newton Bateman Elementary in Chicago. Chicago Public Schools has spent about $33.5 million on 134,000 Chromebooks." data-mediaviewer-credit="Whitten Sabbatini for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE6/00EDGOOGLE6-superJumbo.jpg" height="426" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE6/00EDGOOGLE6-superJumbo.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE6/00EDGOOGLE6-superJumbo.jpg" width="640" /><br />
<div class="media-action-overlay">
</div>
</div>
<figcaption class="caption" itemprop="caption description">
<span class="caption-text">A student at Newton Bateman Elementary in Chicago. Chicago Public Schools has spent about $33.5 million on 134,000 Chromebooks.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Whitten Sabbatini for The New York Times </span>
</figcaption>
</figure>
</div>
<div class="story-body-supplemental">
<div class="story-body story-body-5">
<div class="story-body-text story-content" data-para-count="224" data-total-count="20793" id="story-continues-45">
Google
was already working on offline capabilities, Mr. Casap said, and
ultimately modified its education apps so that students could take their
work home on Chromebooks, then upload homework the next day using
school Wi-Fi.</div>
<div class="story-body-text story-content" data-para-count="301" data-total-count="21094" id="story-continues-46">
Soon, so many educators were visiting Leyden to see its tech setup that the district started <a href="http://www.leyden212.org/Page/3489" title="School district information on the conference">an annual conference</a> to host them. Last summer, Mr. Casap gave <a href="http://www.leyden212.org/Page/3491" title="Info on the 2016 keynote speakers">the keynote</a>
address. And Mr. Markey now occasionally works as a paid speaker for
EdTechTeam, a company that holds Google boot camps for teachers.</div>
<div class="story-body-text story-content" data-para-count="499" data-total-count="21593">
In 2016, Chromebooks accounted for <a href="https://www.nytimes.com/2017/03/02/technology/apple-products-schools-education.html" title="Times' story on the topic."> 58 percent</a>
of mobile devices shipped to primary and secondary schools in the
United States, up from less than 1 percent in 2012, according to
Futuresource Consulting, the research firm. Google does not make money
directly from Chromebooks — which are manufactured by Samsung, Acer and
other companies — but it does charge school districts a management
service fee of <a href="https://eduproducts.withgoogle.com/products/281/management-console-education">$30 per device</a>. Chicago Public Schools has spent about $33.5 million on 134,000 Chromebooks.</div>
<div class="story-body-text story-content" data-para-count="224" data-total-count="21817" id="story-continues-47">
“I
don’t think I can ever remember when a specific device and platform has
taken off so quickly across different kinds of schools,” said David
Andrade, a K-12 education strategist at CDW-G, a leading Chromebook
dealer.</div>
<h4 class="story-subheading story-content" data-para-count="27" data-total-count="21844">
A ‘Mission Control’ App</h4>
<div class="story-body-text story-content" data-para-count="294" data-total-count="22138">
In
2014, Google’s education juggernaut hit a speed bump in Chicago Public
Schools. The culture clash illuminated profound differences between
Google, a build-it-first-and-tweak-it-later Silicon Valley company, and a
large, bureaucratic school district with student-protection rules to
uphold.</div>
<div class="story-body-text story-content" data-para-count="295" data-total-count="22433" id="story-continues-48">
Google
had hoped that Chicago would become an early adopter of Google
Classroom, its new app to help teachers take attendance, assign homework
and do other tasks. In August 2014, a Google team flew to Chicago to
demo Classroom <a href="https://sites.google.com/site/cpsgglepalooza/2014-schedule" title="Schedule for the 2014 event.">at Googlepalooza</a>, the school district’s annual teacher conference.</div>
<div class="story-body-text story-content" data-para-count="45" data-total-count="22478" id="story-continues-49">
But Google had not anticipated <a href="https://twitter.com/margaret_hahn?lang=en" title="Ms. Hahn's Twitter profile">Margaret Hahn</a>.</div>
<br />
<figure class="media photo embedded layout-large-vertical media-100000005091259" data-media-action="modal" id="media-100000005091259" itemid="https://static01.nyt.com/images/2017/05/14/business/14EDGOOGLE13/00EDGOOGLE13-blog427.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
<span class="visually-hidden">Photo</span>
<div class="image">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Margaret Hahn, former director of technology change management for Chicago Public Schools, oversaw the district’s yearlong pilot test of Google’s Classroom app." data-mediaviewer-credit="Whitten Sabbatini for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/14/business/14EDGOOGLE13/00EDGOOGLE13-superJumbo.jpg" height="640" itemid="https://static01.nyt.com/images/2017/05/14/business/14EDGOOGLE13/00EDGOOGLE13-blog427.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/14/business/14EDGOOGLE13/00EDGOOGLE13-blog427.jpg" width="461" /><br />
<div class="media-action-overlay">
</div>
</div>
<figcaption class="caption" itemprop="caption description">
<span class="caption-text">Margaret Hahn, former
director of technology change management for Chicago Public Schools,
oversaw the district’s yearlong pilot test of Google’s Classroom app.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Whitten Sabbatini for The New York Times </span>
</figcaption>
</figure>
<br />
<div class="story-body-text story-content" data-para-count="480" data-total-count="22958">
At
the time, she was the school system’s director of technology change
management. Early on, she said, Google had invited teachers to try an
initial version of Classroom, without first contacting the school
district’s technology administrators — effectively making a district
policy decision from the outside. Now Google wanted Chicago Public
Schools to switch on the app districtwide, she said, before determining
whether it complied with local student-protection policies.</div>
<div class="story-body-text story-content" data-para-count="202" data-total-count="23160">
“You
can’t just hand out product and hope it will work in the classroom,”
Ms. Hahn said. “You have to work with the districts to make sure that
you are keeping the kids and the teachers safe.”</div>
<div class="story-body-text story-content" data-para-count="154" data-total-count="23314" id="story-continues-50">
Jim
Siegl, technology architect for Fairfax County Public Schools in
Virginia, the nation’s 10th-largest school district, reported a similar
experience.</div>
<div class="story-body-text story-content" data-para-count="334" data-total-count="23648">
He
said that Google had directly contacted certain Fairfax teachers who
had volunteered to beta-test Classroom, giving them early access to the
app. In so doing, he said, the company ignored the Google settings he
had selected that were supposed to give his district control over which
new Google services to switch on in its schools.</div>
<div class="story-body-text story-content" data-para-count="310" data-total-count="23958">
Mr.
Siegl added that Google did not tell him which, or even how many,
Fairfax teachers the company had enlisted to try out the Classroom app.
And by the time he was able to shut off the app, Mr. Siegl said,
teachers had already set up virtual classrooms on the service and
started using it with their students.</div>
<div class="story-body-text story-content" data-para-count="32" data-total-count="23990" id="story-continues-51">
He said he complained to Google.</div>
<div class="story-body-text story-content" data-para-count="180" data-total-count="24170">
“Because
of who they are and how sprawling the ecosystem is,” Mr. Siegl said,
“they are held up and need to meet a higher standard than any other
vendor schools deal with.”</div>
<div class="story-body-text story-content" data-para-count="227" data-total-count="24397" id="story-continues-52">
In
an emailed statement, Mr. Bout said of the company’s core education
services, “In all cases, the use of these services is tied to the
approval of an administrator who is responsible for overseeing a
school’s domain.”</div>
<div class="story-body-text story-content" data-para-count="450" data-total-count="24847">
Classroom
was the brainchild of Mr. Rochelle, who started Google’s education apps
group, and Zach Yeskel, a Google product manager and former high school
math teacher. They said they envisioned the app as a kind of “mission
control” dashboard where teachers could more efficiently manage tasks
like assigning and correcting homework, freeing teachers to spend more
time with students. To create the app, they collaborated closely with
teachers.</div>
<div class="story-body-text story-content" data-para-count="290" data-total-count="25137" id="story-continues-53">
In May 2014, Google <a href="https://googleblog.blogspot.com/2014/05/previewing-new-classroom.html" title="Google's call for volunteer teacher testers.">posted an announcement</a> online, asking for volunteers to beta-test Classroom. More than <a href="https://cloud.googleblog.com/2014/08/more-teaching-less-tech-ing-google.html" title="Google blogpost on the app.">100,000 teachers</a>
worldwide responded, the company said, illustrating Google’s power to
rapidly stoke demand among educators. That August, Google made Classroom
available to schools.</div>
<div class="story-body-text story-content" data-para-count="135" data-total-count="25272">
“They developed a real momentum with teachers,” said Mr. Fisher of Futuresource Consulting. “Google Classroom was key to that.”</div>
<div class="story-body-text story-content" data-para-count="45" data-total-count="25317" id="story-continues-54">
That was too fast for Chicago Public Schools.</div>
<div class="story-body-text story-content" data-para-count="345" data-total-count="25662">
Administrators
there wanted to test Classroom first to make sure it complied with
district policies and fit their teachers’ needs. So they set up a pilot
program, involving about 275 teachers and several thousand students, to
run for the entire school year. Every month, Ms. Hahn said, she
collected teachers’ feedback and sent it to Google.</div>
<div class="story-body-text story-content" data-para-count="56" data-total-count="25718">
“We wanted to help them do it right,” Ms. Hahn said.</div>
<div class="story-body-text story-content" data-para-count="280" data-total-count="25998">
One
immediate problem administrators identified: School board policy
required employees to keep records of cyberbullying and other
problematic comments. But Classroom initially did not do that. If a
student wrote something offensive and a teacher deleted it, there was no
archive.</div>
<div class="story-body-text story-content" data-para-count="182" data-total-count="26180" id="story-continues-55">
“It
took us a long time to get them to do it,” Ms. Hahn said. She added,
“Unfortunately, there were things that a district of our size needed
that Google did not understand.”</div>
<div class="story-body-text story-content" data-para-count="313" data-total-count="26493" id="story-continues-56">
Google
eventually added an archiving feature. The next fall, the Chicago
district switched on Classroom. Teachers there later vetted other Google
products, effectively becoming a test lab for the company. “We have
said to Google many times, ‘If it works in Chicago, it will work
anywhere,’” Ms. Hahn said.</div>
<div class="story-body-text story-content" data-para-count="138" data-total-count="26631">
Mr.
Bout of Google agreed, saying that Chicago Public Schools often made
more stringent demands on Google than other school districts did.</div>
<div class="story-body-text story-content" data-para-count="173" data-total-count="26804">
“If
you can get it in Chicago, it’s sort of like you have passed a lot of
tests,” Mr. Bout said, “and then you can probably get it into any school
in the country.”</div>
<a class="visually-hidden skip-to-text-link" href="https://www.nytimes.com/2017/05/13/technology/google-education-chromebooks-schools.html?hpw&rref=technology&action=click&pgtype=Homepage&module=well-region&region=bottom-well&WT.nav=bottom-well#story-continues-57">Continue reading the main story</a>
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<br />
<figure class="media photo embedded layout-jumbo-horizontal media-100000005088827 ratio-tall" data-media-action="modal" id="media-100000005088827" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE5/00EDGOOGLE5-superJumbo.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group">
<span class="visually-hidden">Photo</span>
<div class="image">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="At an education technology conference last summer, a student tried out Google’s virtual-reality field-trip app — software that Chicago Public Schools helped to test." data-mediaviewer-credit="Nick Cote for The New York Times" data-mediaviewer-src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE5/00EDGOOGLE5-superJumbo.jpg" height="426" itemid="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE5/00EDGOOGLE5-superJumbo.jpg" itemprop="url" src="https://static01.nyt.com/images/2017/05/10/business/00EDGOOGLE5/00EDGOOGLE5-superJumbo.jpg" width="640" /><br />
<div class="media-action-overlay">
</div>
</div>
<figcaption class="caption" itemprop="caption description">
<span class="caption-text">At an education technology
conference last summer, a student tried out Google’s virtual-reality
field-trip app — software that Chicago Public Schools helped to test.</span>
<span class="credit" itemprop="copyrightHolder">
<span class="visually-hidden">Credit</span>
Nick Cote for The New York Times </span>
</figcaption>
</figure>
</div>
<div class="story-body-text story-content" data-para-count="59" data-total-count="26863" id="story-continues-58">
The relationship has benefited Chicago Public Schools, too.</div>
<div class="story-body-text story-content" data-para-count="384" data-total-count="27247">
In 2015, the district was reeling from a scandal: The <a href="https://www.justice.gov/usao-ndil/pr/former-chief-executive-chicago-public-schools-indicted-accepting-bribes-and-kickbacks" title="Justice Department indictment">Justice Department charged the Chicago Public Schools former chief executive</a>
Barbara Byrd-Bennett with steering more than $23 million in no-bid
contracts to two school vendors in exchange for kickbacks. Ms.
Byrd-Bennett later <a href="http://www.chicagotribune.com/news/local/breaking/ct-barbara-byrd-bennett-sentencing-met-20161024-story.html" title="Chicago Tribune story on the scandal.">pleaded guilty</a> to one count of wire fraud and was <a href="https://www.justice.gov/usao-ndil/pr/former-chief-executive-chicago-public-schools-sentenced-more-four-years-prison">sentenced in April</a> to four and a half years in prison.</div>
<div class="story-body-text story-content" data-para-count="310" data-total-count="27557" id="story-continues-59">
The
fact that Chicago schools were vetting Google products, like the
Classroom app, gave administrators a welcome counternarrative of the
district’s altruistically helping Google debug its products for schools
across the country. And it remains a good story even as the district now
<a href="http://www.chicagotribune.com/news/opinion/editorials/ct-chicago-schools-funding-last-day-edit-0429-20170428-story.html">faces a financial crisis</a>.</div>
<div class="story-body-text story-content" data-para-count="111" data-total-count="27668" id="story-continues-60">
Today, about 15 million primary- and secondary-school students in the United States use Classroom, Google said.</div>
<div class="story-body-text story-content" data-para-count="441" data-total-count="28109">
Google’s
ability to test its products on such a monumental scale has stoked
concerns about whether the tech giant is exploiting public-school
teachers and students for free labor. “It’s a private company very
creatively using public resources — in this instance, teachers’ time and
expertise — to build new markets at low cost,” said Patricia Burch, an
associate professor of education at the University of Southern
California.</div>
<div class="story-body-text story-content" data-para-count="219" data-total-count="28328" id="story-continues-61">
Mr.
Rochelle, the Google executive, said that it was important for the
company to have large, diverse sets of educational users giving feedback
— otherwise it might develop products that worked for only a few of
them.</div>
<div class="story-body-text story-content" data-para-count="214" data-total-count="28542" id="story-continues-62">
“Our
goal is to build products that help educators and students,” Mr.
Rochelle said. “Teachers tell us they appreciate the opportunity to get
involved early and help shape our products to meet their needs.”</div>
<div class="story-body-text story-content" data-para-count="290" data-total-count="28832">
Ms.
Hahn, who now works for the same health care company as Mr. Tidmarsh,
agrees. She said that schools were getting something substantive in
return from Google, something they had rarely received from other tech
companies: quick product improvements that responded to teachers’
feedback.</div>
<div class="story-body-text story-content" data-node-uid="1" data-para-count="275" data-total-count="29107">
After
the Chicago schools tested Classroom, she said, members of Google’s
education team started directly contacting her when they were seeking
educators to try out the company’s innovations. “They no longer just
turn stuff on,” she said. “They come to us first.”</div>
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Follow Natasha Singer on Twitter <a href="https://twitter.com/natashanyt">@natashanyt</a>.</div>
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A version of this article appears in print on May 14, 2017, on Page A1 of the <span itemprop="printEdition">New York edition</span> with the headline: How Google Conquered The American Classroom. <span class="story-footer-links"> <a href="http://www.nytreprints.com/" target="_blank">Order Reprints</a><span class="pipe">|</span> <a href="http://www.nytimes.com/pages/todayspaper/index.html" target="_blank">Today's Paper</a><span class="pipe">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp839RF.html?campaignId=48JQY" target="_blank">Subscribe</a>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-4183054006508584932.post-76468308646236425452017-01-11T06:13:00.002-06:002017-01-11T06:13:27.488-06:00Online and Scared<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-size: 16px; margin-left: 0px; margin-right: 0px; position: relative;"><div class="story-meta " id="story-meta" style="margin-bottom: 20px;">
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And so it came to pass that in the winter of 2016 the world hit a tipping point that was revealed by the most unlikely collection of actors: <a class="meta-per" href="http://topics.nytimes.com/top/reference/timestopics/people/p/vladimir_v_putin/index.html?inline=nyt-per" style="color: #326891;" title="More articles about Vladimir V. Putin.">Vladimir Putin</a>, <a class="meta-per" href="http://topics.nytimes.com/top/reference/timestopics/people/b/jeffrey_p_bezos/index.html?inline=nyt-per" style="color: #326891;" title="More articles about Jeffrey P. Bezos">Jeff Bezos</a>, <a class="meta-per" href="http://www.nytimes.com/topic/person/donald-trump?inline=nyt-per" style="color: #326891;" title="More articles about Donald J. Trump.">Donald Trump</a>, <a class="meta-per" href="http://topics.nytimes.com/top/reference/timestopics/people/z/mark_e_zuckerberg/index.html?inline=nyt-per" style="color: #326891;" title="More articles about Mark E. Zuckerberg.">Mark Zuckerberg</a> and the Macy’s department store. Who’d have thunk it?</div>
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And what was this tipping point?</div>
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It was the moment when we realized that a critical mass of our lives and work had shifted away from the terrestrial world to a realm known as “cyberspace.” That is to say, a critical mass of our interactions had moved to a realm <em>where we’re all connected but no one’s in charge</em>.</div>
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After all, there are no stoplights in cyberspace, no police officers walking the beat, no courts, no judges, no God who smites evil and rewards good, and certainly no “1-800-Call-If-Putin-Hacks-Your-Election.” If someone slimes you on Twitter or <a class="meta-org" href="http://www.nytimes.com/topic/company/facebook-inc?inline=nyt-org" style="color: #326891;" title="More information about Facebook Inc.">Facebook</a>, well, unless it is a death threat, good luck getting it removed, especially if it is done anonymously, which in cyberspace is quite common.</div>
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And yet this realm is where we now spend increasing hours of our day. Cyberspace is now where we do more of our shopping, more of our dating, more of our friendship-making and sustaining, more of our learning, more of our commerce, more of our teaching, more of our communicating, more of our news-broadcasting and news-seeking and more of our selling of goods, services and ideas.</div>
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<a href="http://www.nytimes.com/column/thomas-l-friedman" style="color: #333333; text-decoration: none;">Thomas L. Friedman</a></h2>
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<span class="headline-text" style="font-size: 0.875rem; line-height: 1.125rem; max-width: 300px; padding-right: 0px;">From Hands to Heads to Hearts</span><time class="dateline" style="color: #999999; display: inline-block; font-size: 0.625rem; line-height: 0.625rem; margin-left: auto; margin-top: 6px; text-transform: uppercase; white-space: nowrap;">JAN 4</time></h2>
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<span class="headline-text" style="font-size: 0.875rem; line-height: 1.125rem; max-width: 300px; padding-right: 0px;">Bibi Netanyahu Makes Trump His Chump</span><time class="dateline" style="color: #999999; display: inline-block; font-size: 0.625rem; line-height: 0.625rem; margin-left: auto; margin-top: 6px; text-transform: uppercase; white-space: nowrap;">DEC 28</time></h2>
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<span class="headline-text" style="font-size: 0.875rem; line-height: 1.125rem; max-width: 300px; padding-right: 0px;">Trump’s Approach: A Fresh Start or Crazy Reckless?</span><time class="dateline" style="color: #999999; display: inline-block; font-size: 0.625rem; line-height: 0.625rem; margin-left: auto; margin-top: 6px; text-transform: uppercase; white-space: nowrap;">DEC 14</time></h2>
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<span class="headline-text" style="font-size: 0.875rem; line-height: 1.125rem; max-width: 300px; padding-right: 0px;">Say What, Al Gore, Ivanka Trump and Donald Trump?</span><time class="dateline" style="color: #999999; display: inline-block; font-size: 0.625rem; line-height: 0.625rem; margin-left: auto; margin-top: 6px; text-transform: uppercase; white-space: nowrap;">DEC 7</time></h2>
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<span class="headline-text" style="font-size: 0.875rem; line-height: 1.125rem; max-width: 300px; padding-right: 0px;">At Lunch, Donald Trump Gives Critics Hope</span><time class="dateline" style="color: #999999; display: inline-block; font-size: 0.625rem; line-height: 0.625rem; margin-left: auto; margin-top: 6px; text-transform: uppercase; white-space: nowrap;">NOV 22</time></h2>
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It’s where both our president-elect and the leader of ISIS can communicate with equal ease with tens of millions of their respective followers through Twitter — without editors, fact-checkers, libel lawyers or other filters.</div>
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And, I would argue, 2016 will be remembered as the year when we fully grasped just how scary that can be — how easy it was for a presidential candidate to tweet out untruths and half-truths faster than anyone could correct them, how cheap it was for Russia to intervene on Trump’s behalf with hacks of Democratic operatives’ computers and how unnerving it was to hear Yahoo’s chief information security officer, Bob Lord, say that his company still had “not been able to identify” how one billion Yahoo accounts and their sensitive user information were hacked in 2013.</div>
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Even President Obama was taken aback by the speed at which this tipping point tipped. “I think that I underestimated the degree to which, in this new information age, it is possible for misinformation, for cyberhacking and so forth, to have an impact on our open societies,” he told ABC News’s “This Week.”</div>
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At Christmas, Amazon.com taught yet more traditional retailers how hard the cybertipping point has hit retailing. Last week, Macy’s said it was slashing 10,000 jobs and closing dozens of stores because, <a href="http://www.wsj.com/articles/macys-details-plans-to-close-stores-cut-10-100-jobs-1483564243" style="color: #326891;">according to </a><a href="http://www.wsj.com/articles/macys-details-plans-to-close-stores-cut-10-100-jobs-1483564243" style="color: #326891;">The Wall Street Journal</a>, “Macy’s hasn’t been able to solve consumers’ shift to online shopping.”</div>
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At first Zuckerberg, the Facebook founder, insisted that fake news stories carried by Facebook “surely had no impact” on the election and that saying so was “a pretty crazy idea.” But in a very close election it was not crazy at all.</div>
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Facebook — which wants all the readers and advertisers of the mainstream media but not to be saddled with its human editors and fact-checkers — is now taking more seriously its responsibilities as a news purveyor in cyberspace.</div>
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Alan S. Cohen, chief commercial officer of the cybersecurity firm Illumio (I am a small shareholder), noted in an <a href="http://siliconangle.com/blog/2017/01/08/silicon-valley-friday-show-poor-security-helped-elect-trump-also-tank-tech-industry/" style="color: #326891;">interview on siliconAngle.com</a> that the reason this tipping point tipped now was because so many companies, governments, universities, political parties and individuals have concentrated a critical mass of their data in enterprise data centers and cloud computing environments.</div>
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Ten years ago, said Cohen, bad guys did not have the capabilities to get at all this data and extract it, but “now they do,” and as more creative tools like big data and artificial intelligence get “weaponized,” this will become an even bigger problem. It’s a huge legal, moral and strategic problem, and it will require, said Cohen, “a new social compact” to defuse.</div>
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Work on that compact has to start with every school teaching children digital civics. And that begins with teaching them that the internet is an open sewer of untreated, unfiltered information, where they need to bring skepticism and critical thinking to everything they read and basic civic decency to everything they write.</div>
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A <a href="https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online" style="color: #326891;">Stanford Graduate School of Education</a><a href="https://ed.stanford.edu/news/stanford-researchers-find-students-have-trouble-judging-credibility-information-online" style="color: #326891;"> study</a> published in November found “a dismaying inability by students to reason about information they see on the internet. Students, for example, had a hard time distinguishing advertisements from news articles or identifying where information came from. … One assessment required middle schoolers to explain why they might not trust an article on financial planning that was written by a bank executive and sponsored by a bank. The researchers found that many students did not cite authorship or article sponsorship as key reasons for not believing the article.”</div>
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Prof. Sam Wineburg, the lead author of the report, said: “Many people assume that because young people are fluent in social media they are equally perceptive about what they find there. Our work shows the opposite to be true.”</div>
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In an era when more and more of our lives have moved to this digital realm, that is downright scary.</div>
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A version of this op-ed appears in print on January 11, 2017, on Page A23 of the <span itemprop="printEdition">New York edition</span> with the headline: Online and Scared. <span class="story-footer-links" style="display: inline-block;"><a href="http://www.nytimes.com/pages/todayspaper/index.html" style="color: #999999; text-decoration: none;" target="_blank">Today's Paper</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp839RF.html?campaignId=48JQY" style="color: #999999; text-decoration: none;" target="_blank">Subscribe</a></span></div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-67150178391797762142016-05-26T20:40:00.002-05:002016-05-26T20:40:24.907-05:00Google Prevails as Jury Rebuffs Oracle in Code Copyright Case<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, "times new roman", times, serif; font-size: 16px; margin-left: 0px; margin-right: 0px; position: relative;"><div class="story-meta " id="story-meta" style="margin-bottom: 20px;">
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<figure aria-label="media" class="media photo lede layout-large-horizontal" data-media-action="modal" id="media-100000004438770" itemid="https://static01.nyt.com/images/2016/05/27/business/27oracle/27oracle-master768.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: both; display: flex; flex-direction: column; margin: 0px 0px 45px; position: relative; width: 630px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; flex-shrink: 0; margin-bottom: 7px; position: relative;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Larry Page, co-founder of Google and chief executive of Alphabet." data-mediaviewer-credit="Daniel Acker/Bloomberg" data-mediaviewer-src="https://static01.nyt.com/images/2016/05/27/business/27oracle/27oracle-superJumbo.jpg" itemid="https://static01.nyt.com/images/2016/05/27/business/27oracle/27oracle-master768.jpg" itemprop="url" src="https://static01.nyt.com/images/2016/05/27/business/27oracle/27oracle-master768.jpg" style="display: block; height: auto; max-width: 100%; width: 630px;" /><div class="media-action-overlay" style="border-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5;">
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, "times new roman", times, serif; font-size: 0.8125rem; line-height: 1.0625rem; margin-left: 0px; margin-right: 0px; max-width: 600px;"><span class="caption-text">Larry Page, co-founder of Google and chief executive of Alphabet.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Daniel Acker/Bloomberg</span></figcaption></figure><div class="story-body-text story-content" data-para-count="142" data-total-count="142" style="font-family: georgia, "times new roman", times, serif; font-size: 1.0625rem; line-height: 1.625rem; margin-bottom: 1em; margin-left: 60px; max-width: none; width: 540px;">
A jury ruled in favor of Google on Thursday in a long legal dispute with<a class="meta-org" href="http://www.nytimes.com/topic/company/oracle-corporation?inline=nyt-org&version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #326891;" title="More information about Oracle Corporation">Oracle</a> over software used to power most of the world’s smartphones.</div>
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Oracle contended that Google used copyrighted material in 11,000 of its 13 million lines of software code in Android, its mobile phone operating system. Oracle asked for $9 billion from Google. Google said it made fair use of that code and owed nothing.</div>
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The victory for Google cheered other software developers, who operate much the way Google did when it comes to so-called open-source software. Unlike traditional software created by corporations and tightly held, open-source products are released, often with some restrictions, for anyone to use and modify.</div>
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“Great news for progress and innovation,” Chris Dixon, a technology investor with Andreessen Horowitz, the venture capital firm, posted on Twitter after the verdict.</div>
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Android relies in part on Java, an open-source software language that Oracle acquired when it bought Sun Microsystems for $7.4 billion in 2010. Oracle argued that Google executives violated Oracle’s copyright by using aspects of Java without permission.</div>
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William Fitzgerald, a Google spokesman, said in a statement that the verdict “represents a win for the Android ecosystem, for the Java programming community and for software developers who rely on open and free programming languages to build innovative consumer products.”</div>
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The courtroom fight was something of a watershed for technology and could offer clarity on legal rules surrounding open-source technology, which is used in everything from smartphones and digital recording devices to the software that runs many of the world’s biggest data centers.</div>
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People who work with open-source technology worried that a victory for Oracle would have led other companies to make similar demands of open-source products.</div>
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“It does give a lot of breathing room to other companies and individuals trying to do a lot of innovative activity,” said Parker Higgins, director of copyright activism at the <a href="https://www.eff.org/?version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #326891;">Electronic Frontier Foundation</a>, a digital rights advocacy group.</div>
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While there is an expectation in open-source projects that the software tweaks of others will be given back to the community working on the software, open source often requires a license as well.</div>
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But where software licenses typically forbid touching code or sharing code with anyone, open-source licenses usually insist on sharing. They detail what can and cannot be used by other companies in their products. And they often require people to share their work with other developers.</div>
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The idea is that, collectively, people working at many companies or even out of their homes or college dorms can build better technology than what is created behind the closed doors of one corporation.</div>
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From the start, this was a trial neither side intended. Oracle first sued Google in 2010, accusing it of patent and copyright violations in Android. The outcome of that case, which was decided in 2012, was largely favorable to Google.</div>
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But in 2014, a federal appeals court found that certain parts of Java were protected by copyright, providing Oracle with fresh ammunition. When the Supreme Court refused to hear an appeal of that decision last year, the case was sent back to the lower courts to hear the copyright aspect of the case again.</div>
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In this iteration of the courtroom fight, Eric E. Schmidt, executive chairman of Alphabet, Google’s parent company, testified that Sun knew Google was using Java and approved of that use even though Google did not obtain a license. Jonathan Schwartz, who was chief executive of Sun before Oracle bought it, backed up that view, and a blog post he wrote praising Android was a major piece of evidence in the trial.</div>
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Oracle provided a series of emails and meeting documents that countered that view, suggesting that Larry Page, a founder of Google and chief executive of Alphabet, had pressed the Android team to develop the product quickly. Mr. Page denied the suggestion on the stand.</div>
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The particular areas of copyright protection in Java involved the so-called declaring code in Application Programming Interfaces, or A.P.I.s., which have become the common way that networked programs on the Internet share data.</div>
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Declaring code establishes standards and meanings by which future lines of software, the actual effects the software seeks to create, will operate. This distinction compelled the 10 jurors — eight women and two men — to hear extensive testimony by engineers and economists about the nature of code, and the copyrightable implications of this type of creativity.</div>
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Dorian Daley, Oracle’s general counsel, said the company planned to appeal. “We strongly believe that Google developed Android by illegally copying core Java technology to rush into the mobile device market,” she said in a statement. “Oracle brought this lawsuit to put a stop to Google’s illegal behavior.”</div>
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Some lawyers cautioned against viewing the verdict as a green light for the type of software development Google performed, saying that the earlier federal appeals court decision validated the idea that A.P.I.s can be copyrighted.</div>
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“I don’t think the industry can sit back and rely on this decision and exhale and say these things won’t be protected,” said Christopher Carani, a lawyer at McAndrews, Held & Malloy. “I think what you’re still going to see is a lot more attention paid to securing approval to use other copyrights before the fact.”</div>
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John Bergmayer, a senior staff attorney at <a href="https://www.publicknowledge.org/?version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #326891;">Public Knowledge</a>, a consumer rights group, cheered the verdict in a statement, but said he remained troubled by the implications of the earlier court decision. “Other courts of appeal should reject the Federal Circuit’s mistaken finding of copyrightability,” he said. “For now, though, the jury’s verdict is a welcome dose of common sense.”</div>
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Andy Rubin, who led the Android project at Google, worked at <a class="meta-org" href="http://www.nytimes.com/topic/company/apple-incorporated?inline=nyt-org&version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #326891;" title="More information about Apple Incorporated">Apple</a>early in his career and later developed a type of multifunction phone, which had a Java license. Oracle’s executive chairman, Lawrence J. Ellison, who appeared in video testimony, was friends with Steve Jobs, who led development of the iPhone, and Scott McNealy, a founder and the chief executive of Sun before Mr. Schwartz.</div>
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While the jury may now rest, the court fight will probably continue. The case could go to the Supreme Court, though it was unclear whether the court would rule definitively on copyright, said Pamela Samuelson, a professor at the School of Law and the School of Information at the University of California, Berkeley. “They don’t usually like to go against what the appeals court established,” she said.</div>
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A version of this article appears in print on May 27, 2016, on page B1 of the <span itemprop="printEdition">New York edition</span> with the headline: Google Prevails in Android Code Case. <span class="story-footer-links" style="display: inline-block;"><a href="http://www.nytreprints.com/?version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #999999; text-decoration: none;" target="_blank">Order Reprints</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span> <a href="http://www.nytimes.com/pages/todayspaper/index.html?version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #999999; text-decoration: none;" target="_blank">Today's Paper</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp839RF.html?campaignId=48JQY&version=meter+at+97&module=meter-Links&pgtype=article&contentId=&mediaId=&referrer=https%3A%2F%2Fwww.facebook.com%2F&priority=true&action=click&contentCollection=meter-links-click" style="color: #999999; text-decoration: none;" target="_blank">Subscribe</a></span></div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-81813757818880510012015-12-10T21:44:00.003-06:002015-12-10T22:48:25.073-06:00A Learning Advance in Artificial Intelligence Rivals Human Abilities<br />
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<span class="byline" itemid="http://topics.nytimes.com/top/reference/timestopics/people/m/john_markoff/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person" style="font-family: , "georgia" , "times new roman" , "times" , serif; font-size: 0.6875rem; font-weight: 700; line-height: 0.75rem;">By <a href="http://topics.nytimes.com/top/reference/timestopics/people/m/john_markoff/index.html" rel="author" style="color: black; text-decoration: none;" title="More Articles by JOHN MARKOFF"><span class="byline-author" data-byline-name="JOHN MARKOFF" data-twitter-handle="markoff" itemprop="name">JOHN MARKOFF</span></a></span><time class="dateline" content="2015-12-10" datetime="2015-12-10" itemprop="datePublished" style="color: black; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; line-height: 0.75rem; margin-left: 12px;">DEC. 10, 2015</time></div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Humans and machines were given an image of a novel character (represented atop each grid) and then asked to copy it." data-mediaviewer-credit="Brenden Lake" data-mediaviewer-src="http://static01.nyt.com/images/2015/12/11/business/11vision-web1/11vision-web1-superJumbo.jpg" src="http://static01.nyt.com/images/2015/12/11/business/11vision-web1/11vision-web1-blog427.jpg" itemid="http://static01.nyt.com/images/2015/12/11/business/11vision-web1/11vision-web1-blog427.jpg" itemprop="url" style="display: block; height: auto; max-width: 100%; width: 360px;" /><br />
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</aside><br />
<div class="story-body-text story-content" data-para-count="262" data-total-count="412" id="story-continues-2" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The improvements are<br />
noteworthy because<br />
so-called machine-vision<br />
systems are becoming<br />
commonplace in many<br />
aspects of life, including<br />
car-safety systems that<br />
detect pedestrians and<br />
bicyclists, as well as in<br />
video game controls,<br />
Internet search and<br />
f<span style="font-size: 1rem; line-height: 1.4375rem;">actory robots.</span></div>
<div class="story-body-text story-content" data-para-count="329" data-total-count="741" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Researchers at the <a href="http://topics.nytimes.com/top/reference/timestopics/organizations/m/massachusetts_institute_of_technology/index.html?inline=nyt-org" style="color: #326891;" title="More articles about the Massachusetts Institute of Technology.">Massachusetts Institute of Technology</a>,<br />
<a href="http://topics.nytimes.com/top/reference/timestopics/organizations/n/new_york_university/index.html?inline=nyt-org" style="color: #326891;" title="More articles about New York University.">New York University</a><br />
and the University of Toronto reported a new type of<br />
“one shot”<br />
machine learning on Thursday in the journal <a href="http://www.sciencemag.org/lookup/doi/10.1126/science.aab3050" style="color: #326891;">Science</a>, in<br />
which a computer<br />
vision program outperformed a<br />
group of humans in identifying handwritten characters based on a single example.</div>
<div class="story-body-text story-content" data-para-count="220" data-total-count="961" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The program is capable of quickly learning the characters in a range of languages and generalizing from what it has learned. The<br />
authors suggest this capability is similar to the way humans<br />
learn and understand concepts.</div>
<div class="story-body-text story-content" data-para-count="151" data-total-count="1112" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The new approach, known as Bayesian Program<br />
Learning, or B.P.L., is different from current machine learning technologies known as deep neural networks.</div>
<div class="story-body-text story-content" data-para-count="156" data-total-count="1268" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Neural networks can be trained to recognize human speech,<br />
detect objects in images or identify kinds of behavior by being<br />
exposed to large sets of examples.</div>
<div class="story-body-text story-content" data-para-count="332" data-total-count="1600" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Although such networks are modeled after the behavior of<br />
biological neurons, they do not yet learn the way humans do —<br />
acquiring new concepts quickly. By contrast, the new software program described in the Science article is able to learn to recognize<br />
handwritten characters after “seeing” only a few or even a single<br />
example.</div>
<div class="story-body-text story-content" data-para-count="348" data-total-count="1948" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The researchers compared the capabilities of their<br />
Bayesian approach and other programming models using five separate learning tasks that involved a set of characters from a research data set known as Omniglot, which includes 1,623 handwritten character<br />
sets from 50 languages. Both images and pen strokes needed<br />
to create characters were captured.</div>
<div class="story-body-text story-content" data-para-count="410" data-total-count="2358" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
“With all the progress in machine learning, it’s amazing what<br />
you can do with lots of data and faster computers,” said<br />
Joshua B. Tenenbaum, a professor of cognitive science and<br />
computation<br />
at <a class="meta-org" href="http://topics.nytimes.com/top/reference/timestopics/organizations/m/massachusetts_institute_of_technology/index.html?inline=nyt-org" style="color: #326891;" title="More articles about the Massachusetts Institute of Technology.">M.I.T.</a> and one of the authors of the Science paper. “But<br />
when you look at children, it’s amazing what they can<br />
learn from very little data. Some comes from prior knowledge<br />
and some is built into our brain.”</div>
<div class="story-body-text story-content" data-para-count="186" data-total-count="2544" id="story-continues-3" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Also on Thursday, organizers of an annual academic <a href="http://image-net.org/challenges/LSVRC/2015/index" style="color: #326891;" title="Large Scale Visual Recognition Challenge 2015">machine vision competition</a> reported gains in lowering the error rate in<br />
software for finding and classifying objects in digital images.</div>
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<figure aria-label="media" class="media photo embedded has-adjacency layout-large-horizontal media-100000004086446 ratio-tall" data-media-action="modal" id="media-100000004086446" itemid="http://static01.nyt.com/images/2015/12/11/business/11vision-web2/11vision-web2-articleLarge.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="margin: 45px 0px 45px 135px; position: relative; width: 540px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; margin-bottom: 7px; position: relative; width: 540px;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Three researchers who have created a computer model that captures humans’ unique ability to learn new concepts from a single example: from left, Ruslan Salakhutdinov, Brenden M. Lake and Joshua B. Tenenbaum." data-mediaviewer-credit="Alain Decarie for The New York Times" data-mediaviewer-src="http://static01.nyt.com/images/2015/12/11/business/11vision-web2/11vision-web2-superJumbo.jpg" src="http://static01.nyt.com/images/2015/12/11/business/11vision-web2/11vision-web2-articleLarge.jpg" itemid="http://static01.nyt.com/images/2015/12/11/business/11vision-web2/11vision-web2-articleLarge.jpg" itemprop="url" style="display: block; height: auto; max-width: 100%; width: 540px;" /><br />
<div class="media-action-overlay" style="border-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5;">
<span class="icon sprite-icon" style="background-image: url("/assets/article/20151209-175037/images/sprite/sprite-no-repeat.svg"); background-position: 0px -139px; background-repeat: no-repeat; display: inline-block; height: 38px; line-height: 0; vertical-align: middle; width: 38px;"></span></div>
</div>
<figcaption class="caption" itemprop="caption description" style="bottom: 23px; color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.8125rem; line-height: 1.0625rem; right: 0px; width: auto;"><span class="caption-text">Three researchers who have created a computer model that captures humans’ unique ability to learn new concepts from a single example: from left, Ruslan Salakhutdinov, Brenden M. Lake and Joshua B. Tenenbaum.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Alain Decarie for The New York Times</span></figcaption></figure><br />
<div class="story-body-text story-content" data-para-count="181" data-total-count="2725" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
“I’m constantly amazed by the rate of progress in the field,”<br />
said <span style="font-size: 1rem; line-height: 1.4375rem;">Alexander Berg, an assistant professor of computer </span><br />
<span style="font-size: 1rem; line-height: 1.4375rem;">science at the University of North Carolina, Chapel Hill.</span></div>
<div class="story-body-text story-content" data-para-count="329" data-total-count="3054" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The competition, known as the Imagenet Large Scale<br />
Visual Recognition Challenge, pits teams of researchers at<br />
academic, government and corporate laboratories against one another to design programs to both classify and detect objects. It was<br />
won this year by a group of researchers at the <a href="http://research.microsoft.com/en-us/labs/asia/" style="color: #326891;" title="Microsoft Research Asia">Microsoft Research laboratory</a> in Beijing.</div>
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<a class="visually-hidden skip-to-text-link" href="http://www.nytimes.com/2015/12/11/science/an-advance-in-artificial-intelligence-rivals-human-vision-abilities.html#story-continues-4" style="border: 0px; clip: rect(0px 0px 0px 0px); color: #326891; height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; text-decoration: none; width: 1px;">Continue reading the main story</a><br />
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The <a href="http://topics.nytimes.com/top/news/business/companies/microsoft_corporation/index.html?inline=nyt-org" style="color: #326891;" title="More information about Microsoft Corporation">Microsoft</a> team was able to cut the number of errors in<br />
half in a task that required their program to<br />
classify objects from a set of 1,000 categories. The team also<br />
won a second competition by accurately detecting all instances<br />
of objects in 200 categories.</div>
<div class="story-body-text story-content" data-para-count="285" data-total-count="3599" id="story-continues-5" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
The contest requires the programs to examine a large number<br />
of digital images, and either label or find objects in the images.<br />
For <span style="font-size: 1rem; line-height: 1.4375rem;">example, they may need to distinguish between objects </span><br />
<span style="font-size: 1rem; line-height: 1.4375rem;">such as bicycles and cars, both of which might appear to have </span><br />
<span style="font-size: 1rem; line-height: 1.4375rem;">t</span><span style="font-size: 1rem; line-height: 1.4375rem;">wo wheels from a certain perspective.</span></div>
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In both the handwriting recognition task described in Science<br />
and in the visual classification and detection competition,<br />
researchers made efforts to compare their progress to human<br />
abilities.<br />
In both cases, the software advances now appear to surpass<br />
human abilities.</div>
<div class="story-body-text story-content" data-para-count="148" data-total-count="4015" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
However, computer scientists cautioned against drawing<br />
conclusions about “thinking” machines or making direct<br />
comparisons to human intelligence.</div>
<div class="story-body-text story-content" data-para-count="418" data-total-count="4433" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
“I would be very careful with terms like ‘superhuman<br />
performance,’ ” said Oren Etzioni, chief executive of the Allen Institute for Artificial Intelligence in Seattle. “Of course the calculator<br />
exhibits superhuman performance, with the possible exception of<br />
Dustin Hoffman,” he added, in reference to the actor’s portrayal<br />
of an autistic savant with extraordinary math skills in the<br />
movie “Rain Man.”</div>
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The advances reflect the intensifying focus in Silicon Valley<br />
and elsewhere on artificial intelligence.</div>
<div class="story-body-text story-content" data-para-count="201" data-total-count="4737" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Last month, the Toyota Motor Corporation <a href="http://www.nytimes.com/2015/11/06/technology/toyota-silicon-valley-artificial-intelligence-research-center.html" style="color: #326891;" title="Times article.">announced</a> a<br />
five-year, billion-dollar investment to create a research center<br />
based next to Stanford University to focus on artificial<br />
intelligence and robotics.</div>
<div class="story-body-text story-content" data-para-count="263" data-total-count="5000" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
Also, a formerly obscure academic conference, Neural<br />
Information Processing Systems, underway this week in<br />
Montreal, has doubled in size since the previous year and<br />
has attracted a growing list of brand-name corporate sponsors,<br />
including Apple for the first time.</div>
<div class="story-body-text story-content" data-node-uid="1" data-para-count="393" data-total-count="5393" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
“There is a sellers’ market right now — not enough talent to<br />
fill the demand from companies who need them,” said<br />
Terrence Sejnowski, the director of the<br />
<a href="http://cnl.salk.edu/" style="color: #326891;">Computational Neurobiology Laboratory</a> at the Salk Institute<br />
for Biological Studies in San Diego. “Ph.D. students are<br />
getting hired out of graduate schools for salaries that are<br />
higher than faculty members who are teaching them.”<br />
<br />
<a href="http://www.nytimes.com/2015/12/11/science/an-advance-in-artificial-intelligence-rivals-human-vision-abilities.html">NYT</a></div>
</div>
Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-4183054006508584932.post-46456839337620543082015-09-27T19:06:00.003-05:002015-09-27T19:06:39.196-05:00Text to Text | ‘Why Do Americans Stink at Math?’ and ‘How to Make Math Meaningful’<header class="postHeader" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px;"><div class="story-meta-footer" style="font-size: 0.6875rem; line-height: 0.875rem; margin-bottom: 10px;">
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<br class="Apple-interchange-newline" />By <a class="url fn" href="http://learning.blogs.nytimes.com/author/patrick-honner/" rel="author" style="color: black; text-decoration: none; text-transform: uppercase;" title="More Posts by Patrick Honner"><span class="fn" itemprop="name">PATRICK HONNER</span> </a><span class="byline-separator">and</span> <a class="url fn" href="http://learning.blogs.nytimes.com/author/michael-gonchar/" rel="author" style="color: black; text-decoration: none; text-transform: uppercase;" title="More Posts by Michael Gonchar">MICHAEL GONCHAR</a></address>
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<a href="http://learning.blogs.nytimes.com/category/lesson-plans/" style="color: #326891;" title="See all Lesson Plans"><img alt="Lesson Plans - The Learning Network" src="http://graphics8.nytimes.com/images/blogs_v3/learning/learning_lesson-plan151.png" style="border: none; display: block; float: right; height: auto; margin: 3px 0px 5px 5px; max-width: 100%;" /></a><a href="http://learning.blogs.nytimes.com/tag/text-to-text/" style="color: #326891;" title="See all lesson plans"><img alt="Lesson Plans - The Learning Network" class="w35 right" src="http://graphics8.nytimes.com/images/blogs_v3/learning/learning_lesson-plan35.png" style="border: none; clear: right; display: block; float: right; height: auto; margin: 3px 0px 5px 5px; max-width: 100%; overflow: hidden; width: 35px;" /></a><div style="font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 1rem; margin-bottom: 3px;">
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TEXT TO TEXT</h6>
<div class="summary" style="font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 1rem; margin-bottom: 3px;">
Teaching ideas based on New York Times content.</div>
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<div class="story-body-text" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; max-width: 540px;">
Is there a crisis in math education? Lots of people seem to think so.</div>
<div class="story-body-text" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; max-width: 540px;">
From <a href="http://parenting.blogs.nytimes.com/2014/04/03/research-on-children-and-math-underestimated-and-unchallenged/" style="color: #326891;">worries about where the United States ranks on international tests</a> to <a href="http://www.nytimes.com/2015/06/16/opinion/meet-the-new-common-core.html" style="color: #326891;">arguments over the Common Core</a>, the way teachers teach and students learn math continues to be debated widely, leading to proposed changes in the ways mathematics is taught. But what really works for students in the math classroom? And when changes to the techniques are necessary, how can they be implemented effectively and appropriately across an entire system? This <a href="http://learning.blogs.nytimes.com/tag/text-to-text/" style="color: #326891;">Text to Text lesson plan</a> confronts those questions and more.</div>
<div class="story-body-text" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; max-width: 540px;">
As millions of students return to math classes across the country to face new teachers, new techniques and new standards, we pair Elizabeth Green’s 2014 New York Times Magazine article “<a href="http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html" style="color: #326891;">Why Do American’s Stink at Math</a>?” with the Edutopia video “<a href="http://www.edutopia.org/blog/applied-mathematics-video-dor-abrahamson" style="color: #326891;">How to Make Math Meaningful</a>.”</div>
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<span id="more-161833"></span></div>
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<span style="font-weight: 700;">Background</span></div>
<div class="story-body-text" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; max-width: 540px;">
Elizabeth Green’s “Why Do Americans Stink at Math?” tells the story of Akihiko Takahashi, a teacher who helped change the course of mathematics education in Japan in the 1980s by adopting innovative practices. The sources of those techniques were teachers and organizations in the United States, who at that time were calling for changes in the way math was taught in their own country.</div>
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Ms. Green’s piece details Mr. Takahashi’s work encouraging discussion among students using strategically constructed example problems and practicing jugyokenkyu, or lesson study. Ms. Green places Mr. Takahashi’s work in the broader context of the history of math education, touching on the new math of the 1960s and today’s Common Core standards.</div>
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We decided to pair Ms. Green’s article with an Edutopia video that shows what teaching conceptual understanding can look like. In the video, Mr. Abrahamson, an associate professor of secondary mathematics education at the University of California, Berkeley, demonstrates teaching the concept of ratio and proportion through experimental approaches, which he says can “help kids see the world mathematically.” He argues that “mathematics is all about making sense of the world,” and that “unless we can ground all this scribbling in something concrete that we really get, we’ll never understand what we’re doing.”</div>
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That sounds very similar to one of Ms. Green’s central affirmations: “To cure our innumeracy, we will have to accept that the traditional approach we take to teaching math — the one that can be mind-numbing, but also comfortingly familiar — does not work. We will have to come to see math not as a list of rules to be memorized but as a way of looking at the world that really makes sense.”</div>
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We invite students to use both of these sources and the questions below, as well as the Going Further resources, to consider the complicated and important question: What are the best ways to teach and learn mathematics?</div>
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<span style="font-weight: 700;">Key Question: What are the best ways to teach and learn mathematics?</span></div>
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<span style="font-weight: 700;">Activity Sheets:</span> As students read and discuss, they might take notes using one or more of the three graphic organizers (PDFs) we have created for our Text to Text feature:</div>
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<span style="font-weight: 700;">Text 1: Excerpt from “<a href="http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html" style="color: #326891;">Why Do Americans Stink at Math?</a>” by Elizabeth Green</span></div>
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Takeshi Matsuyama was an elementary-school teacher, but like a small number of instructors in Japan, he taught not just young children but also college students who wanted to become teachers. At the university-affiliated elementary school where Matsuyama taught, he turned his classroom into a kind of laboratory, concocting and trying out new teaching ideas. When Takahashi met him, Matsuyama was in the middle of his boldest experiment yet — revolutionizing the way students learned math by radically changing the way teachers taught it.</div>
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Instead of having students memorize and then practice endless lists of equations — which Takahashi remembered from his own days in school — Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math’s procedures, properties and proofs for themselves. One day, for example, the young students would derive the formula for finding the area of a rectangle; the next, they would use what they learned to do the same for parallelograms. Taught this new way, math itself seemed transformed. It was not dull misery but challenging, stimulating and even fun.</div>
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Takahashi quickly became a convert. He discovered that these ideas came from reformers in the United States, and he dedicated himself to learning to teach like an American. Over the next 12 years, as the Japanese educational system embraced this more vibrant approach to math, Takahashi taught first through sixth grade. Teaching, and thinking about teaching, was practically all he did. A quiet man with calm, smiling eyes, his passion for a new kind of math instruction could take his colleagues by surprise. “He looks very gentle and kind,” Kazuyuki Shirai, a fellow math teacher, told me through a translator. “But when he starts talking about math, everything changes.”</div>
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<a href="http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html" style="color: #326891;">Read entire article »</a></div>
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<span style="font-weight: 700;">Text 2: “<a href="http://www.edutopia.org/blog/applied-mathematics-video-dor-abrahamson" style="color: #326891;">How To Make Math Meaningful</a>” by Zachary Fink and Dor Abrahamson</span></div>
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<span style="font-weight: 700;">For Writing and Discussion</span></div>
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<li style="background: none; font-family: georgia, 'times new roman', times, serif; font-size: 1em; line-height: 1.5em; margin-bottom: 3px; padding: 0px;">Do you agree with Ms. Green’s claim in the magazine article that “the traditional approach we take to teaching math — the one that can be mind-numbing, but also comfortingly familiar — does not work”? That students aren’t learning how to think mathematically when teachers focus only on procedures, and not on what the procedures mean? Or is this a false definition of “traditional mathematics”?</li>
<li style="background: none; font-family: georgia, 'times new roman', times, serif; font-size: 1em; line-height: 1.5em; margin-bottom: 3px; padding: 0px;">Do you believe teaching with a stronger emphasis on conceptual understanding, like the kind that Mr. Abrahamson explains, will improve students’ performance in math?</li>
<li style="background: none; font-family: georgia, 'times new roman', times, serif; font-size: 1em; line-height: 1.5em; margin-bottom: 3px; padding: 0px;">According to Ms. Green, Mr. Takahashi’s main inspiration for improving mathematics in Japan came from American teachers. Why might the ideas Mr. Takahashi used have been accepted in Japan while not accepted in America?</li>
<li style="background: none; font-family: georgia, 'times new roman', times, serif; font-size: 1em; line-height: 1.5em; margin-bottom: 3px; padding: 0px;">What are some of the potential obstacles one might face in trying to change the way mathematics, or any subject, is taught? Consider why various groups — politicians, teachers, parents, and students — might object to or support changes in the way schools are run and subjects are taught.</li>
<li style="background: none; font-family: georgia, 'times new roman', times, serif; font-size: 1em; line-height: 1.5em; margin-bottom: 3px; padding: 0px;">Think back on your own history as a math student. What teaching-and-learning techniques have worked best for you? What do you think math class needs more of? What do you think math class needs less of? Why?</li>
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<span style="font-weight: 700;">Going Further</span></div>
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<img alt="<a href="http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html">Related Article</a>" height="353" id="100000002274581" itemid="http://graphics8.nytimes.com/images/2012/07/29/sunday-review/29COVER-LN/29COVER-LN-blog480-v2.jpg" itemprop="url" src="http://graphics8.nytimes.com/images/2012/07/29/sunday-review/29COVER-LN/29COVER-LN-blog480-v2.jpg" style="display: block; height: auto; max-width: 100%; width: 480px;" width="480" /></div>
<figcaption class="caption" itemprop="description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.75rem; line-height: 1rem;"><span class="caption-text"><a href="http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html" style="color: #666666;">Related Article</a></span><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline; font-size: 0.75rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span> Adam Hayes</span></figcaption></figure></div>
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<span style="font-weight: 700;">Join the Debate</span></div>
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Elizabeth Green uses the relationship between math education reform movements in the United States and the way math is taught in Japan to make a larger point about why “Americans Stink at Math.” She argues that the traditional way of teaching math and the way we support and train our teachers leads to underperforming students. But Tom Loveless, a former sixth-grade teacher and Harvard public policy professor, doesn’t accept her reasoning.</div>
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Read his critique for the Brookings Institution, <a href="http://www.brookings.edu/research/papers/2014/08/07-new-york-times-math-loveless" style="color: #326891;">“Six Myths in The New York Times Math Article by Elizabeth Green.”</a> Then write a response to either Ms. Green or Mr. Loveless weighing in on the debate.</div>
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Or, if you would prefer to get beyond the specifics of the article and debate how mathematics should be taught, read this <a href="http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html" style="color: #326891;">Op-Ed</a> by two mathematicians who call for more real-life problems in math curriculum. And consider this piece by a political science professor that started an uproar by suggesting that <a href="http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html" style="color: #326891;">algebra was unnecessary</a>, inspiring <a href="http://learning.blogs.nytimes.com/2012/09/26/n-ways-to-apply-algebra-with-the-new-york-times/" style="color: #326891;">this related lesson plan</a> from the Learning Network. Finally, you might interview a few math teachers in your own school, and add all these points-of-view to the ones you have considered in the Text-to-Text pairing to take your own position on how math should be taught.</div>
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<span style="font-weight: 700;">Quiz Yourself</span></div>
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Test your math skills on <a href="http://www.nytimes.com/interactive/2015/08/28/nyregion/eighth-grade-math-questions.html" style="color: #326891;">these sample items</a> from the New York State eighth-grade math test. Do these problems seem easy, hard, or just about right for an eighth grader? According to New York State, only 22 percent of the eighth graders who took the Common Core math test passed.</div>
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Or try your hand at these math problems from an international eighth-grade exam that the Times columnist Nicholas Kristof featured in his Op-Ed “<a href="http://www.nytimes.com/2015/04/26/opinion/sunday/nicholas-kristof-are-you-smarter-than-an-8th-grader.html" style="color: #326891;">Are You Smarter Than an 8th Grader?</a>” Mr. Kristof was making a similar claim as Ms. Green — that American students are underperforming in math — though a science reporter for Slate <a href="http://www.slate.com/articles/health_and_science/science/2015/05/nicholas_kristof_eighth_grade_math_test_america_kids_are_performing_well.html" style="color: #326891;">disagreed.</a></div>
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<figcaption class="caption" itemprop="description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.75rem; line-height: 1rem;"><span class="caption-text"><a href="http://well.blogs.nytimes.com/2015/08/24/square-root-of-kids-math-anxiety-their-parents-help/" style="color: #666666;">Related Article</a></span><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline; font-size: 0.75rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span> Bob Staake</span></figcaption></figure></div>
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<span style="font-weight: 700;">Do You Have Math Anxiety?</span></div>
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Do you get nervous when solving math problems? What about your parents? Read <a href="http://well.blogs.nytimes.com/2015/08/24/square-root-of-kids-math-anxiety-their-parents-help/" style="color: #326891;">this article</a> about math anxiety and how it can be unwittingly passed on from generation to generation. And follow up with <a href="http://parenting.blogs.nytimes.com/2015/04/02/the-problem-with-math-problems-were-solving-them-wrong/" style="color: #326891;">this piece</a> by Jessica Lahey, who gets some advice from teachers about how best to solve math problems while avoiding math anxiety.</div>
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Then, write your own column about how to deal with math anxiety, perhaps interviewing friends, relatives or teachers to find out what suggestions they have.</div>
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<span style="font-weight: 700;">Related Resources</span></div>
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You can find many more math-related lesson plans on our blog<a href="http://learning.blogs.nytimes.com/category/mathematics/" style="color: #326891;">here</a>.</div>
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You can read more about Elizabeth Green’s work in <a href="http://6thfloor.blogs.nytimes.com/2014/07/28/behind-the-cover-story-elizabeth-green-on-americas-math-crisis/" style="color: #326891;">this interview</a>, and read about her book “Building a Better Teacher” in <a href="http://ny.chalkbeat.org/2014/08/04/chalkbeat-ceo-and-author-elizabeth-green-on-teaching-the-common-core-and-more/" style="color: #326891;">this interview</a>.</div>
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And K-12 education isn’t the only schooling under the microscope. People are rethinking the way college courses are taught. For example, this recent opinion piece asks “<a href="http://www.nytimes.com/2015/09/13/opinion/sunday/are-college-lectures-unfair.html" style="color: #326891;">Are College Lectures Unfair?</a>”</div>
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<a href="http://learning.blogs.nytimes.com/2015/09/23/text-to-text-why-do-americans-stink-at-math-and-how-to-make-math-meaningful/">NYT</a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-8119859265599776692015-08-26T17:12:00.004-05:002015-08-26T17:12:47.815-05:00How High Schoolers Spent Their Summer: Online, Taking More Courses<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; position: relative;"><div class="story-meta " id="story-meta" style="margin-bottom: 20px;">
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<span class="byline" itemid="http://topics.nytimes.com/top/reference/timestopics/people/h/elizabeth_a_harris/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person" style="font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; font-weight: 700; line-height: 0.75rem;">By <a href="http://topics.nytimes.com/top/reference/timestopics/people/h/elizabeth_a_harris/index.html" rel="author" style="color: black; text-decoration: none;" title="More Articles by ELIZABETH A. HARRIS"><span class="byline-author" data-byline-name="ELIZABETH A. HARRIS" data-twitter-handle="Liz_A_Harris" itemprop="name">ELIZABETH A. HARRIS</span></a></span><time class="dateline" datetime="2015-08-25" style="color: black; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; line-height: 0.75rem; margin-left: 12px;">AUG. 25, 2015</time></div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Musa Jamshed, 18, in a computer lab at Public School 41 in Manhattan, where he worked at a chess summer camp for children. Mr. Jamshed, who is entering Lehigh University, took a few online courses last summer when he wasn't working at the chess camp." data-mediaviewer-credit="Elizabeth D. Herman for The New York Times" data-mediaviewer-src="http://static01.nyt.com/images/2015/08/25/nyregion/26MOOCweb/26MOOCweb-superJumbo.jpg" itemid="http://static01.nyt.com/images/2015/08/25/nyregion/26MOOCweb/26MOOCweb-master675.jpg" itemprop="url" src="http://static01.nyt.com/images/2015/08/25/nyregion/26MOOCweb/26MOOCweb-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 540px;" /><div class="media-action-overlay" style="border-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5;">
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<div aria-label="tools" class="sharetools theme-classic sharetools-story " data-author="By ELIZABETH A. HARRIS" data-description="Massive open online courses, or MOOCs, intended as college-level work for anyone, are popping up on college applications, a sign of curiosity and, possibly, résumé packing." data-media="http://static01.nyt.com/images/2015/08/25/nyregion/26MOOCweb/26MOOCweb-jumbo.jpg" data-publish-date="August 25, 2015" data-share-tools-initialized="1" data-shares="email,facebook|Share,twitter|Tweet,save,show-all|more,ad" data-title="How High Schoolers Spent Their Summer: Online, Taking More Courses" data-url="http://www.nytimes.com/2015/08/26/nyregion/online-summer-courses-attracting-college-bound-high-schoolers.html" id="sharetools-story" role="group" style="clear: left; float: left; margin-bottom: 15px; width: 91px;">
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As summer began, Dan Akim, a junior at Manhattan’s ultracompetitive Stuyvesant High School, planned to attend debate camp, to study for the PSATs and to go on some family vacations.</div>
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Yet he felt that he could pack more into these months, so he also signed up for three online courses, in precalculus, computer science and public health. While on car rides with his family in Italy, he would sometimes use a mobile hot spot to chip away at one of the courses, while his mother asked why he was not soaking up the view instead.</div>
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“Why not multitask!” Mr. Akim said.</div>
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Massive open online courses, or MOOCs, were originally intended as college-level work that would be accessible to anyone with an Internet connection. But among the millions of people who have signed up for these classes, there are now an untold number of teenagers looking for courses their high schools do not offer and often, as a bonus, to nab one more exploit that might impress the college of their dreams.</div>
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College admissions directors, as well as administrators of the <a href="http://www.commonapp.org/" style="color: #326891;">Common Application</a> used by many schools, say that such online classes — for which students are not likely ever to see credit — are popping up on college applications, adding to the list of extracurriculars, like internships and community service projects, that have helped turn summer vacation into a time of character and résumé building.</div>
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“We’ve noticed in the past few years, more and more students who apply to us mention they’ve taken online courses of various kinds,” said Marlyn McGrath, director of admissions for Harvard College. Lest anyone think, however, that MOOCs are a magical key to getting into Harvard, she added:</div>
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“It falls into the category of very interesting things we’d like to know about you.”</div>
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The courses are designed by colleges and universities around the world and distributed online, by organizations like <a href="https://www.edx.org/" style="color: #326891;">edX</a> and <a href="https://www.coursera.org/" style="color: #326891;">Coursera</a>, where they can be taken free. No application is required, so anybody can sign up for “The Science of Happiness,” from the University of California at Berkeley, for example, or “American Government” from <a href="https://www.edx.org/school/harvardx" style="color: #326891;">Harvardx</a>, which is affiliated with Harvard University. More recently, MOOCs have also been employed to supplement <a href="https://www.edx.org/high-school-initiative" style="color: #326891;">high school Advanced Placement classes</a>, including a project called <a href="http://www.davidson.edu/davidsonnext" style="color: #326891;">Davidson Next.</a></div>
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Katherine Cohen, founder of an admissions counseling company in New York City called <a href="http://www.ivywise.com/" style="color: #326891;">IvyWise</a>, said the number of her clients who had taken MOOCs had been steadily increasing in recent years. Dr. Cohen says they give applicants the chance to take classes not offered at their own schools, like advanced math or a business course, and to “appear more scholarly” in their areas of interest.</div>
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These classes also offer high school students the chance to show that they did not just spend the summer playing Xbox and napping.</div>
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Last summer, just before his senior year, Musa Jamshed, an accomplished chess player who had spent several summers teaching at a chess camp in Manhattan, decided to augment chess with a couple of MOOCs.</div>
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“I didn’t really know exactly how valid or how common it was to put this kind of thing on a college application, but I had some open space in my summer,” Mr. Jamshed, 18, said. “I didn’t want it to seem like I wasn’t doing anything.”</div>
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A data science class he signed up for required several prerequisites he did not have, he said, so eventually, he dropped it and signed up for a social psychology class instead. That one, offered by Wesleyan University, he finished.</div>
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When it came time to fill out his college applications, he wrote about the data science class even though he did not finish the course, which he disclosed. That does not appear to have been a problem. Last week, he began freshman orientation at <a href="http://www1.lehigh.edu/" style="color: #326891;">Lehigh University</a> in Pennsylvania.</div>
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Seth Allen, dean of admissions at <a href="http://www.pomona.edu/" style="color: #326891;">Pomona College</a>, said his school had seen online courses on applications from both domestic applicants and <a href="http://www.technologyreview.com/news/539131/india-loves-moocs/" style="color: #326891;">those abroad</a>. In other countries, Mr. Allen said, some young people use the classes as a way to augment fairly narrow curriculums — in India or the United Kingdom, for example, students specialize quite young, he said. And even in the United States, some students use them as a way to study subjects not offered in their high schools, not just during the summer but year-round.</div>
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Anthony Liu, 17, who will be a freshman at the Massachusetts Institute of Technology this fall, said he completed five MOOCs on topics like artificial intelligence. He estimates he tried out nearly 20 others that he did not finish.</div>
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“I come from a school that’s really humanities-focused, and I’m a math and science guy,” said Mr. Liu, who is from Daly City, Calif. When he signed up for the classes, he was not planning to put them on his college applications, he said, but then decided it could not hurt.</div>
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“They’re not going to view it badly,” he said.</div>
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Mr. Akim, the Stuyvesant High junior, said he took online courses because he was curious about the subjects and in fact, he was not sure whether he would include them on his college application because the classes were introductory. (He completed only one.)</div>
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“If I were to take something more high level,” he would be more inclined to include it, he said. “Whether they want to say it or not, everyone wants to put something overly impressive on their college application.”</div>
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<article class="comment" data-permid="15902884" style="margin-top: 0px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Charlie Jones</h2>
<time class="comment-time" datetime="" style="color: #999999; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 0.9375rem; margin-left: 5px;">30 minutes ago</time></header><div class="comment-text" style="color: #666666; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 1rem;">
Great idea. I went to summer school for 5 years when they still offered summer school and loved it. I'll have my kids check out these...</div>
</article><article class="comment" data-permid="15899124" style="margin-top: 15px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Grandma's thought</h2>
<time class="comment-time" datetime="" style="color: #999999; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 0.9375rem; margin-left: 5px;">7 hours ago</time></header><div class="comment-text" style="color: #666666; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 1rem;">
How exciting - learning for learning'some sake. something new, opening up the world</div>
</article><article class="comment" data-permid="15897502" style="margin-top: 15px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
GMB</h2>
<time class="comment-time" datetime="" style="color: #999999; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 0.9375rem; margin-left: 5px;">8 hours ago</time></header><div class="comment-text" style="color: #666666; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 1rem;">
Harry Truman always maintained that one of the most important acts of his youth was spending many, many hours in the local public library,...</div>
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But admissions officials cautioned that MOOCs are not necessary for already overburdened students, and that the number of applicants listing them at this point is still relatively small. (The Common Application, which is used by hundreds of schools, said it could not provide the number of applicants who had included online courses because there is more than one way to list the information on their forms.) Mr. Allen of Pomona said that when they become just another tool in the “education arms race,” he considers them neither productive nor persuasive.</div>
<div class="story-body-text story-content" data-para-count="247" data-total-count="6162" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 135px; max-width: 540px; width: 532px;">
“Where we put value on it is where it demonstrates curiosity rather than achievement,” Mr. Allen said. In some cases they display an impulse “almost like trophy hunting, just one more thing to make me appear to be this impressive student.”</div>
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The dean of admissions at Brown University, James Miller, said that while these online courses now sometimes appear on applications, the college does not give them much consideration.</div>
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“We don’t know enough to be able to discern their relative quality,” he said.</div>
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Indeed, it can be difficult to know how much a student gets out of MOOCs. Classes are a mix of video lectures, quizzes and projects, and though students must complete assessments in order to pass, nobody is watching to see if a student is marathon-texting throughout.</div>
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The courses also tend to have a very low rate of completion. <a href="https://www.edx.org/about/leadership" style="color: #326891;">Anant Agarwal</a>, the chief executive of edX, said about 6 or 7 percent of students complete and pass the courses, but that since there is no barrier to entry, like an upfront fee or application process, that does not strike him as problematic. Among students who pay for a verified certificate of completion, which generally costs about $50, the pass rate is about 60 percent on both edX and Coursera, company representatives said.</div>
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Even at M.I.T., one of the founders of edX, the admissions office does not check that the classes have been completed.</div>
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“We have not looked to verify that, in the same way we don’t verify other activities,” as opposed to a class on an official transcript, said Stuart Schmill, M.I.T.’s dean of admissions.</div>
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But, he added, that may not always be the case.</div>
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“It depends on the direction it all goes and how central a part of the application it is,” Mr. Schmill said. “Now, it’s just one of many things a student might do. We’ll have to see in the future.”</div>
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A version of this article appears in print on August 26, 2015, on page A17 of the <span itemprop="printEdition">New York edition</span> with the headline: How They Spent Their Summer Vacation: Online, Taking More Courses . <span class="story-footer-links" style="display: inline-block;"><a href="https://s100.copyright.com/AppDispatchServlet?contentID=http%3A%2F%2Fwww.nytimes.com%2F2015%2F08%2F26%2Fnyregion%2Fonline-summer-courses-attracting-college-bound-high-schoolers.html&publisherName=The+New+York+Times&publication=nytimes.com&token=&orderBeanReset=true&postType=&wordCount=1307&title=How+High+Schoolers+Spent+Their+Summer%3A+Online%2C+Taking+More+Courses&publicationDate=August+25%2C+2015&author=By%20Elizabeth%20A.%20Harris" style="color: #999999; text-decoration: none;" target="_blank">Order Reprints</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span> <a href="http://www.nytimes.com/pages/todayspaper/index.html" style="color: #999999; text-decoration: none;" target="_blank">Today's Paper</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp839RF.html?campaignId=48JQY" style="color: #999999; text-decoration: none;" target="_blank">Subscribe</a></span></div>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-36870352835401178752015-05-20T13:19:00.001-05:002015-05-20T13:22:16.233-05:00The Battle Is For The Customer Interface<br />
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Posted <time class="timestamp" datetime="2015-03-03" style="box-sizing: border-box;">Mar 3, 2015</time> by <a href="http://techcrunch.com/contributor/tom-goodwin/" rel="author" style="box-sizing: border-box; color: #089e00; outline: 0px; text-decoration: none;" title="Posts by Tom Goodwin">Tom Goodwin</a> <span class="twitter-handle" style="box-sizing: border-box; font-size: 0.8rem;">(<a href="https://twitter.com/tomfgoodwin" rel="external" style="box-sizing: border-box; color: #089e00; outline: 0px; text-decoration: none;">@tomfgoodwin</a>)</span></div>
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<strong style="box-sizing: border-box;">Editor’s note:</strong> <em style="box-sizing: border-box;">Tom Goodwin is senior vice president of strategy and innovation at <a href="http://www.havasmedia.com/" style="box-sizing: border-box; color: #089e00; outline: 0px; text-decoration: none;" target="_blank">Havas Media</a>.</em></div>
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Uber, the world’s largest taxi company, owns no vehicles. Facebook, the world’s most popular media owner, creates no content. Alibaba, the most valuable retailer, has no inventory. And Airbnb, the world’s largest accommodation provider, owns no real estate. Something interesting is happening.</div>
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Since the Industrial Revolution, the world has developed complex supply chains, from designers to manufacturers, from distributors to importers, wholesalers and retailers, it’s what allowed billions of products to be made, shipped, bought and enjoyed in <span class="il" style="box-sizing: border-box;">all</span>corners of the world. In recent times the power of the Internet, especially the mobile phone, has unleashed a movement that’s rapidly destroying these layers and moving power to new places.</div>
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The Internet is the most powerful mechanism we can imagine to match perfectly individuals that need something, and people with something to offer. The moment started slowly by reducing complexity and removing the middle layer in the late 1990s. From insurance to early PC makers like Dell to travel agents, this time seemed to be an <span class="il" style="box-sizing: border-box;">age</span> where “direct” became a desirable moniker. This time seemed to favor scale and efficiency over service or brand, for commodities like insurance cover or processing power, the overheads of sales, marketing and retail footprint were stripped away.</div>
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By 2015 things changed. The balance of power between the different service layers is a jostle for control. Price-comparison sites first seemed to provide welcome traffic to airlines before airlines tried and failed to starve them of their business and promoted their own apps and websites as the preferred route. But it was too late. Services like Ocado once offered a symbiotic relationship with supermarkets, yet now supermarkets fear the power that such companies get when they get closer to the <span class="il" style="box-sizing: border-box;">customer. I</span>n this<span class="il" style="box-sizing: border-box;">age</span>, the <span class="il" style="box-sizing: border-box;">customer</span> <span class="il" style="box-sizing: border-box;">interface</span> is everything. There are two approaches.</div>
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Full Stack Companies<b style="box-sizing: border-box;"> </b></h2>
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Full stack companies like Tesla, Warby Parker, BuzzFeed, Nest or Harry’s seek to ensure control by owning <span class="il" style="box-sizing: border-box;">all</span> layers. From R&D to marketing, from distribution to sales, these companies do it <span class="il" style="box-sizing: border-box;">all</span>. It’s a great way to keep profit in the family, yet it’s harder to scale and build.</div>
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The <span class="il" style="box-sizing: border-box;">Interface</span> Owners</h2>
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The new breed of companies are the fastest-growing in history. Uber, Instacart, Alibaba, Airbnb, Seamless, Twitter, WhatsApp, Facebook, Google: These companies are indescribably thin layers that sit on top of vast supply systems ( where the costs are) and <span class="il" style="box-sizing: border-box;">interface</span> with a huge number of people ( where the money is). There is no better business to be in. The New York Times needs to write, fact check, buy paper, print and distribute newspapers to get their ad money. Facebook provides a platform for us to write our own content, and Twitter monetizes the front page of newspapers, which happens to now be the Twitter feed.</div>
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Our relationships are no longer with the service providers. Our mobile operators seem like dumb data pipes while WhatsApp provides the services we value and can monetize our attention.</div>
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The I<span class="il" style="box-sizing: border-box;">nterface</span> Is Where the Profit Is</h2>
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The <span class="il" style="box-sizing: border-box;">interface</span> layer is where <span class="il" style="box-sizing: border-box;">all</span> the value and profit is. Withings scales can cost five times than other weighing solutions because the addition of an app makes it smart health management, not just weight measurement.</div>
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Phillips Hue lighting can make 1,000 times more profit than a colored light bulb because it’s a home emotion system. Sonos beats any other music system I’ve tried because the experience of music while using it is delightful.</div>
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The value is in the software <span class="il" style="box-sizing: border-box;">interface</span>, not the products. It’s not just the smart home. Uber provides average cars in a premium way; Seamless makes the most disgusting of greasy kebab joints appealing and makes its margin from both sides. iTunes for many years took virtually <span class="il" style="box-sizing: border-box;">all</span> the profit made in the entire music industry by being just the thin software between the hard work making tunes and the money selling them.</div>
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Big Battles For the C<span class="il" style="box-sizing: border-box;">ustomer</span> I<span class="il" style="box-sizing: border-box;">nterface</span></h2>
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The Internet <span class="il" style="box-sizing: border-box;">age</span> means building things is nothing other than code. We’re going to see a non-stop <span class="il" style="box-sizing: border-box;">battle</span> to leap ahead of each other. And also get more wide, Twitter may have started out as a microblogging platform, but it’s now aiming to be a way to exploit its audience to distribute TV content. Facebook’s attempts with news content now make it a news channel and thanks to Autoplay video, soon a way to watch TV content. Snapchat’s discovery features turned the IM platform into a way to consume TV content.</div>
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In the modern <span class="il" style="box-sizing: border-box;">age, having</span> icons on the homepage is the most valuable real estate in the world, and trust is the most important asset. If you have that, you’ve a license to print money until someone pushes you out of the way. So the question becomes, what are you going to do to stay there or get there? And once there, how do you exploit it?</div>
<small style="box-sizing: border-box; color: #a5a5a5; font-size: 0.7rem; font-weight: 700; text-transform: uppercase;">FEATURED IMAGE: <a href="http://www.shutterstock.com/gallery-87788p1.html" style="box-sizing: border-box; color: #089e00; outline: 0px; text-decoration: none;" target="_blank">JUERGEN</a>/<a href="http://www.shutterstock.com/" style="box-sizing: border-box; color: #089e00; outline: 0px; text-decoration: none;" target="_blank">SHUTTERSTOCK</a></small><br />
<a href="http://techcrunch.com/2015/03/03/in-the-age-of-disintermediation-the-battle-is-all-for-the-customer-interface/">TechCrunch</a></div>
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Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-4183054006508584932.post-11834832984599083222015-05-19T10:22:00.001-05:002015-05-19T10:33:53.259-05:00Pakistani Investigators Raid Offices of Axact, Fake Diploma Company<div style="text-align: justify;">
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<figure aria-label="media" class="media photo lede layout-large-horizontal" data-media-action="modal" id="media-100000003692164" itemid="http://static01.nyt.com/images/2015/05/20/world/20Pakistan-web/20Pakistan-web-master675.jpg" itemprop="associatedMedia" itemscope="" itemtype="http://schema.org/ImageObject" role="group" style="clear: left; float: left; margin: 0px 15px 45px 0px; position: relative; width: 675px;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Photo</span><div class="image" style="cursor: pointer; margin-bottom: 7px; position: relative; width: auto;">
<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="Axact runs hundreds of websites, many of which purport to be online universities and high schools based in the United States." data-mediaviewer-credit="Sara Farid for The New York Times" data-mediaviewer-src="http://static01.nyt.com/images/2015/05/20/world/20Pakistan-web/20Pakistan-web-superJumbo.jpg" src="http://static01.nyt.com/images/2015/05/20/world/20Pakistan-web/20Pakistan-web-master675.jpg" itemid="http://static01.nyt.com/images/2015/05/20/world/20Pakistan-web/20Pakistan-web-master675.jpg" itemprop="url" style="display: block; height: auto; max-width: 100%; width: 675px;" /><br />
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<span class="icon sprite-icon" style="background-image: url(http://a1.nyt.com/assets/article/20150518-153810/images/sprite/sprite-no-repeat.svg); background-position: -295px -77px; background-repeat: no-repeat; display: inline-block; height: 38px; line-height: 0; vertical-align: middle; width: 38px;"></span></div>
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<figcaption class="caption" itemprop="caption description" style="bottom: 23px; color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.8125rem; line-height: 1.0625rem; position: static; right: 0px; width: auto;"><span class="caption-text">Axact runs hundreds of websites, many of which purport to be online universities and high schools based in the United States.</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Sara Farid for The New York Times</span></figcaption></figure><br />
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KARACHI, Pakistan — Pakistani investigators on Tuesday raided the offices of Axact, a software firm in Karachi that has come under scrutiny for running a global diploma mill that has earned tens of millions of dollars through a network of fake online schools.</div>
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The Pakistani interior minister, Chaudhry Nisar Ali Khan, ordered the investigation after <a href="http://www.nytimes.com/2015/05/18/world/asia/fake-diplomas-real-cash-pakistani-company-axact-reaps-millions-columbiana-barkley.html" style="color: #326891;" title="Times article.">a report by The New York Times</a> described links between Axact and at least 370 websites, many of which purport to be online universities and high schools based in the United States.</div>
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On Tuesday, investigators from the corporate crimes unit of the Federal Investigation Agency visited Axact’s headquarters in Karachi, as well as smaller offices in Islamabad, the capital, and Rawalpindi, seizing computers and taking in at least 24 people for questioning, several Pakistani law enforcement officials said.</div>
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<img alt="Axact, which has its headquarters in Karachi, Pakistan, ostensibly operates as a software company." src="http://static01.nyt.com/images/2015/05/17/world/asia/17PAKISTAN-WEB-1/17PAKISTAN-WEB-1-thumbStandard-v3.jpg" style="border: none; display: block; height: auto; max-width: 100%; width: auto;" /><br />
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Fake Diplomas, Real Cash: Pakistani Company Axact Reaps Millions</span><time class="dateline" datetime="2015-05-17" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">MAY 17, 2015</time></h2>
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Tracking Axact’s Websites</span><time class="dateline" datetime="2015-05-17" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">MAY 17, 2015</time></h2>
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Text of Axact’s Response to The New York Times</span><time class="dateline" datetime="2015-05-18" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">MAY 18, 2015</time></h2>
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Axact has denied any wrongdoing and has accused The Times of colluding with rival news media companies to frustrate Bol, its new television network, which is scheduled to begin broadcasting this year.</div>
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In a statement <a href="http://www.nytimes.com/2015/05/19/world/asia/text-of-axact-response-to-the-new-york-times.html" style="color: #326891;" title="The response.">posted on its website</a> on Monday, Axact said the Times report was “baseless, substandard, maligning, defamatory, and based on false accusations.” The company said it planned to take legal action against the newspaper.</div>
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As it has expanded its business since 1997, Axact has frequently used aggressive legal tactics to silence critics and to dissuade reporters from investigating its business practices. Now it is coming under intense media and political scrutiny in <a class="meta-loc" href="http://topics.nytimes.com/top/news/international/countriesandterritories/pakistan/index.html?inline=nyt-geo" style="color: #326891;" title="More news and information about Pakistan.">Pakistan</a>.</div>
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In the upper house of Parliament on Tuesday, Aitzaz Ahsan, a senior leader with the opposition Pakistan Peoples Party, said the episode had brought Pakistan’s reputation into disrepute, and called for an official investigation.</div>
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In its statement, the Interior Ministry said that investigators would determine whether Axact “is involved in any such illegal work which can tarnish the good image of the country in the world.”</div>
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The uproar has generated a barrage of comments on social media in Pakistan. Critics have mocked Axact’s network of online universities, which carry American-sounding names like Barkley and Columbiana. A smaller number of supporters and employees have vociferously defended the company.</div>
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Bloggers publicized the names of university and high school websites they said were also run by Axact, which went beyond <a href="http://www.nytimes.com/2015/05/17/world/asia/tracking-axacts-websites.html" style="color: #326891;">a list published by The Times</a> on Sunday.</div>
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Several former Axact employees contacted The Times, offering accounts of their experiences working at the company. By Tuesday morning, phone lines at some of the university websites run by Axact were not being answered.</div>
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A video circulating on social media showed the company’s founder and chief executive, Shoaib Ahmed Shaikh, <a href="https://onedrive.live.com/?cid=b4a87be0eab71e45&id=b4a87be0eab71e45!13913&ithint=video,mp4&authkey=!ALeXY8PTdX9B_kQ" style="color: #326891;">addressing cheering employees</a> on Monday evening.</div>
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In the video, Mr. Shaikh reiterated many of the points from Axact’s official response and accused a Times reporter of colluding with the rival Express Tribune group, which republishes The International New York Times in Pakistan.</div>
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Kamran Ataullah, a deputy director at the Federal Investigation Agency in Karachi, said the investigation would not be limited to the contents of the Times article. “We’ve issued a letter to them, and we’re looking for details of their database, employees, what websites and equipment they’re using,” he said.</div>
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The furor comes just as Axact is preparing to start Bol, which has built a large studio and hired away senior journalists from other news media groups. The station is expected to begin broadcasting after Ramadan, the Islamic holy month of fasting, which will end in mid-July.</div>
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Kamran Khan, the editor in chief of Bol, said in a Twitter message that the new station had been created to uphold the truth and was “not in the business of cover-ups regardless personal cost or consequences.”</div>
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According to the Federal Investigation Agency, Mr. Shaikh and other directors of Axact have been served notices to appear at the agency’s office in Karachi on Wednesday. At the time of the investigation team’s visit, there were no senior managers at the Axact headquarters in Karachi.</div>
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Saba Imtiaz reported from Karachi, and Declan Walsh from London.<br />
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-44441763888791149772015-03-20T09:19:00.002-06:002015-03-20T09:35:25.092-06:00In the Age of Information, Specializing to Survive<span class="byline" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person" style="background-color: white; color: #333333; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; font-weight: 700; line-height: 0.75rem;">By <span class="byline-author" data-byline-name="J. PEDER ZANE" itemprop="name">J. PEDER ZANE</span></span><time class="dateline" datetime="2015-03-19" style="background-color: white; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; line-height: 0.75rem; margin-left: 12px;">MARCH 19, 2015</time><br />
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Jonathan Haber majored in philosophy at Harvard University. And Yale. And Stanford. He explored Kant’s “The Critique of Pure Reason” with an Oxford don and Kierkegaard’s insights into “Subjectivity, Irony and the Crisis of Modernity” with a leading light from the University of Copenhagen.
In his quest to meet all the standard requirements for a bachelor of arts degree in a single year, the 52-year-old from Lexington, Mass., also took courses in English common law, Shakespeare’s late plays and the science of cooking, which overlapped with the degree in chemistry he earned from Wesleyan in 1985.
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Here’s the brilliant part: Mr. Haber didn’t spend a dime on tuition or fees. Instead, he gorged from the smorgasbord of free courses offered by top universities. He documented the project on his website, <a href="http://degreeoffreedom.org/" target="_">degreeoffreedom.org</a>, and in a <a href="http://mitpress.mit.edu/books/moocs" title="More about Mr. Haber’s book.">new book</a> exploring the wider phenomenon of massive open online courses, or MOOCs. He didn’t earn a degree — the knowledge may be free but the sheepskin costs dearly — but he was satisfied.<br />
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“I wouldn’t call myself a philosopher,” he said, “but I learned as much as most undergraduates.”</div>
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Mr. Haber’s project embodies a modern miracle: the ease with which anyone can learn almost anything. Our ancient ancestors built the towering Library of Alexandria to gather all of the world’s knowledge, but today, smartphones turn every palm into a knowledge palace.</div>
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And yet, even as the highbrow holy grail — the acquisition of complete knowledge — seems tantalizingly close, almost nobody speaks about the rebirth of the Renaissance man or woman. The genius label may be applied with reckless abandon, even to chefs, basketball players and hair stylists, but the true polymaths such as Leonardo da Vinci and Benjamin Franklin seem like mythic figures of a bygone age.</div>
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They don’t make geniuses like they used to.</div>
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Perhaps we need another Franklin to explain why. Thanks to the power of technology and the brute force of demographics, the modern world should be teeming with people of wide accomplishment. In Franklin’s era, the world’s population was about 800 million; today it’s seven billion people, many of whom enjoy the brain-building blessings of good nutrition and access to education. Indeed, the researcher James R. Flynn has found that I.Q. scores have been rising around the world for decades. Known as the “Flynn effect,” it is especially pronounced in developed nations such as the United States, where average scores have increased about three points per decade since the early 1900s.</div>
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Nevertheless, it is much easier to feel like Sisyphus than Leonardo nowadays, because one thing that has grown even faster than I.Q. scores is the amount of information the brain must process. Google estimated in 2010 that there were 300 exabytes (that’s 300 followed by 18 zeros) of human-created information in the world, and that more information was created every two days than had existed in the entire world from the dawn of time to 2003.</div>
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No doubt those numbers have increased vastly since then. But does it really matter? Like the physicists’ observation that the known universe has a diameter of 92 billion light years, these numbers are so large that they defy human comprehension; they are meaningless truths to just about everybody not named Stephen Hawking. When it comes to aggregate information, we blew our minds long ago.</div>
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Of course, not all information is equal. Those exabytes do include a few great novels, stirring films and groundbreaking scientific discoveries. Most are flotsam wrapped in jetsam: insipid blog posts and text messages, YouTube videos of cuddly cats and pornographic acts, ignorance that poses as knowledge.</div>
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“We are overloaded with junk,” said Daniel Levitin, a professor of psychology and behavioral neuroscience at McGill University whose books include “The Organized Mind.” “It’s becoming harder and harder to separate the wheat from the digital chaff. The problem with the Internet is anyone can post, so it’s hard to know whether you are looking at a fact or pseudofact, science or pseudoscience.”</div>
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That problem seems quintessentially modern; Alvin Toffler didn’t popularize the term “information overload” until 1970. But in the relative realm of human experience, it is as constant and nettlesome as death and taxes. At least since the heyday of ancient Greece and Rome, each generation has confronted the overwhelming struggle to search, sift and sort growing piles of information to make what is known useful. “Papyrus, print or petabyte — the history of feeling overwhelmed by information always seems to go back further than the latest technology.” said Seth Rudy, a professor of English literature at Rhodes College who explores this phenomenon in his new book, “Literature and Encyclopedism in Enlightenment Britain: The Pursuit of Complete Knowledge.” “The sense that there is too much to know has been felt for hundreds, even thousands, of years.”</div>
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In response, figures of expert erudition and taste — such as the Roman Gaius Petronius Arbiter, whose impeccable taste made his name a byword of discernment, and the 19th-century critic Matthew Arnold, who defined culture as “the best that has been thought and known” — have helped distinguish the dross from the gold.</div>
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Primitive search engines developed in the Middle Ages are still with us, including indexes, concordances and tables of contents, while the dictionary and the florilegium (a compilation of quotations and excerpts from other writings) enabled busy people to sample the world’s wisdom. This remains a thriving business; a sales pitch of modern journalism is that reporters and critics do the work (read the book, see the play, try the recipe, interview experts) so you don’t have to.</div>
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Encyclopedias rose in the Enlightenment. Tellingly, Mr. Rudy said, most early works were created by one person and aimed to synthesize all knowledge into a single, coherent body. Soon, they became collections of discrete articles written by a team of experts. By the 20th century, the storehouse of useful knowledge had grown at such a thrillingly alarming rate that the possibility of mastering just one area of study, such as physics, literature or art — much less to become a Renaissance man who could make important contributions to various fields — became less aspiration than delusion.</div>
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Julianne Moore’s character captured this sense in the Oscar-winning movie “Still Alice” when she joked about “the great academic tradition of knowing more and more about less and less until we know everything about nothing.”</div>
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That barb suggests a profound response to the explosion of information that has transformed modern scholarship and innovation: the rise of intense specialization and teamwork. “Once upon a time you could be a biologist,” said Benjamin F. Jones, an economist at the Kellogg School of Management at Northwestern University. “Now the accumulation of knowledge is such that biologists, for example, must specialize in an array of microdisciplines like evolutionary biology, genetics and cell functions.”</div>
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“At the turn of the 20th century,” he added, “the Wright brothers invented the airplane; today the design of the jet engine calls upon 30 different disciplines requiring a vast array of specialized teams.”</div>
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If the information age makes knowledge seem like a straitjacket, David Galenson, a professor of economics at the University of Chicago, notes that progress often hinges on those rare individuals who have escaped its bonds. Artists from Picasso to Bob Dylan and entrepreneurs including Bill Gates and Steve Jobs changed the world by finding “radically new ways of looking at old problems,” Mr. Galenson said. “They cut through all the accumulated stuff — forget what’s been done — to see something special, something new.”<br />
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It is why, Mr. Galenson added, the historian and physicist Stanley Goldberg said of Einstein, “It was almost as if he were wearing special glasses to make all that was irrelevant invisible."</div>
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For many who don’t share that kind of vision, the response to information overload is simple: Just search and forget (repeat as necessary). Even more ambitious absorbers of knowledge like Jonathan Haber will most likely find that the key to lifelong learning is a human mediator, someone who has engaged in the ancient task of searching and sorting through knowledge.</div>
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Until, of course, a modern-day Leonardo invents a machine that can do that too.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-30829544689047407362015-03-07T20:48:00.002-06:002015-03-07T20:48:29.847-06:00Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; position: relative;"><div class="story-meta " id="story-meta" style="margin-bottom: 20px;">
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<time class="dateline" datetime="2015-03-05" style="color: black; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.6875rem; line-height: 0.75rem;">MARCH 5, 2015</time></div>
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<span itemid="" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person">Kevin Carey</span></div>
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Three years ago, technology was going to transform higher education. What happened?</div>
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Over the course of a few months in early 2012, leading scientists from Harvard, Stanford and M.I.T. started three companies to provide Massive Open Online Courses, or MOOCs, to anyone in the world with an Internet connection. The courses were free. Millions of students signed up. Pundits called it a <a href="http://www.nytimes.com/2013/01/27/opinion/sunday/friedman-revolution-hits-the-universities.html" style="color: #326891;">revolution</a>.</div>
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But today, enrollment in traditional colleges remains robust, and undergraduates are paying higher tuition and taking out larger loans than ever before. Universities do not seem poised to join travel agents and video stores on the ash heap of history — at least, not yet.</div>
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The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price. What they don’t offer are official college degrees, the kind that can get you a job. And that, it turns out, is mostly what college students are paying for.</div>
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Now information technology is poised to transform college degrees. When that happens, the economic foundations beneath the academy will truly begin to tremble.</div>
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Traditional college degrees represent several different kinds of information. Elite universities run admissions tournaments as a way of identifying the best and the brightest. That, in itself, is valuable data. It’s why “Harvard dropout” and “Harvard graduate” tell the job market almost exactly the same thing: “This person was good enough to get into Harvard.”</div>
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Degrees give meaning and structure to collections of college courses. A bachelor’s degree signifies more than just 120 college credits. To graduate, students need a certain number of upper- and lower-division credits, a major and perhaps a sprinkling of courses in the sciences and humanities.</div>
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College degrees are also required to get graduate degrees. It didn’t used to be that way. Back in the 19th century, people interested in practicing law could enroll directly in law school. When Charles Eliot became president of Harvard in 1869, he set to work making bachelor’s degrees a prerequisite for admission to Harvard’s graduate and professional schools. Other colleges followed suit, and by the turn of the century a large and captive market for their educational services had been created.</div>
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Most important, traditional college degrees are deeply embedded in government regulation and standard human resources practice. It doesn’t matter how good a teacher you are — if you don’t have a bachelor’s degree, it’s illegal for a public school to hire you. Private-sector employers often use college degrees as a cheap and easy way to select for certain basic attributes, mostly the discipline and wherewithal necessary to earn 120 college credits.</div>
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Free online courses won’t revolutionize education until there is a parallel system of free or low-fee credentials, not controlled by traditional colleges, that leads to jobs. Now technological innovators are working on that, too.</div>
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The Mozilla Foundation, which brought the world the Firefox web browser, has spent the last few years creating what it calls the <a href="http://openbadges.org/" style="color: #326891;">Open Badges</a> project. Badges are electronic credentials that any organization, collegiate or otherwise, can issue. Badges indicate specific skills and knowledge, backed by links to electronic evidence of how and why, exactly, the badge was earned.</div>
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Traditional institutions, including Michigan State and the University of Illinois at Urbana-Champaign, are experimenting with issuing badges. But so are organizations like the National Oceanic and Atmospheric Administration, 4-H, the Smithsonian, the Dallas Museum of Art and the Y.M.C.A. of Greater New York.</div>
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The most important thing about badges is that they aren’t limited to what people learn in college. Nor are they controlled by colleges exclusively. People learn throughout their lives, at work, at home, in church, among their communities. The fact that colleges currently have a near-monopoly on degrees that lead to jobs goes a long way toward explaining how they can continue raising prices every year.</div>
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The MOOC providers themselves are also moving in this direction. They’ve always offered credentials. In 2013, I completed a semester-long M.I.T. course in genetics through a nonprofit organization run by Harvard and M.I.T., called edX. You can see the proof of my credentials <a href="https://verify.edx.org/cert/ffda1bd75cd947ccae0c205b50724270" style="color: #326891;">here</a> and <a href="https://s3.amazonaws.com/accredible_user_certificate/certificates/122614/original/open-uri20140318-4217-nq52mp" style="color: #326891;">here</a>.</div>
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Coursera, a for-profit MOOC platform, offers sequences of courses akin to college majors, followed by a so-called capstone project in which students demonstrate their skills and receive a verified certificate, for a fee of $470. The Coursera <a href="https://www.coursera.org/specialization/jhudatascience/1?utm_medium=listingPage" style="color: #326891;">Data Science sequence</a> is taught by Johns Hopkins University and includes nine four-week courses like exploratory data analysis, regression models and machine learning. The capstone project requires students to build a data model and create visualizations to communicate their analysis. The certificate is officially endorsed by both Coursera and Johns Hopkins. EdX has similar programs.</div>
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<article class="comment" data-permid="14347149" style="margin-top: 0px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
tony zito</h2>
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This entire piece is based on some dingbat notion that a college degree amounts to a certain amount of "information" being inserted into...</div>
</article><article class="comment" data-permid="14347135" style="margin-top: 15px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Rachel</h2>
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Let's face it. If all you needed to have an educated populace was open access to information, then universities would have collapsed with...</div>
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Scott</h2>
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Congratulations on completing your EdX course on genetics, Kevin. You were among the fortunate 8 or 9% of the millions of students who...</div>
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Inevitably, there will be a lag between the creation of such new credentials and their widespread acceptance by employers and government regulators. H.R. departments know what a bachelor’s degree is. “Verified certificates” are something new. But employers have a powerful incentive to move in this direction: Traditional college degrees are deeply inadequate tools for communicating information.</div>
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The standard diploma has roughly the same amount of information that prisoners of war are required to divulge under the <a class="meta-classifier" href="http://topics.nytimes.com/top/reference/timestopics/subjects/g/geneva_conventions/index.html?inline=nyt-classifier" style="color: #326891;" title="Recent and archival news about the Geneva Conventions.">Geneva Conventions</a>. College transcripts are a nightmare of departmental abbreviations, course numbers of indeterminate meaning, and grades whose value has been steadily eroded by their inflation.</div>
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This has the effect of reinforcing class biases that are already built into college admissions. A large and relatively open-access traditional public university might graduate the same overall number of great job candidates as a small, exclusive, private university — say, 200 each. But the public 200 may graduate alongside 3,000 other students, while the private 200 may have only 300 peers. Because diplomas and transcripts provide few means of reliably distinguishing the great from the rest, employers give a leg up to private college graduates who probably had some legs up to begin with.</div>
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The new digital credentials can solve this problem by providing exponentially more information. Think about all the work you did in college. Unless you’re a recent college graduate, how much of it was saved and archived in a way that you can access now? What about the skills you acquired in various jobs? Digital learning environments can save and organize almost everything. <a href="https://learning.accredible.com/122614" style="color: #326891;">Here</a>, in the “unlabeled” folder, are all of my notes, tests, homework, syllabus and grades from the edX genetics course. My “real” college courses, by contrast, are lost to history, with only an inscrutable abbreviation on a paper transcript suggesting that they ever happened at all.</div>
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Open credentialing systems allow people to control information about themselves — what they learned in college, and what they learned everywhere else — and present that data directly to employers. In a world where people increasingly interact over distances, electronically, the ability to control your online educational identity is crucial.</div>
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This does present a new challenge for employers, who will have to sift through all this additional information. College degrees, for all of their faults, are quick and easy to digest. Of course, processing large amounts of information is exactly what computers are good for. Scientists at Carnegie Mellon University are designing open badges that are “machine discoverable,” meaning that they are designed to be found by employers using search algorithms to locate people with specific skills.</div>
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Protecting private, personal information is a big part of navigating the digital era. But people want certain kinds of information to be as public as possible — for example, that they are very good at specific jobs and would like to find an employer looking for such people. Companies such as LinkedIn are steadily building new tools for people to describe their employable selves. College degrees, by contrast, say little and never change.</div>
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In the long run, MOOCs will most likely be seen as a crucial step forward in the reformation of higher education. But their true impact won’t be felt until students and learners of all kinds have access to digital credentials that are also built for the modern world. Then they’ll be able to acquire skills and get jobs for a fraction of what colleges cost today.</div>
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This essay was adapted from “The End of College: Creating the Future of Learning and the University of Everywhere,” published by Riverhead Books on Tuesday. Kevin Carey directs the education policy program at the New America Foundation. You can follow him on Twitter at<a href="https://twitter.com/search?q=%40kevincarey1%20&src=typd" style="color: #326891;"> @kevincarey1.</a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-35343064652782705962014-09-06T12:37:00.000-05:002014-09-06T12:37:18.782-05:00So Bill Gates Has This Idea for a History Class ...<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; position: relative;"><div class="story-meta" style="margin-bottom: 20px;">
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<span class="byline" itemid="http://topics.nytimes.com/top/reference/timestopics/people/s/andrew_ross_sorkin/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person" style="font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; font-weight: 700; line-height: 0.75rem;">By <a href="http://topics.nytimes.com/top/reference/timestopics/people/s/andrew_ross_sorkin/index.html" rel="author" style="color: black; text-decoration: none;" title="More Articles by ANDREW ROSS SORKIN"><span class="byline-author" data-byline-name="ANDREW ROSS SORKIN" data-twitter-handle="andrewrsorkin" itemprop="name">ANDREW ROSS SORKIN</span></a></span><time class="dateline" datetime="2014-09-05" style="color: black; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; line-height: 0.75rem; margin-left: 12px;">SEPT. 5, 2014</time></div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="<em> <em> </em></em>Bill Gates, right, with David Christian, a professor from Australia with a new approach to teaching history." data-mediaviewer-credit="Mark Peterson/Redux, for The New York Times" data-mediaviewer-src="http://static01.nyt.com/images/2014/09/07/magazine/07gates1/07gates1-superJumbo.jpg" itemid="http://static01.nyt.com/images/2014/09/07/magazine/07gates1/07gates1-master675.jpg" itemprop="url" src="http://static01.nyt.com/images/2014/09/07/magazine/07gates1/07gates1-master675.jpg" style="display: block; height: auto; max-width: 100%; width: 615px;" /><div class="media-action-overlay" style="-webkit-transition: opacity 0.2s ease-in; border-bottom-left-radius: 6px; border-bottom-right-radius: 6px; border-top-left-radius: 6px; border-top-right-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5; zoom: 1;">
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In 2008, shortly after Bill Gates stepped down from his executive role at Microsoft, he often awoke in his 66,000-square-foot home on the eastern bank of Lake Washington and walked downstairs to his private gym in a baggy T-shirt, shorts, sneakers and black socks yanked up to the midcalf. Then, during an hour on the treadmill, Gates, a self-described nerd, would pass the time by watching DVDs from the Teaching Company’s “Great Courses” series. On some mornings, he would learn about geology or meteorology; on others, it would be oceanography or U.S. history.</div>
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As Gates was working his way through the series, he stumbled upon a set of DVDs titled “Big History” — an unusual college course taught by a jovial, gesticulating professor from Australia named David Christian. Unlike the previous DVDs, “Big History” did not confine itself to any particular topic, or even to a single academic discipline. Instead, it put forward a synthesis of history, biology, chemistry, astronomy and other disparate fields, which Christian wove together into nothing less than a unifying narrative of life on earth. Standing inside a small “Mr. Rogers"-style set, flanked by an imitation ivy-covered brick wall, Christian explained to the camera that he was influenced by the Annales School, a group of early-20th-century French historians who insisted that history be explored on multiple scales of time and space. Christian had subsequently divided the history of the world into eight separate “thresholds,” beginning with the Big Bang, 13 billion years ago (Threshold 1), moving through to the origin of Homo sapiens (Threshold 6), the appearance of agriculture (Threshold 7) and, finally, the forces that gave birth to our modern world (Threshold 8).</div>
<figure class="media video youtube embedded layout-large-horizontal has-adjacency has-lede-adjacency" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; margin: 45px 0px 45px 120px; position: relative; width: 495px;"><a class="visually-hidden skip-to-text-link" href="http://www.nytimes.com/2014/09/07/magazine/so-bill-gates-has-this-idea-for-a-history-class.html#story-continues-3" style="border: 0px; clip: rect(0px 0px 0px 0px); color: #326891; height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; text-decoration: none; width: 1px;">Continue reading the main story</a><iframe allowfullscreen="" class="video-bind" height="315" src="http://www.youtube.com/embed/f3nJOCfkerI?wmode=transparent" style="border-width: 0px; height: 278px; margin-bottom: 8px; width: 495px;" width="420"></iframe><figcaption class="caption" itemprop="description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.8125rem; line-height: 1.0625rem;"><span class="caption-text">Threshold 1: The Big Bang</span> <span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1.125rem;">Big History Project</span></figcaption></figure><div class="story-body-text story-content" data-para-count="979" data-total-count="2740" id="story-continues-3" itemprop="articleBody" style="background-color: white; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 16px; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 120px; max-width: 540px; width: 495px;">
Christian’s aim was not to offer discrete accounts of each period so much as to integrate them all into vertiginous conceptual narratives, sweeping through billions of years in the span of a single semester. A lecture on the Big Bang, for instance, offered a complete history of cosmology, starting with the ancient God-centered view of the universe and proceeding through Ptolemy’s Earth-based model, through the heliocentric versions advanced by thinkers from Copernicus to Galileo and eventually arriving at Hubble’s idea of an expanding universe. In the worldview of “Big History,” a discussion about the formation of stars cannot help including Einstein and the hydrogen bomb; a lesson on the rise of life will find its way to Jane Goodall and Dian Fossey. “I hope by the end of this course, you will also have a much better sense of the underlying unity of modern knowledge,” Christian said at the close of the first lecture. “There is a unified account.”</div>
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As Gates sweated away on his treadmill, he found himself marveling at the class’s ability to connect complex concepts. “I just loved it,” he said. “It was very clarifying for me. I thought, God, everybody should watch this thing!” At the time, the Bill & Melinda Gates Foundation had donated hundreds of millions of dollars to educational initiatives, but many of these were high-level policy projects, like the Common Core Standards Initiative, which the foundation was instrumental in pushing through. And Gates, who had recently decided to become a full-time philanthropist, seemed to pine for a project that was a little more tangible. He was frustrated with the state of interactive coursework and classroom technology since before he dropped out of Harvard in the mid-1970s; he yearned to experiment with entirely new approaches. “I wanted to explore how you did digital things,” he told me. “That was a big issue for me in terms of where education was going — taking my previous skills and applying them to education.” Soon after getting off the treadmill, he asked an assistant to set a meeting with Christian.</div>
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‘Bill Gates’s history would be very different from somebody else’s who wasn’t worth $50-60 billion.’</div>
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A few days later, the professor, who was lecturing at San Diego State University, found himself in the lobby of a hotel, waiting to meet with the billionaire. “I was scared,” Christian recalled. “Someone took me along the corridor, knocks on a door, Bill opens it, invites me in. All I remember is that within five minutes, he had so put me at my ease. I thought, I’m a nerd, he’s a nerd and this is fun!” After a bit of small talk, Gates got down to business. He told Christian that he wanted to introduce “Big History” as a course in high schools all across America. He was prepared to fund the project personally, outside his foundation, and he wanted to be personally involved. “He actually gave me his email address and said, ‘Just think about it,’ ” Christian continued. " ‘Email me if you think this is a good idea.’ ”</div>
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Christian emailed to say that he thought it was a pretty good idea. The two men began tinkering, adapting Christian’s college course into a high-school curriculum, with modules flexible enough to teach to freshmen and seniors alike. Gates, who insisted that the course include a strong digital component, hired a team of engineers and designers to develop a website that would serve as an electronic textbook, brimming with interactive graphics and videos. Gates was particularly insistent on the idea of digital timelines, which may have been vestige of an earlier passion project, Microsoft Encarta, the electronic encyclopedia that was eventually overtaken by the growth of Wikipedia. Now he wanted to offer a multifaceted historical account of any given subject through a friendly user interface. The site, which is open to the public, would also feature a password-protected forum for teachers to trade notes and update and, in some cases, rewrite lesson plans based on their experiences in the classroom.</div>
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Gates, who had already learned about the limitations of large bureaucracies through his foundation, insisted that the course be pitched to individual schools, rather than to entire districts; that way, he reasoned, it could grow organically and improve as it did so, just like a start-up company. In 2011, the Big History Project debuted in five high schools, but in the three years since, Gates and Christian — along with a team of educational consultants, executives and teachers, mostly based in Seattle — have quietly accelerated its growth. This fall, the project will be offered free to more than 15,000 students in some 1,200 schools, from the Brooklyn School for Collaborative Studies in New York to Greenhills School in Ann Arbor, Mich., to Gates’s alma mater, Lakeside Upper School in Seattle. And if all goes well, the Big History Project will be introduced in hundreds of more classrooms by next year and hundreds, if not thousands, more the year after that, scaling along toward the vision Gates first experienced on that treadmill. Last month, the University of California system announced that a version of the Big History Project course could be counted in place of a more traditional World History class, paving the way for the state’s 1,300 high schools to offer it.</div>
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“We didn’t know when the last time was that somebody introduced a new course into high school,” Gates told me. “How does one go about it? What did the guy who liked biology — who did he call and say, ‘Hey, we should have biology in high school?’ It was pretty uncharted territory. But it was pretty cool.”</div>
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<span style="font-weight: 700;">The American high school experience,</span> at least as we now know it, is a relatively recent invention. Attendance did not start to become mandatory until the 1850s, and the notion of a nationwide standardized curriculum didn’t emerge until the turn of the century. But by the early 1900s, most children were taking the same list of classes that remains recognizable to this day: English, math, science and some form of history. For much of the 20th century, this last requirement would usually take the form of Western Civilization, a survey course that focused on European countries from around the rise of Rome through modernity.</div>
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But by the early ‘70s, as the Vietnam War heightened interest in nations outside Europe, Western Civ was on the decline. In pedagogical circles, a book called “The Rise of the West: A History of the Human Community,” by William Hardy McNeill, a historian at the University of Chicago, persuasively argued that Western Civ was not merely biased against other cultures but also failed to account for the enormous influence that cultures had on one another over the millenniums. In 1976, McNeill told a roomful of teachers at an American Historical Association meeting, “I find the apathy truly amazing; suicidal; absurd.”</div>
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In the wake of McNeill’s rebuke, Western Civ was slowly replaced by World History, a more comparative class that stressed broad themes across cultures and disciplines. Over the past 30 years, World History has produced its own formidable academic institutions and journals; these days, three-quarters of all American students take World History. The course was just beginning its ascent as David Christian, then a young professor at Macquarie University in Sydney, was incubating his own form of cross-disciplinary scholarship. Christian, who was teaching a course on Russian history, liked to examine his subjects from a number of unconventional angles. In the 19th century, “on average, 40 percent of Russia’s revenues came from vodka sales, so what I realized is that if Russians stopped drinking vodka, you can’t pay for the army, and the superpower collapses,” he told me. “So I thought, Here’s a modern government building its power by selling a mind-altering substance. I was looking at it at the fiscal level, at the treasury level — but also in the village and also in the tavern.”</div>
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Christian began wondering if he could apply this everything-is-connected idea to a larger scale: “I began thinking, Could I teach a course not of Russia but of humanity?” He soon became infatuated with the concept. “I remember the chain of thought,” he said. “I had to do prehistory, so I have to do some archaeology. But to do it seriously, I’m going to talk about how humans evolved, so, yikes, I’m in biology now. I thought: To do it seriously, I have to talk about how mammals evolved, how primates evolved. I have to go back to multicelled organisms, I have to go back to primeval slime. And then I thought: I have to talk about how life was created, how life appeared on earth! I have to talk geology, the history of the planet. And so you can see, this is pushing me back and back and back, until I realized there’s a stopping point — which is the Big Bang.” He paused. “I thought, Boy, would that be exciting to teach a course like this!”</div>
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‘When Melinda and I go on the road and talk to teachers, it’s just so clear there is a real hunger for this.’</div>
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His interest in transcending borders perhaps derived from his own peripatetic childhood. Born in Brooklyn to an American mother and a British father, Christian spent the first seven years of his life in Nigeria and then was shipped off to an English boarding school. (To this day, his accent — a bewildering mix of Colonial English, Eton and Jackie Gleason — reflects this unusual provenance.) Sitting along a wooden table in a Midtown Manhattan hotel, Christian delighted in recounting the first year he taught his history-of-everything course, in 1989, at Macquarie. Perhaps unwisely, he had committed to teaching it to incoming freshmen, some 300 students. “We didn’t know what we were doing, but the really magical thing, and I think it’s what still drives me today, was the reaction of the students,” he said. “What this course can do, however it’s taught, is validate big questions” — <em>How did we get here?</em> for instance, or <em>Where are we going?</em> — “that are impossible to even ask within a more silo-ized education.”</div>
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The Macquarie course quickly became oversubscribed, and within a few years, Christian was receiving calls from other universities, asking for advice on how they might offer something similar. In 2005, he received an invitation to speak at a conference in Boothbay Harbor, Me., where he was spotted by a scout for the Teaching Company, who asked him to tape the class in their studios just outside Washington. The 48-lecture DVD set was released in early 2008. Gates was one of his first viewers.</div>
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Christian, who is 67, now travels the world as something of an evangelist for the spread of the Big History Project. (His TED Talk, “The History of Our World in 18 Minutes,” has been viewed more than four million times online.) Since introducing the course to high-school students, he and Gates realized that they needed to make a few adjustments to help it catch on. They have monitored teacher feedback closely and decreased the course in size, from 20 units to 10. True to Christian’s original style, however, the high-school course links insights across subjects into wildly ambitious narratives. The units begin with the Big Bang and shift to lesson plans on the solar system, trade and communications, globalization and, finally, the future. A class on the emergence of life might start with photosynthesis before moving on to eukaryotes and multicellular organisms and the genius of Charles Darwin and James Watson. A lecture on the slave trade might include the history of coffee beans in Ethiopia.</div>
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“Most kids experience school as one damn course after another; there’s nothing to build connections between the courses that they take,” says Bob Bain, a professor of history and education at the University of Michigan and an adviser to the Big History Project, who has helped devise much of the curriculum. “The average kid has no way to make sense between what happens with their first-period World History class and their second-period algebra class, third-period gym class, fourth-period literature — it’s all disconnected. It’s like if I were to give you a jigsaw puzzle and throw 500 pieces on the table and say, ‘Oh, by the way, I’m not going to show you the box top as to how they fit together.’ ”</div>
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<span style="font-weight: 700;">One muggy and overcast afternoon</span> last fall, I met with Gates and Christian in a conference room at the Four Seasons Hotel in Midtown Manhattan. Gates, who operates a bit like an unofficial head of state, is managed down to the precise minute by an innumerable team of handlers and schedulers and assistants. The table before him was filled with strewn papers and gadgets, a handful of folders with old-fashioned Brother P-Touch labels and two Microsoft Surface tablet computers. A plainclothes security detail stood watch in the hallway.</div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="<em> <em> </em></em>Christian and Gates at the Four Seasons in New York." data-mediaviewer-credit="Mark Peterson/Redux, for The New York Times" data-mediaviewer-src="http://static01.nyt.com/images/2014/09/07/magazine/07gates2/07gates2-superJumbo-v2.jpg" itemid="http://static01.nyt.com/images/2014/09/07/magazine/07gates2/07gates2-articleLarge-v2.jpg" itemprop="url" src="http://static01.nyt.com/images/2014/09/07/magazine/07gates2/07gates2-articleLarge-v2.jpg" style="display: block; height: auto; max-width: 100%; width: 495px;" /><div class="media-action-overlay" style="-webkit-transition: opacity 0.2s ease-in; border-bottom-left-radius: 6px; border-bottom-right-radius: 6px; border-top-left-radius: 6px; border-top-right-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5; zoom: 1;">
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<figcaption class="caption" itemprop="caption description" style="color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.8125rem; line-height: 1.0625rem;"><span class="caption-text"><em><em></em></em>Christian and Gates at the Four Seasons in New York.</span><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.6875rem; line-height: 1.125rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Mark Peterson/Redux, for The New York Times</span></figcaption></figure><div class="story-body-text story-content" data-para-count="684" data-total-count="15194" itemprop="articleBody" style="background-color: white; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 16px; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 120px; max-width: 540px; width: 495px;">
Gates, who is 58, was wearing a rumpled blue monogrammed shirt. He is slim and speaks in a sort of nasal staccato, often adding exclamation to sentences that might not seem to require them. But his curiosity about education is innate and at times obsessive. Without prompting, he recounted getting a bad grade in an eighth-grade geography course (“They paired me up with a moron, and I realized these people thought I was stupid, and it really pissed me off!”) and the only C-plus he ever received, in organic chemistry, at Harvard (“I’m pretty sure. I’d have to double-check my transcript. I think I never ever got a B ever at Harvard. I got a C-plus, and I got A’s!”).</div>
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Since starting his foundation in 2000, Gates has donated about $30 billion to organizations focusing largely on global health and development. The Gates Foundation has spent more than half a billion on educational causes, which provides some context for the comparatively modest $10 million that he has personally invested in the Big History Project. Nevertheless, Gates has insisted on tracking this venture as he would any Microsoft product or foundation project. The Big History Project produces reams of data — students and teachers are regularly surveyed, and teachers submit the results from classes, all of which allows his team to track what’s working and what isn’t as the course grows. “Our priority,” he told me from across the table, “was to get it into a form where ambitious teachers could latch onto it.”</div>
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In our conversation, Gates was forthright about the challenges the project has faced, particularly early on. Few schools had teachers who were willing or able to instruct a hybrid course; some schools wound up requiring that two teachers lead the class together. Gates, who had hoped to avoid bureaucracy, found himself mired in it. “You’ve got to get a teacher in the history department and the science department — they have to be very serious about it, and they have to get their administrative staff to agree. And then you have to get it on the course schedule so kids can sign up,” he said. “So they have to decide, kind of in the spring or earlier, and those teachers have to spend a lot of that summer getting themselves ready for the thing.” He sighed.</div>
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Perhaps the largest challenge facing the Big History Project, however, is Gates himself, or at least the specter of him. To his bafflement and frustration, he has become a remarkably polarizing figure in the education world. This owes largely to the fact that Gates, through his foundation, has spent more than $200 million to advocate for the Common Core, something of a third rail in education circles. He has financed an army of policy groups, think tanks and teachers’ unions to marshal support for the new rules and performance measurements that have been adopted by 44 states. Many education experts, while generally supportive of the new goals for reading and math skills, have been critical of the seemingly unilateral way in which the policy appeared to be rolled out. The standards have engendered public anger on both the right and left, and some states, including Indiana and Oklahoma, have decided to repeal the Common Core altogether.</div>
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‘Most kids experience school as one damn course after another; there’s nothing to build connections between the courses that they take.’</div>
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In March, the American Federation of Teachers announced that it would no longer accept grants from the Gates Foundation for its innovation fund, which had already received more than $5 million from the organization. As Randi Weingarten, the A.F.T. president, told Politico, “I got convinced by the level of distrust I was seeing — not simply on Twitter, but in listening to members and local leaders — that it was important to find a way to replace Gates’s funding.” When I spoke with Weingarten last month, she elaborated on her union members’ problem with Gates. “Instead of actually working with teachers and listening to what teachers needed to make public eduction better,” she said, Gates’s team “would work around teachers, and that created tremendous distrust.”</div>
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Teachers, she continued, feared that his foundation was merely going to reduce them to test scores. While Weingarten said that she tried to work with Gates to “pierce” the animosity, <a href="http://www.politico.com/morningeducation/0314/morningeducation13243.html" style="color: #326891;">she ultimately chose to part ways</a> because “our members perceived that we were doing things in our support of Common Core because of the Gates Foundation, as opposed to because it was the right thing to do.” It was a difficult decision, Weingarten said. “Bill Gates has more money than God. People just don’t <em>do</em> what we did.”</div>
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Ozark Homesteader</h2>
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"Attendance did not start to become mandatory until the 1850s . . . ."Please correct this misinformation. Although Massachusetts set the...</div>
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geogeek</h2>
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The French annales school is also a significant role in the discipline of geography and not solely within the discipline of history, but I...</div>
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chocoa</h2>
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They can add "century of Self" by Adam Curtis, to show who other things are linked.</div>
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‘Frankly, in the eyes of the critics, he’s really not an expert. He just happens to be a guy that watched a DVD and thought it was a good idea and had a bunch of money to fund it.’</div>
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Beginning with the Carnegies and the Rockefellers, billionaires have long seen the nation’s education as a willing cause for their philanthropy — and, with it, their own ideas about how students should learn. The latest crop of billionaires, however, has tended to take the line that fixing our broken educational system is the key to unlocking our stagnant economy. Whether it’s hedge-fund managers like Paul Tudor Jones (who has given tens of millions to support charter schools) or industrialists like Eli Broad (who has backed “blended learning” programs that feature enhanced technology), these philanthropists have generally espoused the idea that education should operate more like a business. (The Walton Foundation, backed by the family that founded Walmart, has taken this idea to new heights: It has spent more than $1 billion supporting various charter schools and voucher programs that seek to establish alternatives to the current public-school system.) Often these patrons want to restructure the system to make it more efficient, utilizing the latest technology and management philosophies to turn out a new generation of employable students.</div>
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For many teachers, Weingarten explained, this outside influence has become off-putting, if not downright scary. “We have a really polarized environment in terms of education, which we didn’t have 10 years ago,” she said. “Public education was a bipartisan or multipartisan enterprise — it didn’t matter if you were a Republican or Democrat or elite or not elite. People viewed public education as an anchor of democracy and a propeller of the economy in the country.” Now, she said, “there are people that have been far away from classrooms who have an outsize influence on what happens inside classrooms. Beforehand, the philanthropies were viewed as one of many voices in education. Now they are viewed — and the market reformers and the tech folks — as the dominant forces, and as dissonant to those who work in schools every day. She took a deep breath and softened her tone: “In some ways, I give Bill Gates huge credit. Bill Gates took a risk to get engaged. The fact that he was willing to step up and say, ‘Public education is important,’ is very different than foundations like the Walton Foundation, who basically try to undermine public education at every opportunity.”</div>
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Gates appears to have been chastened by his experience with the A.F.T. When he speaks about his broader educational initiatives, he is careful to mention that the change he supports comes from the teachers, too. “When Melinda and I go on the road and talk to teachers, it’s just so clear there is a real hunger for this,” he said. “If you can take a teacher and give him or her the help to become a great teacher, everyone benefits: the kids, the teacher, the community, the unions. Everyone.”</div>
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Gates resists any suggestion that Big History is some sort of curio or vanity project. But some of this earlier antipathy has raised skepticism about his support of the Big History Project. “I just finished reading William Easterly’s ‘The Tyranny of Experts,’ ” says Scott L. Thomas, dean of the School of Educational Studies at Claremont Graduate University in California. “It’s about philanthropists and their effect on the poor globally. It’s this exact idea that here you have this ‘expert’ in the middle” — that is, Gates — “enabling the pursuit of this project. And frankly, in the eyes of the critics, he’s really not an expert. He just happens to be a guy that watched a DVD and thought it was a good idea and had a bunch of money to fund it.”</div>
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Diane Ravitch, an education historian at New York University who has been a vocal critic of Gates, put even it more starkly: “When I think about history, I think about different perspectives, clashing points of view. I wonder how Bill Gates would treat the robber barons. I wonder how Bill Gates would deal with issues of extremes of wealth and poverty.” (The Big History Project doesn’t mention robber barons, but it does briefly address unequal distribution of resources.) Ravitch continued: “It begins to be a question of: Is this Bill Gates’s history? And should it be labeled ‘Bill Gates’s History’? Because Bill Gates’s history would be very different from somebody else’s who wasn’t worth $50-60 billion.” (Gates’s estimated net worth is approximately $80 billion.)</div>
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On some level, Gates’s experience in pushing through the Common Core seems to be a large part of what so excites him about the Big History Project: This small initiative, largely unburdened by bureaucracy, relies on technology and teachers who are willingly submitting to all matter of data analytics. He is pleased, he said, that the course has more than doubled in each of its first three years, and he expects that growth to follow in the future. One day, perhaps, Big History might even become a successor to Western Civ and World History. “The current thought is that in another three years, the quality of the material, the tools that let people add in new chapters and things, the broad awareness will be such that the community takes it over, and it achieves whatever natural level it’s going to get to,” he said. But he also noted that Big History — which is already being offered in South Korea, the Netherlands and, of course, Australia — had significant global potential. “It would be nice to find both educators and philanthropists[in foreign countries] that want to carry the torch — which actually, in some countries, I can think of people who would do it.”</div>
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<span style="font-weight: 700;">One morning, I entered</span> a second-floor classroom at the Brooklyn School for Collaborative Studies, a public school in Carroll Gardens not far from the Brooklyn-Queens Expressway. Brooklyn Collaborative Studies adopted the Big History Project as a pilot two years ago after Scott Henstrand, a longtime science teacher, watched Christian’s TED Talk. He pitched the idea to the school’s principal, Alyce Barr, and won her over.</div>
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As class came to order and 30 or so teenagers scurried to drop their bags and take their seats, Henstrand introduced the day’s topic: “extinction events,” or why and how various life-forms have died out. He asked his students to contemplate their own extinction event — a somewhat heady question for the teenage mind. As they pondered their eventual nonbeing, Henstrand put on a short video lecture by Christian and took a seat among the students, whom he had clustered in groups of four. Afterward, they were handed iPads with which to generate facts to support their various arguments about human extinction, based on how other species had expired. “I felt that it was great to be able to have your own opinions and then share it with everyone and take in other people’s opinions and use everything that you compile to create new theories and new ideas, and in a way create your own sense of your own belief system,” said Benjamin Campbell, a senior. One of his classmates, a junior, overheard him and chimed in: “At first I hated it, because I was like, ‘I hate science.’ But it actually just opened my perspective that I never knew about. I wasn’t looking forward to it at all, and then I grew to love the class.”</div>
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Not all educators are so enthusiastic. Sam Wineburg, a professor of education and history at Stanford, told me that although he sees Big History as “an important intellectual movement,” he did not consider the class to be a suitable replacement for an actual history course. “At certain points, it becomes less history and more of a kind of evolutionary biology or quantum physics. It loses the compelling aspect that is at the heart of the word ‘history.’ ”</div>
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Wineburg’s deepest concern about the approach was its failure to impart a methodology to students. “What is most pressing for American high-school students right now, in the history-social-studies curriculum, is: How do we read a text? How do we connect our ability to sharpen our intellectual capabilities when we’re evaluating sources and trying to understand human motivation?” he asked. “When we think about history, what are the primary sources of Big History? The original scientific reports of the Big Bang?” Wineburg, who also has developed an electronic history curriculum, scoffed.</div>
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Barr, the principal in Brooklyn, however, came to feel that Gates’s course was better than the existing alternative. “If you were to interview many, many progressive social-studies teachers, they would tell you that World History is a completely flawed course. It’s spotty. It’s like fact soup. Kids don’t come out of it really having a sense of<em>global</em> history,” she told me. “So I said, ‘Why are we doing this?’ ” Last year, Barr allowed the Big History Project to replace World History, which is known as Global Studies in New York, as a required course.</div>
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At the end of class, after Henstrand announced the homework assignment, he chatted for a few minutes about the future of the course. He was cautiously optimistic that it would catch on, but he also seemed to recognize how hard it is to innovate in the educational system. “I think many are driven by it, but there are also some that are like: ‘Oh, God, how do we fit this into the requirements of the day? How do we fit this and that?’ ” he said. “This course is a fundamental shift in how you deliver something. But there’s so many factors in American education that work against it.”</div>
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In many ways, education is a lousy business. Teachers are not normal economic actors; almost all of them work for less money than they might fetch in some other industry, given their skills and advanced degrees. Students are even weirder economic animals: Most of them would rather do something else with their time than sit in a room and learn algebra, even though the investment is well documented to pay off. By the same token, attempts to paint Bill Gates as a self-interested actor in his education projects don’t make much sense. Joel Klein, the former chancellor of the New York City Department of Education, who charged Microsoft with being a monopoly while a lawyer at the Justice Department, laughed off the idea that Gates had an ulterior fiscal motive. “The notion that he has an agenda other than trying to improve education is just embarrassing,” said Klein, describing how Gates continued to contribute — and even increased his contributions — to New York City public schools during Klein’s tenure. “I can’t think there is a malevolent bone in his body.”</div>
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As I walked to the subway, I thought back to my conversations with Gates. Big History may one day become an heir to Western Civ or World History, but that didn’t seem to be Gates’s goal; it was more personal. Really, Big History just seems like a class that he wished he could have taken in high school. But he wasn’t a billionaire then. Now, a flash of inspiration on the treadmill might just lead to something very big.</div>
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A version of this article appears in print on September 7, 2014, on page MM30 of the <span itemprop="printEdition">Sunday Magazine</span>with the headline: EVERYTHING IS ILLUMINATED. <span class="story-footer-links" style="display: inline-block;"><a href="https://s100.copyright.com/AppDispatchServlet?contentID=http%3A%2F%2Fwww.nytimes.com%2F2014%2F09%2F07%2Fmagazine%2Fso-bill-gates-has-this-idea-for-a-history-class.html&publisherName=The+New+York+Times&publication=nytimes.com&token=&orderBeanReset=true&postType=&wordCount=4996&title=So+Bill+Gates+Has+This+Idea+for+a+History+Class+...&publicationDate=September+5%2C+2014&author=By%20Andrew%20Ross%20Sorkin" style="color: #999999; text-decoration: none;" target="_blank">Order Reprints</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/pages/todayspaper/index.html" style="color: #999999; text-decoration: none;" target="_blank">Today's Paper</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp839RF.html?campaignId=48JQY" style="color: #999999; text-decoration: none;" target="_blank">Subscribe</a></span></div>
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<div aria-label="tools" class="sharetools theme-classic sharetools-story sharetools-init" data-description="The Common Core should finally improve math education. The problem is that no one has taught the teachers how to teach it." data-publish-date="July 23, 2014" data-shares="email|email,facebook,twitter,save,show-all|more,ad" data-title="Why Do Americans Stink at Math?" data-url="http://www.nytimes.com/2014/07/27/magazine/why-do-americans-stink-at-math.html" id="sharetools-story" role="group" style="clear: left; float: left; margin-bottom: 15px; width: 88px;">
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When Akihiko Takahashi was a junior in college in 1978, he was like most of the other students at his university in suburban Tokyo. He had a vague sense of wanting to accomplish something but no clue what that something should be. But that spring he met a man who would become his mentor, and this relationship set the course of his entire career.</div>
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Takeshi Matsuyama was an elementary-school teacher, but like a small number of instructors in Japan, he taught not just young children but also college students who wanted to become teachers. At the university-affiliated elementary school where Matsuyama taught, he turned his classroom into a kind of laboratory, concocting and trying out new teaching ideas. When Takahashi met him, Matsuyama was in the middle of his boldest experiment yet — revolutionizing the way students learned math by radically changing the way teachers taught it.</div>
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RELATED COVERAGE</h2>
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<img alt="" src="http://static01.nyt.com/images/2010/03/07/magazine/07Teachers-t_span/07Teachers-t_span-thumbStandard-v2.jpg" style="border: 0px; display: block; height: auto; max-width: 100%; width: auto;" /><div class="media-action-overlay" style="bottom: 35.55356979370117px; left: 5.1964287757873535px; position: absolute;">
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Building a Better Teacher</span><time class="dateline" datetime="2010-03-02" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">MARCH 2, 2010</time></h2>
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<li style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 0.75em;"><article class="story theme-summary"><a class="story-link" href="http://www.nytimes.com/2014/06/15/education/common-core-in-9-year-old-eyes.html" style="color: #326891; display: block; text-decoration: none;"><div class="thumb" style="clear: none; cursor: pointer; float: left; height: auto; margin: 0px 10px 0px 0px; max-width: 65px; position: relative; width: 65px;">
<img alt="Chrispin Alcindor at P.S. 397 in Brooklyn. Once a model student, he is near the bottom of his class under new standards." src="http://static01.nyt.com/images/2014/06/15/nyregion/15commoncore-01/15commoncore-01-thumbStandard-v2.jpg" style="border: 0px; display: block; height: auto; max-width: 100%; width: auto;" /><div class="media-action-overlay" style="bottom: 35.55356979370117px; left: 5.1964287757873535px; position: absolute;">
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Common Core, in 9-Year-Old Eyes</span><time class="dateline" datetime="2014-06-14" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">JUNE 14, 2014</time></h2>
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<img alt="From left, Jarrett Nelams, 7, and his brother Jadon, 9, with their mother, Rebekah, at home in Greenwell Springs, La." src="http://static01.nyt.com/images/2014/06/30/us/MATH-1/MATH-1-thumbStandard.jpg" style="border: 0px; display: block; height: auto; max-width: 100%; width: auto;" /><div class="media-action-overlay" style="bottom: 36.50893020629883px; left: 5.1964287757873535px; position: absolute;">
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<span class="story-heading-text" style="color: #326891; padding-right: 0.75em;">Math Under Common Core Has Even Parents Stumbling</span><time class="dateline" datetime="2014-06-29" style="color: #999999; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.625rem; line-height: 1.0625rem; white-space: nowrap;">JUNE 29, 2014</time></h2>
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Instead of having students memorize and then practice endless lists of equations — which Takahashi remembered from his own days in school — Matsuyama taught his college students to encourage passionate discussions among children so they would come to uncover math’s procedures, properties and proofs for themselves. One day, for example, the young students would derive the formula for finding the area of a rectangle; the next, they would use what they learned to do the same for parallelograms. Taught this new way, math itself seemed transformed. It was not dull misery but challenging, stimulating and even fun.</div>
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<img alt="" class="media-viewer-candidate" data-mediaviewer-caption="" data-mediaviewer-credit="Photo illustration by Andrew B. Myers. Prop stylist: Randi Brookman Harris." data-mediaviewer-src="http://static01.nyt.com/images/2014/07/27/magazine/27math2/mag-27math-t_CA1-superJumbo.jpg" itemid="http://static01.nyt.com/images/2014/07/27/magazine/27math2/mag-27math-t_CA1-blog427.jpg" itemprop="url" src="http://static01.nyt.com/images/2014/07/27/magazine/27math2/mag-27math-t_CA1-blog427.jpg" style="display: block; height: auto; max-width: 100%; width: 315px;" /><div class="media-action-overlay" style="-webkit-transition: opacity 0.2s ease-in; border-bottom-left-radius: 6px; border-bottom-right-radius: 6px; border-top-left-radius: 6px; border-top-right-radius: 6px; border: 1px solid rgba(200, 200, 200, 0.8); bottom: 15px; cursor: pointer; left: 15px; opacity: 0; position: absolute; transition: opacity 0.2s ease-in; z-index: 5; zoom: 1;">
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<figcaption class="caption" itemprop="caption description" style="bottom: 23px; color: #666666; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.75rem; line-height: 1rem; position: absolute; right: 0px; width: 120px;"><span class="credit" itemprop="copyrightHolder" style="color: #999999; display: inline-block; font-size: 0.75rem; line-height: 1rem;"><span class="visually-hidden" style="border: 0px; clip: rect(0px 0px 0px 0px); height: 1px; margin: -1px; overflow: hidden; padding: 0px; position: absolute; width: 1px;">Credit</span>Photo illustration by Andrew B. Myers. Prop stylist: Randi Brookman Harris.</span></figcaption></figure><div class="story-body-text story-content" data-para-count="682" data-total-count="2191" itemprop="articleBody" style="font-family: georgia, 'times new roman', times, serif; font-size: 1rem; line-height: 1.4375rem; margin-bottom: 1em; margin-left: 120px; max-width: 540px; width: 495px;">
Takahashi quickly became a convert. He discovered that these ideas came from reformers in the United States, and he dedicated himself to learning to teach like an American. Over the next 12 years, as the Japanese educational system embraced this more vibrant approach to math, Takahashi taught first through sixth grade. Teaching, and thinking about teaching, was practically all he did. A quiet man with calm, smiling eyes, his passion for a new kind of math instruction could take his colleagues by surprise. “He looks very gentle and kind,” Kazuyuki Shirai, a fellow math teacher, told me through a translator. “But when he starts talking about math, everything changes.”</div>
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Takahashi was especially enthralled with an American group called the National Council of Teachers of Mathematics, or N.C.T.M., which published manifestoes throughout the 1980s, prescribing radical changes in the teaching of math. Spending late nights at school, Takahashi read every one. Like many professionals in Japan, teachers often said they did their work in the name of their mentor. It was as if Takahashi bore two influences: Matsuyama and the American reformers.</div>
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Takahashi, who is 58, became one of his country’s leading math teachers, once attracting 1,000 observers to a public lesson. He participated in a classroom equivalent of “Iron Chef,” the popular Japanese television show. But in 1991, when he got the opportunity to take a new job in America, teaching at a school run by the Japanese Education Ministry for expats in Chicago, he did not hesitate. With his wife, a graphic designer, he left his friends, family, colleagues — everything he knew — and moved to the United States, eager to be at the center of the new math.</div>
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As soon as he arrived, he started spending his days off visiting American schools. One of the first math classes he observed gave him such a jolt that he assumed there must have been some kind of mistake. The class looked exactly like his own memories of school. “I thought, Well, that’s only this class,” Takahashi said. But the next class looked like the first, and so did the next and the one after that. The Americans might have invented the world’s best methods for teaching math to children, but it was difficult to find anyone actually using them.</div>
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<span style="font-weight: 700;">It wasn’t the </span>first time that Americans had dreamed up a better way to teach math and then failed to implement it. The same pattern played out in the 1960s, when schools gripped by a post-Sputnik inferiority complex unveiled an ambitious “new math,” only to find, a few years later, that nothing actually changed. In fact, efforts to introduce a better way of teaching math stretch back to the 1800s. The story is the same every time: a big, excited push, followed by mass confusion and then a return to conventional practices.</div>
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The trouble always starts when teachers are told to put innovative ideas into practice without much guidance on how to do it. In the hands of unprepared teachers, the reforms turn to nonsense, perplexing students more than helping them. One 1965 Peanuts cartoon depicts the young blond-haired Sally struggling to understand her new-math assignment: “Sets . . . one to one matching . . . equivalent sets . . . sets of one . . . sets of two . . . renaming two. . . .” After persisting for three valiant frames, she throws back her head and bursts into tears: “All I want to know is, how much is two and two?”</div>
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Today the frustrating descent from good intentions to tears is playing out once again, as states across the country carry out the latest wave of math reforms: the Common Core. A new set of academic standards developed to replace states’ individually designed learning goals, the Common Core math standards are like earlier math reforms, only further refined and more ambitious. Whereas previous movements found teachers haphazardly, through organizations like Takahashi’s beloved N.C.T.M. math-teacher group, the Common Core has a broader reach. A group of governors and education chiefs from 48 states initiated the writing of the standards, for both math and language arts, in 2009. The same year, the Obama administration encouraged the idea, making the adoption of rigorous “common standards” a criterion for receiving a portion of the more than $4 billion in Race to the Top grants. Forty-three states have adopted the standards.</div>
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The opportunity to change the way math is taught, as N.C.T.M. declared in its endorsement of the Common Core standards, is “unprecedented.” And yet, once again, the reforms have arrived without any good system for helping teachers learn to teach them. Responding to a recent survey by Education Week, teachers said they had typically spent fewer than four days in Common Core training, and that included training for the language-arts standards as well as the math.</div>
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Carefully taught, the assignments can help make math more concrete. Students don’t just memorize their times tables and addition facts but also understand how arithmetic works and how to apply it to real-life situations. But in practice, most teachers are unprepared and children are baffled, leaving parents furious. The comedian Louis C.K. parodied his daughters’ homework in an appearance on “The Late Show With David Letterman”: “It’s like, Bill has three goldfish. He buys two more. How many dogs live in London?”</div>
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The inadequate implementation can make math reforms seem like the most absurd form of policy change — one that creates a whole new problem to solve. Why try something we’ve failed at a half-dozen times before, only to watch it backfire? Just four years after the standards were first released, this argument has gained traction on both sides of the aisle. Since March, four Republican governors have opposed the standards. In New York, a Republican candidate is trying to establish another ballot line, called Stop Common Core, for the November gubernatorial election. On the left, meanwhile, teachers’ unions in Chicago and New York have opposed the reforms.</div>
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The fact that countries like Japan have implemented a similar approach with great success offers little consolation when the results here seem so dreadful. Americans might have written the new math, but maybe we simply aren’t suited to it. “By God,” wrote Erick Erickson, editor of the website RedState, in an anti-Common Core attack, is it such “a horrific idea that we might teach math the way math has always been taught.”</div>
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<span style="font-weight: 700;">The new math</span> of the ‘60s, the <em>new</em> new math of the ‘80s and today’s Common Core math all stem from the idea that the traditional way of teaching math simply does not work. As a nation, we suffer from an ailment that John Allen Paulos, a Temple University math professor and an author, calls innumeracy — the mathematical equivalent of not being able to read. On national tests, nearly two-thirds of fourth graders and eighth graders are not proficient in math. More than half of fourth graders taking the 2013 National Assessment of Educational Progress could not accurately read the temperature on a neatly drawn thermometer. (They did not understand that each hash mark represented two degrees rather than one, leading many students to mistake 46 degrees for 43 degrees.) On the same multiple-choice test, three-quarters of fourth graders could not translate a simple word problem about a girl who sold 15 cups of lemonade on Saturday and twice as many on Sunday into the expression “15 + (2×15).” Even in Massachusetts, one of the country’s highest-performing states, math students are more than two years behind their counterparts in Shanghai.</div>
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The new math of the ’60s, the new, new math of the ’80s and today’s Common Core math all stem from the idea that the traditional way of teaching math simply does not work.</div>
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Adulthood does not alleviate our quantitative deficiency. A 2012 study comparing 16-to-65-year-olds in 20 countries found that Americans rank in the bottom five in numeracy. On a scale of 1 to 5, 29 percent of them scored at Level 1 or below, meaning they could do basic arithmetic but not computations requiring two or more steps. One study that examined medical prescriptions gone awry found that 17 percent of errors were caused by math mistakes on the part of doctors or pharmacists. A survey found that three-quarters of doctors inaccurately estimated the rates of death and major complications associated with common medical procedures, even in their own specialty areas.</div>
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One of the most vivid arithmetic failings displayed by Americans occurred in the early 1980s, when the A&W restaurant chain released a new hamburger to rival the McDonald’s Quarter Pounder. With a third-pound of beef, the A&W burger had more meat than the Quarter Pounder; in taste tests, customers preferred A&W’s burger. And it was less expensive. A lavish A&W television and radio marketing campaign cited these benefits. Yet instead of leaping at the great value, customers snubbed it.</div>
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Only when the company held customer focus groups did it become clear why. The Third Pounder presented the American public with a test in fractions. And we failed. Misunderstanding the value of one-third, customers believed they were being overcharged. Why, they asked the researchers, should they pay the same amount for a third of a pound of meat as they did for a quarter-pound of meat at McDonald’s. The “4” in “¼,” larger than the “3” in “⅓,” led them astray.</div>
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But our innumeracy isn’t inevitable. In the 1970s and the 1980s, cognitive scientists studied a population known as the unschooled, people with little or no formal education. Observing workers at a Baltimore dairy factory in the ‘80s, the psychologist Sylvia Scribner noted that even basic tasks required an extensive amount of math. For instance, many of the workers charged with loading quarts and gallons of milk into crates had no more than a sixth-grade education. But they were able to do math, in order to assemble their loads efficiently, that was “equivalent to shifting between different base systems of numbers.” Throughout these mental calculations, errors were “virtually nonexistent.” And yet when these workers were out sick and the dairy’s better-educated office workers filled in for them, productivity declined.</div>
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The unschooled may have been more capable of complex math than people who were specifically taught it, but in the context of school, they were stymied by math they already knew. Studies of children in Brazil, who helped support their families by roaming the streets selling roasted peanuts and coconuts, showed that the children routinely solved complex problems in their heads to calculate a bill or make change. When cognitive scientists presented the children with the very same problem, however, this time with pen and paper, they stumbled. A 12-year-old boy who accurately computed the price of four coconuts at 35 cruzeiros each was later given the problem on paper. Incorrectly using the multiplication method he was taught in school, he came up with the wrong answer. Similarly, when Scribner gave her dairy workers tests using the language of math class, their scores averaged around 64 percent. The cognitive-science research suggested a startling cause of Americans’ innumeracy: school.</div>
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<span style="font-weight: 700;">Most American math</span> classes follow the same pattern, a ritualistic series of steps so ingrained that one researcher termed it a cultural script. Some teachers call the pattern “I, We, You.” After checking homework, teachers announce the day’s topic, demonstrating a new procedure: “Today, I’m going to show you how to divide a three-digit number by a two-digit number” (I). Then they lead the class in trying out a sample problem: “Let’s try out the steps for 242 ÷ 16” (We). Finally they let students work through similar problems on their own, usually by silently making their way through a work sheet: “Keep your eyes on your own paper!” (You).</div>
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By focusing only on procedures — “Draw a division house, put ‘242’ on the inside and ‘16’ on the outside, etc.” — and not on what the procedures mean, “I, We, You” turns school math into a sort of arbitrary process wholly divorced from the real world of numbers. Students learn not math but, in the words of one math educator, answer-getting. Instead of trying to convey, say, the essence of what it means to subtract fractions, teachers tell students to draw butterflies and multiply along the diagonal wings, add the antennas and finally reduce and simplify as needed. The answer-getting strategies may serve them well for a class period of practice problems, but after a week, they forget. And students often can’t figure out how to apply the strategy for a particular problem to new problems.</div>
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How could you teach math in school that mirrors the way children learn it in the world? That was the challenge Magdalene Lampert set for herself in the 1980s, when she began teaching elementary-school math in Cambridge, Mass. She grew up in Trenton, accompanying her father on his milk deliveries around town, solving the milk-related math problems he encountered. “Like, you know: If Mrs. Jones wants three quarts of this and Mrs. Smith, who lives next door, wants eight quarts, how many cases do you have to put on the truck?” Lampert, who is 67 years old, explained to me.</div>
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She knew there must be a way to tap into what students already understood and then build on it. In her classroom, she replaced “I, We, You” with a structure you might call “You, Y’all, We.” Rather than starting each lesson by introducing the main idea to be learned that day, she assigned a single “problem of the day,” designed to let students struggle toward it — first on their own (You), then in peer groups (Y’all) and finally as a whole class (We). The result was a process that replaced answer-getting with what Lampert called sense-making. By pushing students to talk about math, she invited them to share the misunderstandings most American students keep quiet until the test. In the process, she gave them an opportunity to realize, on their own, why their answers were wrong.</div>
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Lampert, who until recently was a professor of education at the University of Michigan in Ann Arbor, now works for the Boston Teacher Residency, a program serving Boston public schools, and the New Visions for Public Schools network in New York City, instructing educators on how to train teachers. In her book, “Teaching Problems and the Problems of Teaching,” Lampert tells the story of how one of her fifth-grade classes learned fractions. One day, a student made a “conjecture” that reflected a common misconception among children. The fraction 5 / 6, the student argued, goes on the same place on the number line as 5 / 12. For the rest of the class period, the student listened as a lineup of peers detailed all the reasons the two numbers couldn’t possibly be equivalent, even though they had the same numerator. A few days later, when Lampert gave a quiz on the topic (“Prove that 3 / 12 = 1 / 4 ,” for example), the student could confidently declare why: “Three sections of the 12 go into each fourth.”</div>
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Over the years, observers who have studied Lampert’s classroom have found that students learn an unusual amount of math. Rather than forgetting algorithms, they retain and even understand them. One boy who began fifth grade declaring math to be his worst subject ended it able to solve multiplication, long division and fraction problems, not to mention simple multivariable equations. It’s hard to look at Lampert’s results without concluding that with the help of a great teacher, even Americans can become the so-called math people we don’t think we are.</div>
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Among math reformers, Lampert’s work gained attention. Her research was cited in the same N.C.T.M. standards documents that Takahashi later pored over. She was featured in Time magazine in 1989 and was retained by the producers of “Sesame Street” to help create the show “Square One Television,” aimed at making math accessible to children. Yet as her ideas took off, she began to see a problem. In Japan, she was influencing teachers she had never met, by way of the N.C.T.M. standards. But where she lived, in America, teachers had few opportunities for learning the methods she developed.</div>
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<span style="font-weight: 700;">American institutions charged</span> with training teachers in new approaches to math have proved largely unable to do it. At most education schools, the professors with the research budgets and deanships have little interest in the science of teaching. Indeed, when Lampert attended Harvard’s Graduate School of Education in the 1970s, she could find only one listing in the entire course catalog that used the word “teaching” in its title. (Today only 19 out of 231 courses include it.) Methods courses, meanwhile, are usually taught by the lowest ranks of professors — chronically underpaid, overworked and, ultimately, ineffective.</div>
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Without the right training, most teachers do not understand math well enough to teach it the way Lampert does. “Remember,” Lampert says, “American teachers are only a subset of Americans.” As graduates of American schools, they are no more likely to display numeracy than the rest of us. “I’m just not a math person,” Lampert says her education students would say with an apologetic shrug.</div>
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Consequently, the most powerful influence on teachers is the one most beyond our control. The sociologist Dan Lortie calls the phenomenon the apprenticeship of observation. Teachers learn to teach primarily by recalling their memories of having been taught, an average of 13,000 hours of instruction over a typical childhood. The apprenticeship of observation exacerbates what the education scholar Suzanne Wilson calls education reform’s double bind. The very people who embody the problem — teachers — are also the ones charged with solving it.</div>
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Lampert witnessed the effects of the double bind in 1986, a year after California announced its intention to adopt “teaching for understanding,” a style of math instruction similar to Lampert’s. A team of researchers that included Lampert’s husband, David Cohen, traveled to California to see how the teachers were doing as they began to put the reforms into practice. But after studying three dozen classrooms over four years, they found the new teaching simply wasn’t happening. Some of the failure could be explained by active resistance. One teacher deliberately replaced a new textbook’s problem-solving pages with the old worksheets he was accustomed to using.</div>
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Teachers primarily learn to teach by recalling their memories of having been taught, about 13,000 hours of instruction during a typical childhood — a problem since their instruction wasn’t very good.</div>
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Much more common, though, were teachers who wanted to change, and were willing to work hard to do it, but didn’t know how. Cohen observed one teacher, for example, who claimed to have incited a “revolution” in her classroom. But on closer inspection, her classroom had changed but not in the way California reformers intended it to. Instead of focusing on mathematical ideas, she inserted new activities into the traditional “I, We You” framework. The supposedly cooperative learning groups she used to replace her rows of desks, for example, seemed in practice less a tool to encourage discussion than a means to dismiss the class for lunch (this group can line up first, now that group, etc.).</div>
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And how could she have known to do anything different? Her principal praised her efforts, holding them up as an example for others. Official math-reform training did not help, either. Sometimes trainers offered patently bad information — failing to clarify, for example, that even though teachers were to elicit wrong answers from students, they still needed, eventually, to get to correct ones. Textbooks, too, barely changed, despite publishers’ claims to the contrary.</div>
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With the Common Core, teachers are once more being asked to unlearn an old approach and learn an entirely new one, essentially on their own. Training is still weak and infrequent, and principals — who are no more skilled at math than their teachers — remain unprepared to offer support. Textbooks, once again, have received only surface adjustments, despite the shiny Common Core labels that decorate their covers. “To have a vendor say their product is Common Core is close to meaningless,” says Phil Daro, an author of the math standards.</div>
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Left to their own devices, teachers are once again trying to incorporate new ideas into old scripts, often botching them in the process. One especially nonsensical result stems from the Common Core’s suggestion that students not just find answers but also “illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.” The idea of utilizing arrays of dots makes sense in the hands of a skilled teacher, who can use them to help a student understand how multiplication actually works. For example, a teacher trying to explain multiplication might ask a student to first draw three rows of dots with two dots in each row and then imagine what the picture would look like with three or four or five dots in each row. Guiding the student through the exercise, the teacher could help her see that each march up the times table (3x2, 3x3, 3x4) just means adding another dot per row. But if a teacher doesn’t use the dots to illustrate bigger ideas, they become just another meaningless exercise. Instead of memorizing familiar steps, students now practice even stranger rituals, like drawing dots only to count them or breaking simple addition problems into complicated forms (62+26, for example, must become 60+2+20+6) without understanding why. This can make for even poorer math students. “In the hands of unprepared teachers,” Lampert says, “alternative algorithms are worse than just teaching them standard algorithms.”</div>
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No wonder parents and some mathematicians denigrate the reforms as “fuzzy math.” In the warped way untrained teachers interpret them, they are fuzzy.</div>
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<span style="font-weight: 700;">When Akihiko Takahashi</span> arrived in America, he was surprised to find how rarely teachers discussed their teaching methods. A year after he got to Chicago, he went to a one-day conference of teachers and mathematicians and was perplexed by the fact that the gathering occurred only twice a year. In Japan, meetings between math-education professors and teachers happened as a matter of course, even before the new American ideas arrived. More distressing to Takahashi was that American teachers had almost no opportunities to watch one another teach.</div>
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In Japan, teachers had always depended on <em>jugyokenkyu</em>, which translates literally as “lesson study,” a set of practices that Japanese teachers use to hone their craft. A teacher first plans lessons, then teaches in front of an audience of students and other teachers along with at least one university observer. Then the observers talk with the teacher about what has just taken place. Each public lesson poses a hypothesis, a new idea about how to help children learn. And each discussion offers a chance to determine whether it worked. Without<em>jugyokenkyu</em>, it was no wonder the American teachers’ work fell short of the model set by their best thinkers. Without <em>jugyokenyku</em>, Takahashi never would have learned to teach at all. Neither, certainly, would the rest of Japan’s teachers.</div>
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The best discussions were the most microscopic, minute-by-minute recollections of what had occurred, with commentary. If the students were struggling to represent their subtractions visually, why not help them by, say, arranging tile blocks in groups of 10, a teacher would suggest. Or after a geometry lesson, someone might note the inherent challenge for children in seeing angles as not just corners of a triangle but as quantities — a more difficult stretch than making the same mental step for area. By the end, the teachers had learned not just how to teach the material from that day but also about math and the shape of students’ thoughts and how to mold them.</div>
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If teachers weren’t able to observe the methods firsthand, they could find textbooks, written by the leading instructors and focusing on the idea of allowing students to work on a single problem each day. Lesson study helped the textbook writers home in on the most productive problems. For example, if you are trying to decide on the best problem to teach children to subtract a one-digit number from a two-digit number using borrowing, or regrouping, you have many choices: 11 minus 2, 18 minus 9, etc. Yet from all these options, five of the six textbook companies in Japan converged on the same exact problem, Toshiakira Fujii, a professor of math education at Tokyo Gakugei University, told me. They determined that 13 minus 9 was the best. Other problems, it turned out, were likely to lead students to discover only one solution method. With 12 minus 3, for instance, the natural approach for most students was to take away 2 and then 1 (the subtraction-subtraction method). Very few would take 3 from 10 and then add back 2 (the subtraction-addition method).</div>
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But Japanese teachers knew that students were best served by understanding both methods. They used 13 minus 9 because, faced with that particular problem, students were equally likely to employ subtraction-subtraction (take away 3 to get 10, and then subtract the remaining 6 to get 4) as they were to use subtraction-addition (break 13 into 10 and 3, and then take 9 from 10 and add the remaining 1 and 3 to get 4). A teacher leading the “We” part of the lesson, when students shared their strategies, could do so with full confidence that both methods would emerge.</div>
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By 1995, when American researchers videotaped eighth-grade classrooms in the United States and Japan, Japanese schools had overwhelmingly traded the old “I, We, You” script for “You, Y’all, We.” (American schools, meanwhile didn’t look much different than they did before the reforms.) Japanese students had changed too. Participating in class, they spoke more often than Americans and had more to say. In fact, when Takahashi came to Chicago initially, the first thing he noticed was how uncomfortably silent all the classrooms were. One teacher must have said, “Shh!” a hundred times, he said. Later, when he took American visitors on tours of Japanese schools, he had to warn them about the noise from children talking, arguing, shrieking about the best way to solve problems. The research showed that Japanese students initiated the method for solving a problem in 40 percent of the lessons; Americans initiated 9 percent of the time. Similarly, 96 percent of American students’ work fell into the category of “practice,” while Japanese students spent only 41 percent of their time practicing. Almost half of Japanese students’ time was spent doing work that the researchers termed “invent/think.” (American students spent less than 1 percent of their time on it.) Even the equipment in classrooms reflected the focus on getting students to think. Whereas American teachers all used overhead projectors, allowing them to focus students’ attention on the teacher’s rules and equations, rather than their own, in Japan, the preferred device was a blackboard, allowing students to track the evolution of everyone’s ideas.</div>
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Japanese schools are far from perfect. Though lesson study is pervasive in elementary and middle school, it is less so in high school, where the emphasis is on cramming for college entrance exams. As is true in the United States, lower-income students in Japan have recently been falling behind their peers, and people there worry about staying competitive on international tests. Yet while the United States regularly hovers in the middle of the pack or below on these tests, Japan scores at the top. And other countries now inching ahead of Japan imitate the <em>jugyokenkyu</em> approach. Some, like China, do this by drawing on their own native <em>jugyokenkyu</em>-style traditions<em>(zuanyan jiaocai</em>, or “studying teaching materials intensively,” Chinese teachers call it). Others, including Singapore, adopt lesson study as a deliberate matter of government policy. Finland, meanwhile, made the shift by carving out time for teachers to spend learning. There, as in Japan, teachers teach for 600 or fewer hours each school year, leaving them ample time to prepare, revise and learn. By contrast, American teachers spend nearly 1,100 hours with little feedback.</div>
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<span style="font-weight: 700;">It could be</span> tempting to dismiss Japan’s success as a cultural novelty, an unreproducible result of an affluent, homogeneous, and math-positive society. Perhaps the Japanese are simply the “math people” Americans aren’t. Yet when I visited Japan, every teacher I spoke to told me a story that sounded distinctly American. “I used to hate math,” an elementary-school teacher named Shinichiro Kurita said through a translator. “I couldn’t calculate. I was slow. I was always at the bottom of the ladder, wondering why I had to memorize these equations.” Like Takahashi, when he went to college and saw his instructors teaching differently, “it was an enlightenment.”</div>
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Learning to teach the new way himself was not easy. “I had so much trouble,” Kurita said. “I had absolutely no idea how to do it.” He listened carefully for what Japanese teachers call children’s twitters — mumbled nuggets of inchoate thoughts that teachers can mold into the fully formed concept they are trying to teach. And he worked hard on <em>bansho</em>, the term Japanese teachers use to describe the art of blackboard writing that helps students visualize the flow of ideas from problem to solution to broader mathematical principles. But for all his efforts, he said, “the children didn’t twitter, and I couldn’t write on the blackboard.” Yet Kurita didn’t give up — and he had resources to help him persevere. He went to study sessions with other teachers, watched as many public lessons as he could and spent time with his old professors. Eventually, as he learned more, his students started to do the same. Today Kurita is the head of the math department at Setagaya Elementary School in Tokyo, the position once held by Takahashi’s mentor, Matsuyama.</div>
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Of all the lessons Japan has to offer the United States, the most important might be the belief in patience and the possibility of change. Japan, after all, was able to shift a country full of teachers to a new approach. Telling me his story, Kurita quoted what he described as an old Japanese saying about perseverance: “Sit on a stone for three years to accomplish anything.” Admittedly, a tenacious commitment to improvement seems to be part of the Japanese national heritage, showing up among teachers, autoworkers, sushi chefs and tea-ceremony masters. Yet for his part, Akihiko Takahashi extends his optimism even to a cause that can sometimes seem hopeless — the United States. After the great disappointment of moving here in 1991, he made a decision his colleagues back in Japan thought was strange. He decided to stay and try to help American teachers embrace the innovative ideas that reformers like Magdalene Lampert pioneered.</div>
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Today Takahashi lives in Chicago and holds a full-time job in the education department at DePaul University. (He also has a special appointment at his alma mater in Japan, where he and his wife frequently visit.) When it comes to transforming teaching in America, Takahashi sees promise in individual American schools that have decided to embrace lesson study. Some do this deliberately, working with Takahashi to transform the way they teach math. Others have built versions of lesson study without using that name. Sometimes these efforts turn out to be duds. When carefully implemented, though, they show promise. In one experiment in which more than 200 American teachers took part in lesson study, student achievement rose, as did teachers’ math knowledge — two rare accomplishments.</div>
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Training teachers in a new way of thinking will take time, and American parents will need to be patient. In Japan, the transition did not happen overnight. When Takahashi began teaching in the new style, parents initially complained about the young instructor experimenting on their children. But his early explorations were confined to just a few lessons, giving him a chance to learn what he was doing and to bring the parents along too. He began sending home a monthly newsletter summarizing what the students had done in class and why. By his third year, he was sending out the newsletter every day. If they were going to support their children, and support Takahashi, the parents needed to know the new math as well. And over time, they learned.</div>
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To cure our innumeracy, we will have to accept that the traditional approach we take to teaching math — the one that can be mind-numbing, but also comfortingly familiar — does not work. We will have to come to see math not as a list of rules to be memorized but as a way of looking at the world that really makes sense.</div>
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The other shift Americans will have to make extends beyond just math. Across all school subjects, teachers receive a pale imitation of the preparation, support and tools they need. And across all subjects, the neglect shows in students’ work. In addition to misunderstanding math, American students also, on average, write weakly, read poorly, think unscientifically and grasp history only superficially. Examining nearly 3,000 teachers in six school districts, the Bill & Melinda Gates Foundation recently found that nearly two-thirds scored less than “proficient” in the areas of “intellectual challenge” and “classroom discourse.” Odds-defying individual teachers can be found in every state, but the overall picture is of a profession struggling to make the best of an impossible hand.</div>
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Most policies aimed at improving teaching conceive of the job not as a craft that needs to be taught but as a natural-born talent that teachers either decide to muster or don’t possess. Instead of acknowledging that changes like the new math are something teachers must learn over time, we mandate them as “standards” that teachers are expected to simply “adopt.” We shouldn’t be surprised, then, that their students don’t improve.</div>
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Here, too, the Japanese experience is telling. The teachers I met in Tokyo had changed not just their ideas about math; they also changed their whole conception of what it means to be a teacher. “The term ‘teaching’ came to mean something totally different to me,” a teacher named Hideto Hirayama told me through a translator. It was more sophisticated, more challenging — and more rewarding. “The moment that a child changes, the moment that he understands something, is amazing, and this transition happens right before your eyes,” he said. “It seems like my heart stops every day.”</div>
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Elizabeth Green is the chief executive of <a href="http://chalkbeat.org/" style="color: #326891;">Chalkbeat</a> and the author of “<a href="http://books.wwnorton.com/books/Building-a-Better-Teacher/" style="color: #326891;">Building a Better Teacher</a>,” to be published by W. W. Norton next month.</div>
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</section></section>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-39492638662965597472014-07-19T23:47:00.000-05:002014-07-19T23:47:10.190-05:00And Now for a Bit of Good News . . .<header class="story-header" id="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; position: relative;"><div class="story-meta" style="margin-bottom: 20px;">
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<time class="dateline" datetime="2014-07-19" style="color: black; font-family: nyt-cheltenham-sh, georgia, 'times new roman', times, serif; font-size: 0.6875rem; line-height: 0.75rem;">JULY 19, 2014</time></div>
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<em>From Ukraine to the Middle East, some bad actors — Hamas, Vladimir Putin and Israeli settlers to name but a few — are trying to bury the future with the past and divide people. Instead of focusing on them even more, I prefer to write about a company that is burying the past with the future, and actually bringing strangers together.</em></div>
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LAST year, <a href="http://www.nytimes.com/2013/07/21/opinion/sunday/friedman-welcome-to-the-sharing-economy.html" style="color: #326891;" title="A column from last July">I interviewed Brian Chesky</a>, one of the co-founders of Airbnb.com, about the emerging sharing economy, led by companies like the on-demand taxi app Uber and Airbnb, which provides a platform for people to rent their spare rooms, homes, castles and yurts to strangers with the same ease you can book a room at Marriott. We just got together again, and Chesky laid out the growth spurt his company has experienced in the last 12 months — a spurt so fast that it’s telling you this new sharing economy is the real deal and will increasingly be a source of income for more and more people.</div>
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Chesky offered this sample of Airbnb’s latest metrics:</div>
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“We have over 3,000 castles, 2,000 treehouses, 900 islands and 400 lighthouses available to book on the site. On a recent night, over 100 people were staying in yurts.”</div>
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“Fifty-six percent of guests staying on Airbnb on a recent weekend were doing so for their first time. Last week, guests left reviews for hosts in 42 different languages. Over 17 million total guests have stayed on Airbnb. It took Airbnb nearly four years to get its first million guests. Now one million guests stay on Airbnb every month.”</div>
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“Roughly 120,000 people stayed in Brazil in Airbnb-rented rooms for the World Cup, including travelers from over 150 different countries. Airbnb hosts in Brazil earned roughly $38 million from reservations during the World Cup. The average host in Rio earned roughly $4,000 during the monthlong tournament — about four times the average monthly salary in Rio. And 189 German guests stayed with Brazilians on the night of the Brazil/Germany World Cup semifinal match.”</div>
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July 5, 2014, was Airbnb’s biggest night ever. “Its platform hosted over 330,000 total guests staying around the world — in thousands of cities and over 160 different countries,” said Chesky. In Paris, nearly 20,000 people were staying in Airbnb rooms on July 5. In 2012, that number was under 4,000.</div>
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What’s the secret? Who knew so many people would rent out rooms in their homes to strangers and that so many strangers would want to stay in other people’s spare bedrooms?</div>
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The short answer is that Airbnb understood that the world was becoming hyperconnected — meaning the technology was there to connect any renter to any tourist or businessperson anywhere on the planet. And if someone created the trust platform to bring them together, huge value could be created for both parties. That was Airbnb’s real innovation — a platform of “trust” — where everyone could not only see everyone else’s identity but also rate them as good, bad or indifferent hosts or guests. This meant everyone using the system would pretty quickly develop a relevant “reputation” visible to everyone else in the system.</div>
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Take trusted identities and relevant reputations and put them together with the Internet and suddenly you have 120,000 people staying in Brazilians’ homes instead of hotels at the World Cup. Obviously, there are exceptions and bad apples, and Airbnb provides $1 million in damage coverage for such cases, but the numbers say the system is working for a lot of people.</div>
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“I think we’re going to move back to a place where the world is a village again — a place where a lot of people know each other and trust each other ... and where everyone has a reputation that everyone else knows,” said Chesky, 32. “On Airbnb, everyone has an identity.”</div>
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You can’t rent a room from someone or to someone unless you create a profile. And the more information you put into your profile — license, passport, Facebook page and reviews of people who have stayed with you — the more customers are likely to come. And the better reputation you earn from reviews, “the more other people want to work with you,” Chesky added. “All the social friction because of a lack of trust gets removed.” In the process, “you unlock all this value and the world starts to feel like a community again.”</div>
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<article class="comment" data-permid="12333060" style="margin-top: 0px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Claus Gehner</h2>
<time class="comment-time" datetime="" style="color: #999999; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.75rem; line-height: 0.9375rem; margin-left: 5px;">3 hours ago</time></header><div class="comment-text" style="color: #666666; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 1rem;">
This column again shows Mr. Friedman's somewhat simplistic cheerleading for the "hyper-connected world" and the wonders of social media....</div>
</article><article class="comment" data-permid="12333026" style="margin-top: 15px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
pjd</h2>
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Airbnb, again? Warmed-over meatloaf with ketchup.</div>
</article><article class="comment" data-permid="12333014" style="margin-top: 15px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Jim Kay</h2>
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The platform of "trust" is not Airbnb's innovation.Couch Surfing created that platform YEARS ago! Our dear Mr. Friedman has failed in his...</div>
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But what happens to “ownership?”</div>
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“There used to be a romanticism about ownership, because it meant you were free, you were empowered,” Chesky answered. “I think now, for the younger generation, ownership is viewed as a burden. Young people will only want to own what they want responsibility for. And a lot of people my age don’t want responsibility for a car and a house and to have a lot of stuff everywhere. What I want to own is <em>my reputation</em>, because in this hyperconnected world, reputation will give you access to all kinds of things now. ... Your reputation now is like having a giant key that will allow you to open more and more doors. [Young people] today don’t want to own those doors, but they will want the key that unlocks them” — in order to rent a spare room, teach a skill, drive people or be driven.</div>
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But what will this mean for traditional jobs?</div>
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Today, said Chesky, “you may have many jobs and many different kinds of income, and you will accumulate different reputations, based on peer reviews, across multiple platforms of people. ... You may start by delivering food, but as an aspiring chef you may start cooking your own food and delivering that and eventually you do home-cooked meals and offer a dining experience in your own home.” Just as Airbnb was “able to find use for that space you never found use for, it will be the same for people. That skill, that hobby that you knew was there but never used it,” the sharing economy will be able to monetize it.</div>
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How fast that happens will depend, in part, on regulators and tax collectors in different cities — not all of whom like people turning their spare bedrooms into hotels or their kitchens into pop-up restaurants. The sharing economy can complement the existing one, and make the pie bigger. But the bigger the Ubers and Airbnbs get, the more incumbents will resist them. This will be a struggle between the 20th-century economy and the 21st’s.</div>
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The 20th-century economy was powered by big corporations that standardized everything because they never really knew their customers, argued Chesky. “The 21st-century economy will be powered by people” — where the buyers all have identities and the producers all have personal reputations — “so I will be able to sell something directly to you and delight you and surprise you, and the selection you’ll be able to choose from won’t be 4 but 4,000,000.”</div>
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I don’t know if that’s how it will play out, but given Airbnb’s rapid growth, Chesky’s argument definitely has my attention.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-32797198357528856302014-03-26T15:33:00.001-06:002014-03-26T15:33:25.237-06:00[1312.6660] A neuronal device for the control of multi-step computations<a href="http://lanl.arxiv.org/abs/1312.6660">[1312.6660] A neuronal device for the control of multi-step computations</a>:<br /><br />
<br /><br />
"We describe the operation of a neuronal device which embodies the computational principles of the `paper-and-pencil' machine envisioned by Alan Turing. The network is based on principles of cortical organization. We develop a plausible solution to implement pointers and investigate how neuronal circuits may instantiate the basic operations involved in assigning a value to a variable (i.e., x=5), in determining whether two variables have the same value and in retrieving the value of a given variable to be accessible to other nodes of the network. We exemplify the collective function of the network in simplified arithmetic and problem solving (blocks-world) tasks."<br /><br />
<br /><br />
<a href="https://chrome.google.com/webstore/detail/pengoopmcjnbflcjbmoeodbmoflcgjlk" style="font-size: 13px;">'via Blog this'</a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-14061163948524276582014-01-12T08:02:00.002-06:002014-01-12T08:02:40.200-06:00If I Had a Hammer<header class="story-header" style="background-color: white; color: #333333; font-family: nyt-cheltenham, georgia, 'times new roman', times, serif; font-size: 16px; position: relative;"><div class="story-meta" style="margin-bottom: 20px;">
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MY favorite story in Erik Brynjolfsson and Andrew McAfee’s fascinating new book, “The Second Machine Age,” is when the Dutch chess grandmaster Jan Hein Donner was asked how he’d prepare for a chess match against a computer, like I.B.M.’s Deep Blue. Donner replied: “I would bring a hammer.”</div>
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Donner isn’t alone in fantasizing that he’d like to smash some recent advances in software and automation — think self-driving cars, robotic factories and artificially intelligent reservationists — which are not only replacing blue-collar jobs at a faster rate, but now also white-collar skills, even grandmasters!</div>
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Something very, very big happened over the last decade. It is being felt in every job, factory and school. My own shorthand is that the world went from “connected to hyperconnected” and, as a result, average is over, because employers now have so much easier, cheaper access to above-average software, automation and cheap genius from abroad. Brynjolfsson and McAfee, both at M.I.T., offer a more detailed explanation: We are at the start of the Second Machine Age.</div>
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The First Machine Age, they argue, was the Industrial Revolution that was born along with the steam engine in the late 1700s. This period was “all about power systems to augment human muscle,” explained McAfee in an interview, “and each successive invention in that age delivered more and more power. But they all required humans to make decisions about them.” Therefore, the inventions of this era actually made human control and labor “more valuable and important.” Labor and machines were complementary.</div>
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In the Second Machine Age, though, argues Brynjolfsson, “we are beginning to automate a lot more cognitive tasks, a lot more of the control systems that determine what to use that power for. In many cases today artificially intelligent machines can make better decisions than humans.” So humans and software-driven machines may increasingly be substitutes, not complements. What’s making this possible, the authors argue, are three huge technological advances that just reached their tipping points, advances they describe as “exponential, digital and combinatorial.”</div>
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To illustrate “exponential” they retell the story of the king who was so impressed with the man who invented chess that he offered him any reward. The inventor suggested rice to feed his family. He asked the king to simply place a grain of rice on the first square of a chessboard and then have each subsequent square receive twice as many grains as the previous. The emperor agreed until he realized that 63 instances of doubling yields a fantastically big number, even starting with one grain — like 18 quintillion grains of rice, once you finish the second half of the chess board.</div>
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djysrv</h2>
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I doubt "everyone" will have a smartphone even if market penetration globally is rising<a ...="" href="http://www.gartner.com/newsroom/id/2573415" p="" style="color: #326891; text-decoration: none;"></a></div>
</article><a ...="" href="http://www.gartner.com/newsroom/id/2573415" p="" style="color: #326891; text-decoration: none;"><article class="comment" data-permid="10940516" style="margin-top: 0px;"><header><h2 class="commenter" style="color: black; display: inline-block; font-family: nyt-franklin, arial, helvetica, sans-serif; font-size: 0.8125rem; line-height: 0.9375rem; margin: 0px;">
Che Beauchard</h2>
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The so-called second machine age is much like the first industrial revolution: The rich get richer and more powerful at the expense of the...</div>
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bmike197720</h2>
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The purpose of technology and innovation throughout human history, from the wheel to the steam engine, has been to create various tools to...</div>
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The authors compare this second half of the chessboard to Moore’s Law about the relentless doubling of digital computing power about every two years. Unlike the steam engine, which was physical and doubled in performance every 70 years, computers “get better, faster than anything else, ever,” says Brynjolfsson. Now that we’re in the second half of the digital chessboard, you see cars that drive themselves in traffic, Jeopardy-champion supercomputers, flexible factory robots and pocket smartphones that are the equivalent of a supercomputer of just a generation ago.</div>
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Now add the spread of the Internet to both people and things — soon everyone on the planet will have a smartphone, and every cash register, airplane engine, student iPad and thermostat will be broadcasting digital data via the Internet. All this data means we can instantly discover and analyze patterns, instantly replicate what is working on a global scale and instantly improve what isn’t working — whether it is eye surgery techniques, teaching fractions or how best to operate a G.E. engine at 30,000 feet. Suddenly, the speed and slope of improvement, they argue, gets very fast and steep.</div>
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Combinatorial advances mean you can take Google Maps and combine them with a smartphone app like Waze, through which drivers automatically transmit traffic conditions on their routes by just carrying their phone in their car, and meld both into a GPS system that not only tells you what the best route is to your destination but what the best route <em>now</em> is because it also sees all the traffic everywhere. Instantly, you’re the smartest driver in town.</div>
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Put all these advances together, say the authors, and you can see that our generation will have more power to improve (or destroy) the world than any before, relying on fewer people and more technology. But it also means that we need to rethink deeply our social contracts, because labor is so important to a person’s identity and dignity and to societal stability. They suggest that we consider lowering taxes on human labor to make it cheaper relative to digital labor, that we reinvent education so more people can “race with machines” not against them, that we do much more to foster the entrepreneurship that invents new industries and jobs, and even consider guaranteeing every American a basic income. We’ve got a lot of rethinking to do, they argue, because we’re not only in a recession-induced employment slump. We’re in technological hurricane reshaping the workplace — and it just keeps doubling.</div>
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A version of this op-ed appears in print on January 12, 2014, on page SR11 of the <span itemprop="printEdition">New York edition</span> with the headline: If I Had a Hammer. <span class="story-footer-links" style="display: inline-block;"><a href="https://s100.copyright.com/AppDispatchServlet?contentID=http%3A%2F%2Fwww.nytimes.com%2F2014%2F01%2F12%2Fopinion%2Fsunday%2Ffriedman-if-i-had-a-hammer.html&publisherName=The+New+York+Times&publication=nytimes.com&token=&orderBeanReset=true&postType=&wordCount=846&title=If+I+Had+a+Hammer&publicationDate=Jan.+11%2C+2014&author=By%20Thomas%20L.%20Friedman" style="color: #999999; text-decoration: none;" target="_blank">Order Reprints</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/pages/todayspaper/index.html" style="color: #999999; text-decoration: none;" target="_blank">Today's Paper</a><span class="pipe" style="color: #cccccc; margin: 0px 3px;">|</span><a href="http://www.nytimes.com/subscriptions/Multiproduct/lp5558.html?" style="color: #999999; text-decoration: none;" target="_blank">Subscribe</a></span></div>
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</footer>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-67873876931884175532013-12-08T13:36:00.002-06:002013-12-08T13:36:10.679-06:00Can't We Do Better?<div class="columnGroup first" style="background-color: white; clear: both; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px; margin-bottom: 12px; margin-left: 10px; margin-right: 7px; width: auto !important;">
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By <span itemid="http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/thomaslfriedman/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person"><a href="http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/thomaslfriedman/index.html" rel="author" style="color: #666699; text-decoration: none;" title="More Articles by THOMAS L. FRIEDMAN">THOMAS L. FRIEDMAN</a></span></h6>
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Published: December 7, 2013</h6>
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THE latest results in the Program for International Student Assessment, or PISA, which compare how well 15-year-olds in 65 cities and countries can apply math, science and reading skills to solve real-world problems were released last week, and it wasn’t pretty for the home team. Andreas Schleicher, who manages PISA, told the Department of Education: “Three years ago, I came here with a special report benchmarking the U.S. against some of the best performing and rapidly improving education systems. Most of them have pulled further ahead, whether it is Brazil that advanced from the bottom, Germany and Poland that moved from adequate to good, or Shanghai and Singapore that moved from good to great. The math results of top-performer Shanghai are now two-and-a-half school years ahead even of those in Massachusetts — itself a leader within the U.S.”</div>
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Thomas L. Friedman</div>
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Not good. We’re now in an era in which globalization and the information technology revolution have merged to drastically shrink what was the basis of our middle class for so many years: the “high-wage, middle-skilled” job. In a less integrated and less automated world of walls, where unions held more sway, many Americans could live an average middle-class lifestyle with average skills. In today’s hyperconnected world without walls — when more Indians, Chinese, computers, robots and software can perform more average blue-collar and white-collar jobs — the only high-wage jobs are increasingly high-skill jobs. “Over the last decade, job growth in the industrialized world has almost exclusively been at the top end of the PISA skill distribution,” explained Schleicher, “while routine cognitive skills, the kinds of things that are easy to teach but also easy to digitize and outsource, have seen the steepest decline in demand.”</div>
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President Obama noted last week that this is one reason that the top 10 percent in America now takes home half of our national income, up from a third in 1979. One response is to raise the minimum wage and provide national health care. I hope both work, but neither will solve the problem. “Since the link between skills, jobs and growth is becoming ever tighter, it will be harder and harder for governments to address inequalities through redistribution,” argues Schleicher.</div>
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To his credit, Obama has also been calling for more investment in preschool, tech-ed and affordable colleges, but Republicans will only talk about tax cuts. Tax cuts alone won’t cut it either. Our kids face three big adjustments. First, to be in the middle class, they will need to be constantly improving their skills over their lifetime. Second, to do that, they will need a lot more self-motivation. The “digital divide” will soon disappear. Fairly soon, virtually everyone will have a screen and an Internet connection. In that world, argues futurist Marina Gorbis, the big divide will be “the motivational divide” — who has the self-motivation, grit and persistence to take advantage of all the free or cheap online tools to create, collaborate and learn. And third, countries that thrive the most will be the H.I.E.’s — the high imagination-enabling countries — that attract and enable talent to be constantly spinning off new ideas and start-ups, the source of most new good jobs.</div>
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So now let’s look at the latest PISA. It found that the most successful students are those who feel real “ownership” of their education. In all the best performing school systems, said Schleicher, “students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.” The PISA research, said Schleicher, also shows that “students whose parents have high expectations for them tend to have more perseverance, greater intrinsic motivation to learn.” The highest performing PISA schools, he added, all have “ownership” cultures — a high degree of professional autonomy for teachers in the classrooms, where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development. So teaching is not treated as an industry where teachers just spew out and implement the ideas of others, but rather is “a profession where teachers have ownership of their practice and standards, and hold each other accountable,” said Schleicher.</div>
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We’re going through a huge technological transformation in the middle of a recession. It requires a systemic response. Democrats who protect teachers’ unions that block reforms to give teachers more ownership and accountability, and who refuse to address long-term entitlement spending that threatens to deprive us of funds to invest in the young, are harming our future. Republicans who block investments in things like early education and immigration reform — today we educate the world’s top talent in our colleges and then send them back to their home countries — are harming our future.</div>
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Conservatives need to think differently about the near-term safety nets we need to ease some people through this period, and liberals need to think more seriously about how we incentivize and unleash risk-takers to start new companies that create growth, wealth and good jobs. To have more employees, we need more employers. Just redividing a slow-growing pie will not sustain the American dream.</div>
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A version of this op-ed appears in print on December 8, 2013, on page <span itemprop="printSection">SR</span><span itemprop="printPage">11</span> of the <span itemprop="printEdition">New York edition</span> with the headline: Can’t We Do Better?.</h6>
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-4183054006508584932.post-3444413431126244542013-11-03T08:57:00.002-06:002013-11-03T08:57:28.455-06:00Innovation Imperative: Change Everything<div class="columnGroup first" style="background-color: white; clear: both; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px; margin-bottom: 12px; margin-left: 10px; margin-right: 7px; width: auto !important;">
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Online Education as an Agent of Transformation</h1>
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By <span itemprop="author creator" itemscope="" itemtype="http://schema.org/Person">CLAYTON M. CHRISTENSEN</span> and <span itemprop="author creator" itemscope="" itemtype="http://schema.org/Person">MICHAEL B. HORN</span></h6>
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Published: November 1, 2013</h6>
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WHEN the first commercially successful steamship traveled the Hudson River in 1807, it didn’t appear to be much of a competitive threat to transoceanic sailing ships. It was more expensive, less reliable and couldn’t travel very far. Sailors dismissed the idea that steam technology could ever measure up — the vast reach of the Atlantic Ocean surely demanded sails. And so steam power gained its foothold as a “disruptive innovation” in inland waterways, where the ability to move against the wind, or when there was no wind at all, was important.</div>
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In 1819, the technology vastly improved, the S.S. Savannah made the first Atlantic crossing powered by steam and sail (in truth, only 80 of the 633-hour voyage was by steam). Sailing ship companies didn’t completely ignore the advancement. They built hybrid ships, adding steam engines to their sailing vessels, but never entered the pure steamship market. Ultimately, they paid the price for this decision. By the early 1900s, with steam able to power a ship across the ocean on its own, and do so faster than the wind, customers migrated to steamships. Every single transoceanic sailing-ship company went out of business.</div>
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Traditional colleges are currently on their hybrid voyage across the ocean.</div>
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Like steam, online education is a disruptive innovation — one that introduces more convenient and affordable products or services that over time transform sectors. Yet many bricks-and-mortar colleges are making the same mistake as the once-dominant tall ships: they offer online courses but are not changing the existing model. They are not saving students time and money, the essential steps to disruption. And though their approach makes sense in the short term, it leaves them vulnerable as students gravitate toward less expensive colleges.</div>
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For-profit universities latched on early to online learning, rough as it was in the 1990s. The target, as with all disruptive innovations, was customers who wouldn’t otherwise consume their product — in this case, working adults for whom traditional higher education was inconvenient. In theory, for-profit companies should have shaken up the higher education landscape. But federal financial aid seems to have gummed up the disruption: the easy revenue has encouraged some schools to indiscriminately enroll, often at the expense of quality, and has discouraged cost reduction.</div>
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Still, the theory predicts that, be it steam or online education, existing consumers will ultimately adopt the disruption, and a host of struggling colleges and universities — the bottom 25 percent of every tier, we predict — will disappear or merge in the next 10 to 15 years. Already traditional universities are showing the strains of a broken business model, reflecting demand and pricing pressures previously unheard-of in higher education. One example: Needing a cash infusion, Thunderbird School of Global Management in July announced a merger with Laureate Education Inc., an online pioneer.</div>
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Even the venerable Harvard Business School has ceded ground to online instruction. Before starting school, students are directed to learning modules on the web that cover entry-level accounting concepts. With the basic competencies covered, classes spend more time on higher-order discussion, and more deeply explore real-world applications. Harvard Business School is also developing a series of “pre-M.B.A. and post-M.B.A.” online courses that it plans to have ready by summer. It calls the initiative HBX.</div>
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Meanwhile, many universities have jumped on the MOOC bandwagon, creating a hodgepodge of these massive open online courses for public consumption. But for MOOCs to really fulfill their disruptive potential, they must be built into low-cost programs with certification of skills of value to employers. So far, only a few traditional universities have incorporated MOOCs into their curriculum, and only to supplement what they are already doing — like “flipping the classroom,” with lectures watched from home.</div>
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MITx is trying to add structure to the MOOC free-for-all by rolling out a sequence of computer science foundational courses this fall, and the MOOC provider Coursera has just started the Wharton M.B.A. Foundation Series. But perhaps the most promising experiment is from the Georgia Institute of Technology, which next year will start offering a $6,600 online master’s degree, a sixth the price of its current degree, in partnership with the MOOC platform Udacity and AT&T Georgia Tech is putting its reputation behind a MOOC credential.</div>
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The lessons from any number of industries teach us that those that truly innovate — fundamentally transforming the model, instead of just incorporating the technology into established methods of operation — will have the final say. So it’s no wonder that observers of this phenomenon ask if online learning portends the end of the residential collegiate experience — the opportunity for students to live, socialize and learn together.</div>
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The experience that so many of us remember fondly — those bridge years from childhood to functioning adult — is already one that only a minority of students enjoys. According to the Census Bureau, just 30 percent of all beginning students live on a college campus. But it’s unlikely that the residential experience will disappear. Counterintuitive as it may seem, online instruction may mean even more students benefit from the collegial spirit, though one that looks quite different from the residential experience of today.</div>
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Right now, some students who want to live on campus find it prohibitively expensive; some who would rather commute live too far away to do so. As online learning evolves, students should be able to customize their experience with what they need and can afford. This kind of unbundling has occurred in countless industries.</div>
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Consider personal computers. Nascent technologies always underserve their customers. As they mature, the opposite happens: they overserve, with bells and whistles customers are less willing to pay for. In the beginning, computer components were unpredictable and not standardized, and each company had to build every one of its parts. As the ways in which the components fit together became better understood, companies like Dell could quickly and affordably customize a computer. A customer ordering a Dell in the 1990s specified the amount of memory wanted and type of Seagate drive and Intel processor. Dell simply snapped the modules together and shipped out a computer within 48 hours.</div>
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The Minerva Project, a start-up headquartered in San Francisco that aims to provide an affordable liberal arts education, offers clues as to how this might unfold in higher education. Minerva anticipates that most of its students will be from outside the United States. To serve them, it will enlist operators to create mini-campuses around the globe where clusters of its students will live and socialize together in residence halls, as well as take online courses and work together on projects.</div>
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With this unbundling, many more students should have the ability to create aspects of a residential experience for themselves. Some students might take courses online and then, to develop their skills, attend learning spaces like Dev Bootcamp in Chicago and San Francisco, or one of General Assembly’s eight locations around the world. Others may just value the flexibility and convenience of a total online learning experience.</div>
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As concepts and skills are taught more effectively online, it’s unlikely that face-to-face interaction will cease to matter. Instead, students will be able to arrange for such experiences when it suits the job they need to get done. Given the reality that we all have different learning needs at different times, that’s a far more student-centered experience. It may not benefit some colleges but should create more options for all students.</div>
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Clayton M. Christensen is a professor of business administration at Harvard. Michael B. Horn is executive director for education at the Clayton Christensen Institute for Disruptive Innovation. They are co-authors of “Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns.”</div>
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A version of this article appears in print on November 3, 2013, on page <span itemprop="printSection">ED</span><span itemprop="printPage">25</span> of <span itemprop="printEdition">Education Life</span> with the headline: Going All the Way.</h6>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-74170766197057706732013-10-22T20:17:00.002-05:002013-10-22T20:17:54.082-05:00The Shanghai Secret<h6 class="byline" style="color: grey; font-family: arial, helvetica, sans-serif; font-size: 1em; font-weight: normal; line-height: 1.2em; margin: 2px 0px;">
By <span itemid="http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/thomaslfriedman/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person"><a href="http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/thomaslfriedman/index.html" rel="author" style="color: #666699; text-decoration: none;" title="More Articles by THOMAS L. FRIEDMAN"><span itemprop="name">THOMAS L. FRIEDMAN</span></a></span></h6>
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Published: October 22, 2013 <span class="commentCount" id="datelineCommentCount" style="border-left-color: rgb(204, 204, 204); border-left-style: solid; border-left-width: 1px; margin-left: 4px; padding-left: 7px;"><a class="commentCountLink icon commentIcon" href="http://www.nytimes.com/2013/10/23/opinion/friedman-the-shanghai-secret.html?partner=rssnyt&emc=rss#postcomment" style="background-image: url(http://graphics8.nytimes.com/images/icons/multimedia/comment_icon.gif); background-position: 0% 50%; background-repeat: no-repeat no-repeat; color: #666699; padding-left: 13px; text-decoration: none;">Comment</a></span></h6>
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SHANGHAI — Whenever I visit China, I am struck by the sharply divergent predictions of its future one hears. Lately, a number of global investors have been “shorting” China, betting that someday soon its powerful economic engine will sputter, as the real estate boom here turns to a bust. Frankly, if I were shorting China today, it would not be because of the real estate bubble, but because of the pollution bubble that is increasingly enveloping some of its biggest cities. Optimists take another view: that, buckle in, China is just getting started, and that what we’re now about to see is the payoff from China’s 30 years of investment in infrastructure and education. I’m not a gambler, so I’ll just watch this from the sidelines. But if you’re looking for evidence as to why the optimistic bet isn’t totally crazy, you might want to visit a Shanghai elementary school.</div>
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<nyt_byline style="background-color: white; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px;"></nyt_byline><span style="background-color: white; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px;"></span><br />
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I’ve traveled here with Wendy Kopp, the founder of <a href="http://www.teachforamerica.org/" style="color: #666699;">Teach for America</a>, and the leaders of the Teach for All programs modeled on Teach for America that are operating in 32 countries. We’re visiting some of the highest- and lowest-performing schools in China to try to uncover The Secret — how is it that Shanghai’s public secondary schools topped the world charts in the 2009 PISA (Program for International Student Assessment) exams that measure the ability of 15-year-olds in 65 countries to apply what they’ve learned in math, science and reading.</div>
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After visiting Shanghai’s Qiangwei Primary School, with 754 students — grades one through five — and 59 teachers, I think I found The Secret:</div>
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There is no secret.</div>
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When you sit in on a class here and meet with the principal and teachers, what you find is a relentless focus on all the basics that we know make for high-performing schools but that are difficult to pull off consistently across an entire school system. These are: a deep commitment to teacher training, peer-to-peer learning and constant professional development, a deep involvement of parents in their children’s learning, an insistence by the school’s leadership on the highest standards and a culture that prizes education and respects teachers.</div>
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Shanghai’s secret is simply its ability to execute more of these fundamentals in more of its schools more of the time. Take teacher development. Shen Jun, Qiangwei’s principal, who has overseen its transformation in a decade from a low-performing to a high-performing school — even though 40 percent of her students are children of poorly educated migrant workers — says her teachers spend about 70 percent of each week teaching and 30 percent developing teaching skills and lesson planning. That is far higher than in a typical American school.</div>
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Teng Jiao, 26, an English teacher here, said school begins at 8:35 a.m. and runs to 4:30 p.m., during which he typically teaches three 35-minute lessons. I sat in on one third-grade English class. The English lesson was meticulously planned, with no time wasted. The rest of his day, he said, is spent on lesson planning, training online or with his team, having other teachers watch his class and tell him how to improve and observing the classrooms of master teachers.</div>
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“You see so many teaching techniques that you can apply to your own classroom,” he remarks. Education experts will tell you that of all the things that go into improving a school, nothing — not class size, not technology, not length of the school day — pays off more than giving teachers the time for peer review and constructive feedback, exposure to the best teaching and time to deepen their knowledge of what they’re teaching.</div>
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Teng said his job also includes “parent training.” Parents come to the school three to five times a semester to develop computer skills so they can better help their kids with homework and follow lessons online. Christina Bao, 29, who also teaches English, said she tries to chat either by phone or online with the parents of each student two or three times a week to keep them abreast of their child’s progress. “I will talk to them about what the students are doing at school.” She then alluded matter-of-factly to a big cultural difference here, “I tell them not to beat them if they are not doing well.”</div>
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In 2003, Shanghai had a very “average” school system, said Andreas Schleicher, who runs the PISA exams. “A decade later, it’s leading the world and has dramatically decreased variability between schools.” He, too, attributes this to the fact that, while in America a majority of a teacher’s time in school is spent teaching, in China’s best schools, a big chunk is spent learning from peers and personal development. As a result, he said, in places like Shanghai, “the system is good at attracting average people and getting enormous productivity out of them,” while also, “getting the best teachers in front of the most difficult classrooms.”</div>
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China still has many mediocre schools that need fixing. But the good news is that in just doing the things that American and Chinese educators know work — but doing them systematically and relentlessly — Shanghai has in a decade lifted some of its schools to the global heights in reading, science and math skills. Oh, and Shen Jun, the principal, wanted me to know: “This is just the start.”</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-41479433832017379052013-09-15T08:19:00.001-05:002013-09-15T08:19:48.873-05:00Tablet | Amplify Access | Amplify<a href="http://www.amplify.com/tablet">Tablet | Amplify Access | Amplify</a>:<br />
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<a href="https://chrome.google.com/webstore/detail/pengoopmcjnbflcjbmoeodbmoflcgjlk" style="font-size: 13px;">'via Blog this'</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-81586464639294716132013-09-15T07:48:00.000-05:002013-09-15T07:48:04.403-05:00No Child Left Untableted<div class="articleSpanImage" style="background-color: white; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px; margin-bottom: 8px; width: 600px;">
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Published: September 12, 2013 <span class="commentCount" id="datelineCommentCount" style="border-left-color: rgb(204, 204, 204); border-left-style: solid; border-left-width: 1px; margin-left: 4px; padding-left: 7px;"><a class="commentCountLink icon commentIcon" href="http://www.nytimes.com/2013/09/15/magazine/no-child-left-untableted.html?pagewanted=all#commentsContainer" style="background-image: url(http://graphics8.nytimes.com/images/icons/multimedia/comment_icon.gif); background-position: 0% 50%; background-repeat: no-repeat no-repeat; color: #666699; padding-left: 13px; text-decoration: none;">430 Comments</a></span></h6>
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Sally Hurd Smith, a veteran teacher, held up her brand-new tablet computer and shook it as she said, “I don’t want this thing to take over my classroom.” It was late June, a month before the first day of school. In a sixth-grade classroom in Greensboro, N.C., a dozen middle-school social-studies teachers were getting their second of three days of training on tablets that had been presented to them as a transformative educational tool. Every student and teacher in 18 of Guilford County’s 24 middle schools would receive one, 15,450 in all, to be used for class work, homework, educational games — just about everything, eventually.</div>
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There was, as educators say, a diverse range of learners in the room. Some were well on the way to mastering the tablet. Ben Porter, for instance, a third-year teacher who previously worked as an operations manager for a Cold Stone Creamery franchiser, was already adept at loading and sharing lesson materials and using the tablet’s classroom-management tools: quick polls, discussions, short-answer exercises, the function for randomly calling on a student and more. Other teachers, including a gray-bearded man who described himself as “technologically retarded,” had not progressed much further than turning it on.</div>
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Smith, the most outspoken skeptic among the trainees, was not a Luddite — she uses her Web site to dispense assignments and readings to her students — but she worried about what might be lost in trying to funnel her teaching know-how through the tablet. “I just don’t like the idea of looking at a screen and not at the students,” she said.</div>
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A couple of seats over from her, I was thinking the same thing. I teach college students, not middle schoolers, but I count on being able to read their faces and look them in the eye, and I would resist — O.K., freak out — if obliged to engage them through a screen in the classroom. And as a parent of middle schoolers, I would strenuously oppose any plan by their school to add so much screen time to my children’s days. The tablets, paid for in part by a $30 million grant from the federal Department of Education’s Race to the Top program, were created and sold by a company called Amplify, a New York-based division of Rupert Murdoch’s News Corporation, and they struck me as exemplifying several dubious American habits now ascendant: the overvaluing of technology and the undervaluing of people; the displacement of face-to-face interaction by virtual connection; the recasting of citizenship and inner life as a commodified data profile; the tendency to turn to the market to address social problems.</div>
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Still, I came to Guilford County, I hoped, motivated by curiosity and discovery rather than kneejerk repudiation. I try to be on guard against misrecognizing complex change as simple decline, and I acknowledge that my tendency to dismiss the tech industry’s marketing might blind me to the Amplify tablet’s genuine potential as a teaching tool — and to major new developments reshaping not just the nature of schooling but also the world in which my kids are growing up.</div>
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<strong>The first time</strong> I met with Joel Klein, the chief executive of Amplify and an executive vice president of News Corporation, he checked his e-mail on his phone a lot, even as we talked about the concern that technology isolates rather than connects people. I pointed this out, and he, in turn, expressed wonder that I don’t even allow the use of laptops in my classroom.</div>
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We were discussing his frequently stated view that education is “ripe for disruption.” Entrepreneurs sound boldly unconventional when they talk about disrupting an industry, but they also sound as if they’re willing to break something in order to fix it — or just to profit from it. Klein, who was chancellor of New York City’s public schools from 2002 to 2011, begins from the premise that our schools are already broken.</div>
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Joel Klein at the Amplify offices in Brooklyn.</div>
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“K-12 isn’t working,” he said, “and we have to change the way we do it.” Citing global assessments that rank the United States well behind the leading countries in reading and math, he said: “Between 1970 and 2010 we doubled the amount of money we spent on education and the number of adults in the schools, but the results are just not there. Any system that poured in as much money as we did and made as little progress has a real problem. We keep trying to fix it by doing the same thing, only a little different and better. This is about a <em>lot</em> different and better.”</div>
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He was talking about the curriculum and games being developed by Amplify, as well as its custom-built, open-platform Android tablet. Klein thinks the moment favors his enterprise. The new common-core standards, adopted so far by 45 states, define educational goals for schools — and present commercial opportunities for companies like Amplify. The initial price of a tablet has dropped to $199, including support and training, making it feasible for school systems to buy large numbers of them. And generational turnover in the teaching profession will help, too, as what Klein calls “digitally sophisticated millennials” replace retiring boomers.</div>
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When I asked Klein, who routinely characterizes current debates about education as “ideological, not evidence-based,” what evidence supports spending tax dollars on educational technology, he boiled it down to three things. First and most important was the power of “customizing.” Plenty of research does indeed show that an individual student will learn more if you can tailor the curriculum to match her learning style, pace and interests; the tablet, he said, will help teachers do that. Second, educators have not taken full advantage of students’ enthusiasm for the gadgetry that constitutes “an important part of their experience.” Lastly, teachers feel overwhelmed; they “need tools,” Klein said, to meet ever-increasing demands to show that their students are making progress.</div>
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Amplify has tested preliminary versions of its tablets and curriculum in a dozen small pilot programs, but Guilford County is its first paying customer. By next fall the company intends to have its products in middle schools across the country, with high schools and perhaps elementary schools to follow. Competition for this market is growing more intense. Major competitors — like Apple’s iPad — are scrambling to get in on the sales bonanza created by what educators call “1:1 technology programs,” those that provide a device to every student and teacher. And so potential customers — 99,000 K-12 schools spend $17 billion annually on instructional materials and technology — will be looking closely at Guilford County, a district with a modest budget and a mix of urban, suburban and rural sections that makes it a plausible proxy for school systems nationwide. They will want to see teachers’ enthusiasm for the tablets, as well as increased “time on task” and other signs of students’ greater engagement. Most important, of course, they’ll be looking for higher test scores in two or three years.</div>
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When Klein says things like, “If you just stick a kid in front of a screen for eight hours and hope it works, it’s not going to work,” he means that the success of his tablet depends above all on how teachers exploit it. They might begin by transferring to it what they already do now — existing lessons, homework, tests — but it can only make the hoped-for difference in how and what students learn if teachers come up with new ways to use it. “If it’s not transformative,” Klein told me, “it’s not worth it.”</div>
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<strong>Robin Britt</strong>, the Personalized Learning Environment Facilitator (PLEF) leading the all-day training session I sat in on, acknowledged the anxiety in the room but encouraged the trainees to focus on the possibilities. Britt made an ideal recruit for the corps of PLEFs, tech-savvy educators hired by the school district to help teachers adjust to the tablet. A native of Greensboro who previously taught at local middle and Montessori schools, he holds an M.B.A. and a J.D. from the University of North Carolina and also started a company that designs software for teachers. Youthful, dynamic, earnest, Britt radiated sympathy and confidence as he explained how technology could help transform not only their classrooms but also their profession.</div>
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Robin Britt, a trainer.</div>
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His “before” picture was the typical 19th-century classroom, the original template for our schools. He likened it to industrial shop floors designed for mass production: “People sitting in rows, all doing the same thing at the same time, not really connected to each other.” He contrasted that with a postindustrial workplace where temporary groupings of co-workers collaborate on tasks requiring intellectual, not physical capabilities. “We need a schoolhouse that prepares students to do that kind of work,” he said.</div>
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The key, he said, is personalized learning — breaking free of the mass-production model, tailoring the curriculum to the student and redesigning it around proven competence rather than accrued face time, so that each student can go at his own pace. “Now your job is not to dispense knowledge,” Britt told the trainees. “It’s to facilitate learning. No longer is the teacher the bottleneck between students and knowledge. Rather, the teacher architects the environment — in the classroom, on the tablet, online, everywhere.”</div>
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In the “after” classroom Britt envisioned, some students might be working together on an assignment appropriate to their shared level of competence. Others would be ranging ahead on their own, catching up, exploring a special interest. A small group might be gathered around the teacher, who, having instantly scanned the responses to a short-answer exercise just given to the whole class on the tablet, decides to spend some extra time with those students still hazy about the lesson. Britt repeatedly made a fluid gathering-and-pushing gesture with both hands, as if demonstrating a basketball chest pass, as he said: “Then you move that group out, they’re off practicing to reinforce what you just taught them, and you pull together another group, or you go to an individual, then you flow them out to the next task. Gather and flow.”</div>
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The Amplify tablet helps make personalization possible. It provides immediate feedback to the student and to the teacher, who can then make timely decisions about working with individuals and groups. Entire units of curriculum can be loaded on the tablet in advance or sent out as an instant update, accommodating students working at drastically different paces. An expanded set of tools for research, discussion, practice and demonstration of mastery allow students to come at their studies from various angles and let the teacher move into the role of a mentor who “meets each student where she is.” The teacher’s tablet also has an app blocker and monitoring functions that can see and control what’s happening on student tablets, and a one-touch classroom-control feature to lock their screens, replacing whatever was on them with an eye symbol and the phrase “Eyes on Teacher.”</div>
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New tablets at a middle school in Greensboro, N.C.</div>
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Sally Hurd Smith appeared to be coming around. “It’s like I design the flow chart,” she said, “and the kids follow their own path through it.” She worried, though, that their greater technological sophistication would allow them to game the system.</div>
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“Then have them teach <em>you</em>,” Ben Porter, the former operations manager, told her. “On the flow chart, put an assignment like ‘Create a lesson for me.’ ” Smith said, “I can do that.”</div>
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It wasn’t just that Britt had made a persuasive case. Smith accepted that there was no avoiding the tablet or what it represents. During a lunch break, she told me: “As an older teacher, when all this stuff started coming out, I fought it. You know: ‘This is the new fad, and in two years there’s another.’ ” Good teachers, she felt, already get the “data” that matter just by paying attention to their students, and they reach children with all kinds of learning styles. But the more Smith learned about the tablet and the kind of teaching it made possible, the more she thought that this time was different. “And I realized that if I don’t get with this, it’s going to leave me behind,” she said.</div>
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<strong>When I asked </strong>Arne Duncan, the U. S. secretary of education, about the increasing amounts of money being spent by school systems on educational technology, he said: “We spend precious taxpayer money now on textbooks, buses, milk, all kinds of things. The real question is, ‘How do you spend more effectively?’ ” Electronic readers could make textbooks better and cheaper, he said. “As a country we spend $7 billion to $8 billion a year on textbooks. My simple question is, ‘Why?’ ” Referring to the six-year textbook-adoption cycle some states still use, Duncan said, “That’s a Neanderthal system.”</div>
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He continued: “To keep doing the same thing we’ve been doing for the past hundred years — everybody working on the same thing at the same time, not based on competency. . . .” He sighed and let the thought trail off, then added his standard reminder that we must equip our students to compete with counterparts in India and China. He did acknowledge, though, that the fear of falling behind puts added pressure on school systems to do something, anything, which then makes them more vulnerable to rushed decisions and to peddlers of magic bullets. “There are a lot of hucksters out there,” he said.</div>
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Duncan, whose longtime allies include Joel Klein, Bill Gates and other apostles of disruption, has a record of supporting reforms that increase the role of market forces — choice, competition, the profit motive — in education. He wants private enterprises vying to make money by providing innovative educational products and services, and sees his role as “taking to scale the best practices” that emerge from this contest.</div>
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There are reasons to be skeptical about the invisible hand’s mystic touch. Educational technology opens new avenues for marketers to reach students in a school setting, and links between screen time and childhood obesity raise public health concerns. Despite all the research showing that the educational benefits of new technology depend on good teaching, it can be easier to find money for cool new gadgets than for teachers. The Los Angeles school district, for instance, cut costs in recent years by laying off thousands of teachers yet is now using bonds to finance the spending of $500 million on iPads. And privacy issues can arise because school systems lack the experience to negotiate data agreements that anticipate all the ways technology companies could put student information to use.</div>
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“When you’re talking about Rupert Murdoch and his empire,” says Josh Golin, the associate director at the Campaign for a Commercial-Free Childhood, “there are a number of ways that data could be valuable to his companies beyond instruction.” Klein, who has grown used to addressing privacy concerns, says flatly, “The data belongs to the district.” The agreement with Guilford County, he notes, requires Amplify to secure the district’s permission if it wants to use any of that data — in anonymized form — to improve its products. “The more you rely on big data to improve the human experience, the more risk there is,” Klein says. “But we shouldn’t be able to freelance with the data. I’m not Amazon. The only reason I need to know about you is the school district needs me to know these kids are struggling with X and these others with Y.”</div>
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Apart from privacy issues, Golin says, it’s still not clear that cutting-edge educational technology justifies its cost with results. Companies with vested interests are pitching themselves as the solution to the country’s educational problems, he says, “but we don’t have research proving it’s true.”</div>
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I ran that criticism by Greg Anrig, vice president of policy and programs at the Century Foundation and the author of “Beyond the Education Wars: Evidence That Collaboration Builds Effective Schools.” The research on successful schools and good teaching, he said, highlights the importance of relationships among the people in a school: administrators and teachers and students. “None of these studies identify technology as decisive.” Where technology makes a difference, it tends to do so in places with a strong organization dedicated to improving teaching and where students closely engage with teachers and one another. “A device that enhances such interactions is good,” Anrig said. “But kids focused on the device, isolated, cuts into that.”</div>
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With that caveat, Anrig was enthusiastic about the personalization made possible by technology like Amplify’s tablet. That qualified enthusiasm is shared by Jonathan Supovitz, director of the University of Pennsylvania’s Consortium for Policy Research in Education, who stresses that “individualizing instruction does lead to better outcomes — if teachers can manage the environment to make that happen.” Among other things, teachers will need better tools for processing and interpreting all the additional information they have to handle. “They used to have too little data from students,” Supovitz says, “and now they’re going to get too much, and they need to be ready.”</div>
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<strong>Justin Leites</strong>, Amplify’s vice president in charge of games, works in the company’s Brooklyn offices, in a converted paper-goods factory with open-plan spaces and high ceilings — a model of the postindustrial workplace. Its 652 employees tend toward youth, body art and fixed-gear bikes, which are stored during the day in hanging racks. When I visited Leites in July, the whiteboards lining the walls of his office were covered with lists and diagrams in black, brown, green and purple marker. Directly behind his desk chair, framed by converging arrows in all four colors, was written “DATA,” and below, “That’s what I want!”</div>
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Amplify’s variety of reading, math and science games, like its curriculum, are calibrated to the national standards, but the games are meant to feel like free play, not more schooling. The objective is to recapture for educationally worthwhile purposes some of the seven-plus hours per day the average middle schooler spends gazing at a screen outside of school. The logic of games lines up well with personalized learning. Sophisticated commercial games already set the standard in responsiveness to what a player does, and the convention of arranging a game world as a series of increasingly difficult challenges fits the sequencing of curriculum. When you conquer the fractions level, you move up to the algebra level.</div>
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Brian Finke for The New York Times</h6>
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Amplify’s games are still at the pilot stage, but a year from now the company will be offering them for sale to schools, and they will contribute to the feedback students and teachers get from their devices. In the near future, Leites said, the flow of data will expand enormously as the costs of better tablet cameras, faster connections and other features come down. Soon, games that know what a student has read (the tablet’s library will contain 1,000 books) will be able to strategically sprinkle a particular word in his path based on how many times the research says you need to see a new word in order to learn it. In a few years, according to Leites, advances like “gaze tracking” and measurement of pupil dilation “will revolutionize” the gauging of cognitive response by making it possible to determine exactly what students are reacting to on the screen.</div>
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This growing stream of information, which can be analyzed down to individual keystrokes, yields a picture that will eventually progress in complexity from, say, a list of words a student looks up to a profile of metacognitive skills — like the ability to concentrate — and in time to a full-blown portrait of a developing mind. In theory, each student will generate the intellectual equivalent of a fantastically detailed medical chart.</div>
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My antipathy to this kind of faith in big data tended to abate whenever I visited Amplify’s Brooklyn building, which is full of smart, well-intentioned people doing interesting things. That was especially the case when I spoke with Leites, a former doctoral student in philosophy at Yale, staff member in Clinton’s White House and speechwriter for Madeleine Albright and Strobe Talbott.</div>
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One afternoon, we watched a half-dozen students from nearby schools eat chips and test games on Amplify tablets. The raptly tender way they touched, pinched and stroked the screens awoke in me an urge to yank the gadgets and junk food out of their hands and lead them to a library or a good climbing tree. Leites and I had been talking about the achievement gap, much of which can be traced to what happens out of school — the difference between haves and have-nots in access to private lessons, academically enriching summer experiences and the like. Glancing over at the white, black and brown girls and boys fused to their screens, Leites said: “Think of school as a not very good game. You pretty much know at the beginning which kids are going to come out on top at the end, and they do. But this” — the educational games, the 24/7 access to the tablet’s many resources, the whole premise of technology-enabled personalization — “is among other things a way to make that game more meaningful and rewarding for more people.”</div>
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<strong>For data to</strong> work its magic, a student has to generate the necessary information by doing everything on the tablet. That seems like an awful lot of screen time to me, but suspecting that the surge of horror I feel at that prospect may be both irrational and out of step with the times, I checked with some experts.</div>
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It turns out that there isn’t yet much solid research on the effects of screen time on schoolchildren, but that will soon change. Larry Rosen, a research psychologist at California State University, Dominguez Hills, and an expert on education and technology, told me: “It’s starting to gear up because it’s being clamored for by the educators. They’re saying, ‘Now that we’re doing this, what does this do to our kids?’ ”</div>
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Rosen’s own studies of attention and multitasking show that pre-teenagers and young adults focus for no more than five minutes before becoming distracted. “There’s also a concern,” he said, “that technology tends to overstimulate your brain,” disturbing sleep cycles and preventing the mind from going into what psychologists call the Default Mode Network — the highly creative state you enter when daydreaming or between waking and sleep. And overstimulation can just plain hurt. Erika Gutscher, who teaches science at a year-round school in East Cary, N.C., that has been piloting the Amplify tablet since March, reports that she and her students love the tablets but get headaches if they use them too much.</div>
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Then there are concerns about the effect of screen time on how children learn to be members of a human community. Jay Giedd, a neuroscientist at the National Institute of Mental Health who specializes in the study of adolescents, describes the tablet’s ability to provide instant feedback as “particularly brain-friendly” — but, he says, “a lot of our brain activity is devoted to social interaction with other people, and an enormous amount of the change in the adolescent brain is about socialization. What if we’re inadvertently interfering with development in ways that will show up in 20 years in ways we didn’t expect?”</div>
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Sherry Turkle, an M.I.T. professor and a prominent Cassandra who writes about the unanticipated consequences of our immersion in electronic technology, described some aspects of tablets in the classroom to me as “the dystopian presented as the utopian.” She said, “We become smitten with the idea that there will be technological solutions to these knotty problems with education, but it happens over and over again that we stop talking to kids.” That’s the root of what she calls “the crisis in the ability to talk.” High-school teachers are already complaining, she said, that their students “are fixed on programs that give the right answer, and they’re losing the notion of talking and listening to each other, skills that middle school is supposed to teach.”</div>
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I told her stories from Amplify’s pilot programs about previously marginal, quiet students blossoming: the boy in Georgia whose tablet-troubleshooting skills made him popular; the tall girl in Connecticut who blew away her classmates with an essay about what it’s like to be 5-foot-11 in middle school. The tablet also includes features like discussion groups that let students engage one another directly. “There’s a reason they call them ‘discussion groups’ and not ‘conversations,’ ” Turkle said. “You learn how to broadcast, which is not the same thing as what you and I are doing now. Posting strong opinions isn’t a conversation.”</div>
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Responding to her criticisms, Joel Klein said, “This is an important issue, and she’s obviously an important mind at work.” When I confessed to my own reaction to students staring at screens, he said, “I understand that; I have some of that same emotional response.” His near-affectless delivery made it hard to tell whether he was dismissing, simply acknowledging or genuinely sympathizing with these points of view. He did go on to say that he wouldn’t put fourth graders in a MOOC — a massive open online course — and that he would exercise great restraint in introducing technology into a kindergarten classroom.</div>
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But he wasn’t conceding much ground. “The world is living in this tech-driven experience,” he said. “Maybe we all should be concerned about it, but think about how empowering it’s been, and the notion that a device is going to make us less good at producing citizens runs counter to how democratizing this technology is.”</div>
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<strong>In a room</strong> down the hall from Robin Britt’s social-studies teachers, a group of English teachers appeared to have fallen into a post-lunch professional-development coma, brought on by too many videos and too much jargon. Across the hall, math teachers were methodically proceeding with minimal discussion through the checklist of tablet skills. Only Britt’s group, led by a virtuoso, was wrestling with the big questions that resonated in the details of the tablet training. As he told them more than once, “It’s the teacher, not the technology.”</div>
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Asked how to handle students goofing off on the tablet in class, Britt reviewed the mechanics of the app blocker. “But,” he added, “that’s a case where maybe you want to use proximity instead.” Proximity? A couple of the trainees started scanning their tablets’ apps in the hope of finding that feature. Maybe it controlled a miniature drone. But Britt moved up the row of desks to stand right next to the questioner and said to everyone: “You already know how to do this. You keep going with the lesson but you move closer, you show him you can see what he’s doing.” While talking, he gave the questioner a look I remember well from middle school, the one that says, Both you and I will be much happier if you stop doing that before I have to interrupt the lesson to make the choice for you. “You don’t need a technological solution for everything,” Britt said. “All that stuff you already know about teaching still works, and you need it more than ever.”</div>
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To get the most out of educational technology, teachers must combine those traditional classroom skills with new ones. And their repertoires will have to expand as the tablet’s powers grow. This fall, mastery might mean giving a quick quiz, then breaking up the students on the fly into groups based on their answers and sending each group a different exercise from the teacher’s tablet. In not too many years, it might mean using sophisticated pattern-recognizing algorithms to analyze data from homework, games, leisure reading, social media and biometric indicators to determine that one student should be guided to an interactive simulation of coral-reef ecology, another to an essay exercise built around a customized set of coral-reef-related vocabulary words and concepts, and others to something else.</div>
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Throughout the training day, Britt addressed the deep worry, voiced by Sally Hurd Smith and others, that technology can undercut the connection to the student that makes teaching feel rewarding and worthwhile. “Once you develop familiarity with this kind of teaching and your students catch on to the routines, you find you can actually give each student a lot more of yourself,” Britt said. “Instead of talking at a group where one-third are bored and one-third are lost, I can have everybody working at their level, and I have time to give the love to you and then you and you.” He pointed around the room at individuals, dispensing the force of his conviction in concentrated bursts.</div>
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Someone asked Britt, who had used laptops and Kindles in his classroom for years, how long it took him to develop those teaching routines. “Three years to really get it,” he said. In a month, the trainees would begin the real work of adjusting to the new ways, day by day in the classroom. Another PLEF, Wenalyn Bell, told her group, “It’s like building a plane while it’s flying.”</div>
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<strong>At my second</strong> interview with Joel Klein, during which he barely looked at his smartphone at all, I asked if he felt technology was essential to improving American education or if we might be better off committing our resources otherwise. “We’ve spent so much on things that haven’t worked,” he said, making a list that included underused computers as well as obsolete textbooks, useless layers of bureaucracy and smaller class sizes. “We should have spent that money on preparing higher-quality teachers.” So there was at least one other way to do it a lot different and better.</div>
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“Take Finland,” Klein continued, citing everyone’s favorite example of a country that puts its money on excellent teachers, not technology, and routinely finishes at the top in international assessments. “There’s a high barrier for entry into the teaching profession,” the kind that lets in the Robin Britts and keeps out weaker aspirants. Teachers there are also well paid, held in high esteem and trusted to get results without being forced to teach to the test. But America’s educational system is a lot bigger, messier, less centralized and more focused on market-based solutions than Finland’s. Also, our greater income inequality and thinner social safety net make for much wider variation in student performance, and a toxic political climate has encouraged our traditional low regard for teachers to flower into outright contempt.</div>
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Still, if everyone agrees that good teachers make all the difference, wouldn’t it make more sense to devote our resources to strengthening the teaching profession with better recruitment, training, support and pay? It seems misguided to try to improve the process of learning by putting an expensive tool in the hands of teachers we otherwise treat like the poor relations of the high-tech whiz kids who design the tool.</div>
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Are our overwhelmed, besieged, haphazardly recruited, variably trained, underpaid, not-so-elite teachers, in fact, the potential weak link in Amplify’s bid to disrupt American schooling? Klein said that we have 3.5 million elementary- and middle-school teachers. “We have to put the work of the most brilliant people in their hands,” he said. “If we don’t empower them, it won’t work.” Behind the talking points and buzz words, what I heard him saying was Yes.</div>
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<a href="mailto:carlo.rotella@gmail.com" style="color: #666699;">Carlo Rotella</a> is the director of American studies at Boston College and the author, most recently, of “Playing in Time: Essays, Profiles and Other True Stories.”</div>
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Editor: <a href="mailto:drobin@nytimes.com" style="color: #666699;">Dean Robinson</a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-36521427111200293282013-09-02T21:00:00.000-05:002013-09-02T21:00:19.360-05:00Expecting the Best Yields Results in Massachusetts<div class="columnGroup first" style="background-color: white; clear: both; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px; margin-bottom: 12px; margin-left: 10px; margin-right: 7px; width: auto !important;">
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By <span itemid="http://topics.nytimes.com/top/reference/timestopics/people/c/kenneth_chang/index.html" itemprop="author creator" itemscope="" itemtype="http://schema.org/Person"><a href="http://topics.nytimes.com/top/reference/timestopics/people/c/kenneth_chang/index.html" rel="author" style="color: #666699; text-decoration: none;" title="More Articles by KENNETH CHANG">KENNETH CHANG</a></span></h6>
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Published: September 2, 2013</h6>
<div class="shareTools shareToolsThemeClassic articleShareToolsTop shareToolsInstance" data-description="Adopting rigorous standards, and sticking with them while giving teachers some breathing room, has helped Massachusetts’ students rise to No. 1 in the nation on science and math achievement." data-shares="facebook,twitter,google,save,email,showall|Share,print,singlepage,reprints,ad" data-title="Expecting the Best Yields Results in Massachusetts" data-url="http://www.nytimes.com/2013/09/03/science/expecting-the-best-yields-results-in-massachusetts.html" style="float: right; margin: 5px 0px 5px 5px; min-height: 200px; width: 134px;">
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BRAINTREE, Mass. — Conventional wisdom and popular perception hold that American students are falling further and further behind in science and math achievement. The statistics from this state tell a different story.</div>
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William Kendall, the director of mathematics and technology for the Braintree schools, said it used to be possible to graduate high school without taking algebra.</div>
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If Massachusetts were a country, its eighth graders would rank second in the world in science, behind only Singapore, according to <a href="http://nces.ed.gov/timss/results11.asp" style="color: #666699;" title="Home page.">Timss</a> — the Trends in International Mathematics and Science Study, which surveys knowledge and skills of fourth and eighth graders around the world. (The most recent version, in 2011, tested more than 600,000 students in 63 nations.)</div>
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Massachusetts eighth graders also did well in mathematics, coming in sixth, behind Korea, Singapore, Taiwan, Hong Kong and Japan. The United States as a whole came in 10th in science and 9th in math, <a href="http://www.nytimes.com/interactive/2013/09/02/science/03braintree-graphic.html" style="color: #666699;">with scores that were above the international average</a>.</div>
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Of course, Timss is only one test, and achievement tests are incomplete indicators of educational prowess. But behind Massachusetts’ raw numbers are two decades of sustained efforts to lift science and mathematics education. Educators and officials chose a course and held to it, even when the early results were deeply disappointing.</div>
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While Massachusetts has a richer and better-educated population than most states, it is not uniformly wealthy. The gains reflected improvement across the state, including poorer districts.</div>
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“I think we are a proof point of what’s possible,” said Mitchell D. Chester, the state education commissioner.</div>
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On a sunny day in May, fifth graders at Donald E. Ross Elementary School here were gathered at an outdoor gazebo, learning about fulcrums by using a ruler set up like a seesaw and balancing weights at both ends.</div>
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At South Middle School, seventh graders in a science class worked in small groups to brainstorm how a box of items — a plastic jar, beaker, water, and a mix of sand, soil, clay and pebbles — could help answer a question posed by the teacher: How do sediments carried in water get deposited? They devised small experiments and wrote down their observations, and at the end of class each group presented its findings.</div>
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None of the topics were novel, but they were consistent in their hands-on approach, inviting students to explore and explain. “Much more hands-on than what we ever used to do,” said Dianne D. Rees, the district’s science director. “Hands-on as much as possible.”</div>
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Braintree, a town of about 35,000 south of Boston, is neither an inner-city area nor a wealthy suburb. “We’re sort of, we used to say, a blue-collar area,” said William Kendall, the director of mathematics and technology for the Braintree schools.</div>
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When Dr. Kendall arrived in 1973 as a math teacher, the standard approach was talking at the front of the classroom and writing on the blackboard.</div>
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Some children learned well from lectures. Others did not. “And it was O.K. those people don’t get it, because only we, the math elite, get it,” Dr. Kendall said.</div>
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Back then, one could graduate from high school without ever taking algebra. “Then came ed reform,” Dr. Kendall said, “and now everybody had to learn math.”</div>
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<strong>Ambitious Goals</strong></div>
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“Ed reform” was the Massachusetts Education Reform Act of 1993, passed by a Democratic Legislature and signed by a Republican governor, William F. Weld.</div>
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The three core components were more money (mostly to the urban schools), ambitious academic standards and a high-stakes test that students had to pass before collecting their high school diplomas. All students were expected to learn algebra before high school.</div>
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“It was a combination of carrots and sticks,” said David P. Driscoll, deputy education commissioner at the time.</div>
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Also noteworthy was what the reforms did not include. Parents were not offered vouchers for private schools. The state did not close poorly performing schools, eliminate tenure for teachers or add merit pay. The reforms did allow for some <a class="meta-classifier" href="http://topics.nytimes.com/top/reference/timestopics/subjects/c/charter_schools/index.html?inline=nyt-classifier" style="color: #666699;" title="More articles about charter schools.">charter schools</a>, but not many.</div>
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Then the state, by and large, stayed the course.</div>
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The new achievement test, the Massachusetts Comprehensive Assessment System (MCAS for short), was given to 10th graders for the first time in 1998. (The graduation requirement of obtaining an acceptable score on the 10th-grade MCAS did not take effect until 2003.)</div>
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The troubled urban schools performed terribly.</div>
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In the small city of Chelsea, which borders Boston, almost 90 percent of the students come from low-income families and most did not speak English as their first language. On the first MCAS, two-thirds of Chelsea 10th graders failed math. The science scores were nearly as dismal.</div>
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Two years later, scores in the urban districts showed only glacial improvement. A report from the University of Massachusetts at Boston concluded that the <a href="http://www.edbenchmarks.org/schoolimprovement/mcas1999.htm" style="color: #666699;" title="Link to report">reforms were not delivering on the promises</a>.</div>
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Critics worried that when the use of MCAS as a graduation requirement kicked in, thousands of students would be deprived of their diplomas and would drop out in despair. Dr. Driscoll, who was elevated to education commissioner in 1998, kept the MCAS.</div>
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“People were expecting it to go away,” Robert D. Gaudet, the lead UMass researcher, recalled in a recent interview. “He held to his guns.”</div>
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Officials did make adjustments. Students who fail the MCAS can take retake it several times until they pass, and can still graduate if they otherwise demonstrate they have learned the material.</div>
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Test scores have risen markedly. Last year, 54 percent of Chelsea 10th graders were proficient or advanced on the math MCAS.</div>
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On tests administered by the federal Education Department, Massachusetts, which had been above average, rose to No. 1 among the 50 states in math.</div>
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<strong>Building Blocks</strong></div>
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Two decades after Massachusetts passed its education reform, there is still much disagreement over what were the crucial components to its success.</div>
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Some think it was the added money; others note that successful countries operate schools at much lower costs.</div>
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Some think high-stakes testing imposed accountability on administrators, teachers and students; others say that it merely added stress and that the proliferation of tests takes away too much time from learning.</div>
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Some think the standards gave clarity on what was expected of teachers and students; others say there is little correlation between well-written standards and student performance.</div>
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Officials like Dr. Driscoll say all three components were essential.</div>
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Dr. Rees, the Braintree schools’ science director, said the standards helped make sure that teachers across the state covered the same subjects, laying the groundwork for subsequent grades.</div>
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“There’s a logic to that, a progression,” she said. “You start learning about solids in kindergarten. In first grade, you learn about solids and liquids, and then in second grade, you start to learn about solids and liquids and gases.”</div>
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The MCAS has helped Braintree figure out what works and what doesn’t. Middle school students were struggling with chemistry questions on the eighth-grade MCAS. The district changed the order of instruction, covering concrete science concepts in sixth grade and moving some chemistry topics to seventh. “And it worked,” Dr. Rees said. “They’re doing better on their chemistry.”</div>
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Still, Massachusetts officials admit they have more to do.</div>
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While scores have improved across the board, the gap between the highest achievers and the lowest — notably blacks, Hispanics and special education students — has persisted.</div>
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<strong>Seeing Results</strong></div>
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At East Middle School, the elixir is Kristen Walsh, who teaches math to sixth, seventh and eighth graders with so-called special needs, a potpourri of learning disabilities that include<a class="meta-classifier" href="http://health.nytimes.com/health/guides/disease/developmental-reading-disorder/overview.html?inline=nyt-classifier" style="color: #666699;" title="In-depth reference and news articles about Developmental reading disorder.">dyslexia</a> and <a class="meta-classifier" href="http://health.nytimes.com/health/guides/disease/autism/overview.html?inline=nyt-classifier" style="color: #666699;" title="In-depth reference and news articles about Autism.">autism</a>. On this day she was introducing a lesson on variables and linear equations with a problem involving gym memberships.</div>
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She explained the usual math concepts of beginning algebra — the slope of a line indicating the rate of change, the <em>y</em> intercept where the line intersects the <em>y</em> axis. Where she lingered was less the math concepts but the words used in the word problem, repeatedly checking that the students understood that the “start-up fee” of one health club was the same thing as the membership fee at another.</div>
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In essence, she was teaching how to interpret a math problem as much as how to solve it.</div>
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Dr. Kendall says teachers now laugh when he tells them that it was once possible to graduate from Braintree High School without ever taking algebra. “You can’t get out of eighth grade without knowing Algebra I now,” he said. “We’re teaching it to everybody, and everybody is having success.”</div>
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The first new math standards in Massachusetts, in the 1990s, echoed the “constructivist” pedagogy then in vogue. Students would construct their knowledge through trial and error, resulting in a deeper understanding.</div>
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But many parents rebelled, complaining that their children never mastered basic skills. The state officials in charge of the next revision wanted a back-to-basics curriculum. But Dr. Kendall and others argued that that old approach had already failed.</div>
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The “math wars” erupted at the turn of the millennium, culminating in a sort of détente — constructivism was purged, but the new Massachusetts standards did not prescribe a new approach. They stated what students were to learn, but not how teachers were to teach. “What came out of it ended up being a good document, because it contained no pedagogy,” Dr. Kendall said.</div>
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That allowed teachers like Ms. Walsh to devise and improve.</div>
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Take the multiplication table. The traditional approach was to memorize it in order. A strict constructivist would have children figure it out by playing with sticks and other so-called manipulatives.</div>
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Braintree combines those approaches, with the teachers guiding the learning in a particular order.</div>
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“Now research shows when you’re teaching multiplication facts, you should start with the 2s, go to the 10s, go to the 5s, do the 4, the 8, don’t hit 0, because the idea of multiplying 0 by 0 is complicated, until they’ve got a foundation in multiplication,” Dr. Kendall said. “Do 0 and 1 in about the middle, and save 7 and 3 until the end, because those are the really hard ones.”</div>
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He added, “We’re helping them construct their own knowledge in a way that is successful.”</div>
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Abby Federico, one of Ms. Walsh’s special-needs students, said her mother told her the middle school math curriculum was much more advanced than when she was in school. “She was like, ‘I learned this stuff in high school,’ ” Abby said.</div>
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Dr. Kendall said that special needs students in Braintree used to routinely fail the math MCAS. Now those in Ms. Walsh’s class often get “proficient.”</div>
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“It’s pretty easy in my opinion, because Ms. Walsh usually teaches us a lot of methods to use in math to make it seem easier,” Abby said, adding that she might even choose a career that requires math skills.</div>
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“Math is pretty nice,” she said.</div>
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A version of this article appears in print on September 3, 2013, on page <span itemprop="printSection">D</span><span itemprop="printPage">1</span> of the <span itemprop="printEdition">New York edition</span> with the headline: Expecting The Best Yields Results .</h6>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-76736168305148380612013-09-02T08:03:00.001-05:002013-09-02T08:03:29.940-05:00Who Will Prosper in the New World - NYTimes.com<a href="http://opinionator.blogs.nytimes.com/2013/08/31/who-will-prosper-in-the-new-world/?ref=opinion">Who Will Prosper in the New World - NYTimes.com</a>:<br />
<br />
"Self-driving vehicles threaten to send truck drivers to the unemployment office. Computer programs can now write journalistic accounts of sporting events and stock price movements. There are even computers that can grade essay exams with reasonable accuracy, which could revolutionize my own job, teaching. Increasingly, machines are providing not only the brawn but the brains, too, and that raises the question of where humans fit into this picture — who will prosper and who won’t in this new kind of machine economy?<br />
<br />
Who will do well?"<br />
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<a href="https://chrome.google.com/webstore/detail/pengoopmcjnbflcjbmoeodbmoflcgjlk" style="font-size: 13px;">'via Blog this'</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-15793753692473949622013-06-22T16:17:00.000-05:002013-06-22T16:17:17.169-05:00Social Networking in the 1600s<div class="columnGroup first" style="background-color: white; clear: both; color: #333333; font-family: georgia, 'times new roman', times, serif; font-size: 10px; line-height: 15px; margin-bottom: 12px; margin-left: 10px; margin-right: 7px; width: auto !important;">
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Men enjoying a drink and a chat in a 17th-century coffeehouse.</div>
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<nyt_byline><h6 class="byline" style="color: grey; font-family: arial, helvetica, sans-serif; font-size: 1em; font-weight: normal; line-height: 1.2em; margin: 2px 0px;">
By <span itemprop="author creator" itemscope="" itemtype="http://schema.org/Person">TOM STANDAGE</span></h6>
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Published: June 22, 2013</h6>
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<span itemid="http://www.nytimes.com" itemprop="copyrightHolder provider sourceOrganization" itemscope="" itemtype="http://schema.org/Organization"></span><nyt_text><nyt_correction_top></nyt_correction_top><div itemprop="articleBody" style="color: black; font-size: 1.5em; line-height: 1.467em; margin-bottom: 1em;">
LONDON — SOCIAL networks stand accused of being enemies of productivity. According to one popular (if questionable) <a href="http://mashable.com/2012/11/02/social-media-work-productivity/" style="color: #666699;">infographic</a>circulating online, the use of Facebook, Twitter and other such sites at work costs the American economy $650 billion each year. Our attention spans are atrophying, our test scores declining, all because of these “weapons of mass distraction.”</div>
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Yet such worries have arisen before. In England in the late 1600s, very similar concerns were expressed about another new media-sharing environment, the allure of which seemed to be undermining young people’s ability to concentrate on their studies or their work: the coffeehouse. It was the social-networking site of its day.</div>
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Like coffee itself, coffeehouses were an import from the Arab world. England’s first coffeehouse opened in Oxford in the early 1650s, and hundreds of similar establishments sprang up in London and other cities in the following years. People went to coffeehouses not just to drink coffee, but to read and discuss the latest pamphlets and news-sheets and to catch up on rumor and gossip.</div>
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Coffeehouses were also used as post offices. Patrons would visit their favorite coffeehouses several times a day to check for new mail, catch up on the news and talk to other coffee drinkers, both friends and strangers. Some coffeehouses specialized in discussion of particular topics, like science, politics, literature or shipping. As customers moved from one to the other, information circulated with them.</div>
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The diary of Samuel Pepys, a government official, is punctuated by variations of the phrase “thence to the coffeehouse.” His entries give a sense of the wide-ranging conversations he found there. The ones for November 1663 alone include references to “a long and most passionate discourse between two doctors,” discussions of Roman history, how to store beer, a new type of nautical weapon and an approaching legal trial.</div>
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One reason these conversations were so lively was that social distinctions were not recognized within the coffeehouse walls. Patrons were not merely permitted but encouraged to strike up conversations with strangers from entirely different walks of life. As the poet Samuel Butler put it, “gentleman, mechanic, lord, and scoundrel mix, and are all of a piece.”</div>
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Not everyone approved. As well as complaining that Christians had abandoned their traditional beer in favor of a foreign drink, critics worried that coffeehouses were keeping people from productive work. Among the first to sound the alarm, in 1677, was Anthony Wood, an Oxford academic. “Why doth solid and serious learning decline, and few or none follow it now in the University?” he asked. “Answer: Because of Coffea Houses, where they spend all their time.”</div>
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Meanwhile, Roger North, a lawyer, bemoaned, in Cambridge, the “vast Loss of Time grown out of a pure Novelty. For who can apply close to a Subject with his Head full of the Din of a Coffee-house?” These places were “the ruin of many serious and hopeful young gentlemen and tradesmen,” according to a pamphlet, “The Grand Concern of England Explained,” published in 1673.</div>
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All of which brings to mind the dire warnings issued by many modern commentators. A common cause for concern, both then and now, is that new media-sharing platforms pose a particular danger to the young.</div>
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But what was the actual impact of coffeehouses on productivity, education and innovation? Rather than enemies of industry, coffeehouses were in fact crucibles of creativity, because of the way in which they facilitated the mixing of both people and ideas. Members of the Royal Society, England’s pioneering scientific society, frequently retired to coffeehouses to extend their discussions. Scientists often conducted experiments and gave lectures in coffeehouses, and because admission cost just a penny (the price of a single cup), coffeehouses were sometimes referred to as “penny universities.” It was a coffeehouse argument among several fellow scientists that spurred Isaac Newton to write his “Principia Mathematica,” one of the foundational works of modern science.</div>
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Coffeehouses were platforms for innovation in the world of business, too. Merchants used coffeehouses as meeting rooms, which gave rise to new companies and new business models. A London coffeehouse called Jonathan’s, where merchants kept particular tables at which they would transact their business, turned into the London Stock Exchange. Edward Lloyd’s coffeehouse, a popular meeting place for ship captains, shipowners and traders, became the famous insurance market Lloyd’s.</div>
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And the economist Adam Smith wrote much of his masterpiece “The Wealth of Nations” in the British Coffee House, a popular meeting place for Scottish intellectuals, among whom he circulated early drafts of his book for discussion.</div>
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No doubt there was some time-wasting going on in coffeehouses. But their merits far outweighed their drawbacks. They provided a lively social and intellectual environment, which gave rise to a stream of innovations that shaped the modern world. It is no coincidence that coffee remains the traditional drink of collaboration and networking today.</div>
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Now the spirit of the coffeehouse has been reborn in our social-media platforms. They, too, are open to all comers, and allow people from different walks of life to meet, debate, and share information with friends and strangers alike, forging new connections and sparking new ideas. Such conversations may be entirely virtual, but they have enormous potential to bring about change in the real world.</div>
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Although some bosses deride the use of social media in the workplace as “social notworking,” more farsighted companies are embracing “enterprise social networks,” essentially corporate versions of Facebook, to encourage collaboration, discover hidden talents and knowledge among their employees, and reduce the use of e-mail. A <a href="http://www.mckinsey.com/insights/high_tech_telecoms_internet/the_social_economy" style="color: #666699;">study published in 2012 by McKinsey & Company</a>, the consulting firm, found that the use of social networking within companies increased the productivity of “knowledge workers” by 20 to 25 percent.</div>
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The use of social media in education, meanwhile, is backed by studies showing that students learn more effectively when they interact with other learners. <a href="http://www.openworm.org/about.html" style="color: #666699;">OpenWorm</a>, a pioneering computational biology project started from a single tweet, now involves collaborators around the world who meet via Google Hangouts. Who knows what other innovations are brewing in the Internet’s global coffeehouse?</div>
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There is always an adjustment period when new technologies appear. During this transitional phase, which can take several years, technologies are often criticized for disrupting existing ways of doing things. But the lesson of the coffeehouse is that modern fears about the dangers of social networking are overdone. This kind of media, in fact, has a long history: Martin Luther’s use of pamphlets in the Reformation casts new light on the role of social media in the Arab Spring, for example, and there are parallels between the gossipy poems that circulated in pre-Revolutionary France and the uses of microblogging in modern China.</div>
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As we grapple with the issues raised by new technologies, there is much we can learn from the past.</div>
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Tom Standage is the digital editor at The Economist and <a href="http://tomstandage.wordpress.com/" style="color: #666699;">the author</a> of the forthcoming book “Writing on the Wall: Social Media — The First 2,000 Years.”</div>
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A version of this op-ed appeared in print on June 23, 2013, on page <span itemprop="printSection">SR</span><span itemprop="printPage">8</span> of the <span itemprop="printEdition">New York edition</span> with the headline: Social Networking in the 1600s.</h6>
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4183054006508584932.post-54218426556856230462013-06-12T20:11:00.001-05:002013-06-12T20:14:21.289-05:00Manifiesto por el Desarrollo Ágil de Software<a href="http://agilemanifesto.org/iso/es/">Manifiesto por el Desarrollo Ágil de Software</a>: <br />
<br />
<h1 style="text-align: -webkit-center;">
Manifiesto por el Desarrollo Ágil de Software</h1>
<br style="text-align: -webkit-center;" />
<br style="text-align: -webkit-center;" />
<br />
<div style="text-align: -webkit-center;">
Estamos descubriendo formas mejores de desarrollar<br />
software tanto por nuestra propia experiencia como<br />
ayudando a terceros. A través de este trabajo hemos<br />
aprendido a valorar:</div>
<div style="text-align: -webkit-center;">
Individuos e interacciones sobre procesos y herramientas<br />
<br />
Software funcionando sobre documentación extensiva<br />
<br />
Colaboración con el cliente sobre negociación contractual<br />
<br />
Respuesta ante el cambio sobre seguir un plan</div>
<div style="text-align: -webkit-center;">
<br />
Esto es, aunque valoramos los elementos de la derecha, valoramos más los de la izquierda.<br />
<br />
<br /></div>
<table cellpadding="15"><tbody>
<tr align="center" valign="top"><td></td><td>Kent Beck<br />
Mike Beedle<br />
Arie van Bennekum<br />
Alistair Cockburn<br />
Ward Cunningham<br />
Martin Fowler</td><td>James Grenning<br />
Jim Highsmith<br />
Andrew Hunt<br />
Ron Jeffries<br />
Jon Kern<br />
Brian Marick</td><td>Robert C. Martin<br />
Steve Mellor<br />
Ken Schwaber<br />
Jeff Sutherland<br />
Dave Thomas</td></tr>
</tbody></table>
<br />
<a href="https://chrome.google.com/webstore/detail/pengoopmcjnbflcjbmoeodbmoflcgjlk" style="font-size: 13px;">'via Blog this'</a>Unknownnoreply@blogger.com0