Podcast appearances and mentions of justin reich

Justin is an associate professor of digital media in the department of Comparative Media Studies/Writing at MIT and the director of the Teaching Systems Lab. He is the author of Iterate: The Secret to Innovation in Schools and Failure to Disrupt: Why Technology Alone Can't Transform Education, and he is the host of the TeachLab Podcast. He earned his doctorate from the Harvard Graduate School of Education and is a past Fellow at the Berkman-Klein Center for Internet and Society.Highlights from the conversation include: an opening segment reacting to the wave of student protests on college campuses across the United States and Canada; how generative AI skipped the adoption phase and arrived in classrooms with little to no preparation; a technical overview on what generative AI is and how it works; why AI is sometimes just a label to make things seem more "magical than they are;" how experts and novices can have very different experiences with Chat GPT; where the technology as a co-pilot may or may not fit within various industries;  the importance of implementing guardrails as AI becomes more prevalent in the education space; why students should be central to conversations about how to navigate the changing technology landscape; and a lighting round offering a science fiction summer reading list (see recommendations below).Science Fiction Reads:  Harrison Bergeron by Kurt Vonnegut, Jr. The Diamond Age by Neal StephensonAnything written by N.K. JemisinQuestions? Thoughts? Feedback? Email us at  freerangehumanspod@gmail.com or Tweet us at @jal_mehta and @Rodroad219

Listen to our full, two-part series from 2023 on the history of civics education, and the current legal and ideological debates around social studies happening in across the country today.  Walking us through the past, present, and future of social studies and civic education are Danielle Allen, James Bryant Conant University Professor at Harvard University, and Adam Laats, Historian and Professor of Teaching, Learning and Educational Leadership at Binghamton University.  We also hear from Louise Dube, Executive Director of iCivics and member of the Implementation Consortium at Educating for American Democracy, Justin Reich, Director at MIT Teaching Systems Lab and host of the TeachLab podcast, and CherylAnne Amendola,  Department Chair and teacher at Montclair Kimberly Academy and host of the podcast Teaching History Her Way.

“Why do some schools get better quickly, and others get stuck?” That question drove MIT professor of digital media Justin Reich to write a new book about what he's learned as a teacher, edtech consultant and professor about making small regular improvements. This episode originally ran this summer.

In today's episode, we're joined by Dr. Justin Reich, an associate professor at MIT and the author of 'Iterate: The Secret to Innovation in Schools.' We dive deep into teachers' crucial role in driving innovation and improvement in education. Suppose you've ever wondered how to bring meaningful change to your school or classroom. In that case, this episode offers actionable insights into teacher leadership, classroom experimentation, and the power of doing less to achieve more. Sponsor: Modern Classrooms is sponsoring a free webinar with Dr. Justin Reich, today's guest, on November 14, 2023. Don't worry, you can also listen to the recording. In this webinar, guests will dive deep into the strategies that drive meaningful change in instructional approaches and student learning, and learn the hallmarks of top-notch professional development experiences that support educators along the path toward classroom innovation. Join our experts, DC-based principal coach Maya Stewart and author and associate professor at MIT, Dr. Justin Reich to discuss how we support teacher leaders and innovation within our learning communities. Link: https://www.coolcatteacher.com/modernwebinar Show notes and transcript: https://www.coolcatteacher.com/e821 

On this episode of the Getting Smart Podcast, Tom Vander Ark is joined by Dr. Justin Reich, ED of MIT Teaching Systems Lab, host of the Teach Lab Podcast and author of Iterate: The Secret to Innovation in Schools. On this episode, they discuss the two paths to coherence: Invitational Leadership: inviting people into a shared vision Transformational Leadership: As Dr. Reich says, this is ”Bringing People Together around Ideas They Care About;.....start[ing] with understanding, honoring, and respecting what people have already accomplished, and then helping them come together around ideas that will take their work forward.” Links: John Diamond Where the Rubber Meets the Road Tom Daccord EdTech Teacher

Liza (Cope) Bondurant, PhD began her career in 2005 as a 7-12 math teacher in upstate New York and is currently an Associate Professor at Mississippi State University. Liza's research focuses on bridging the gap between theory and practice in mathematics teacher education. She uses an equity-focused lens to study simulations, noticing, embodied cognition, and math action technology. She was a PI on two consecutive Department of Education Math Science Partnership grants (2013-2018) and has been a research participant on several NSF-funded projects. She has over twenty peer-reviewed publications, has written and edited K-20 mathematics curriculum materials, and is an editor of a forthcoming book Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers. Liza was selected as the 2020 College Teacher of the Year by the Mississippi Council of Teachers of Mathematics (MCTM). She served as the President of the Mississippi Association of Mathematics Teacher Educators (MAMTE) 2017-2020. Liza enjoys spending time with her family, walking, biking, and crafting.Daniel L. Reinholz, Ph.D. is an Associate Professor in the Department of Mathematics and Statistics at San Diego State University. Dr. Reinholz engaged in groundbreaking work in the study of classroom equity in postsecondary mathematics. This work has been organized around the development of the EQUIP tool and the equity analytics approach, which focuses on generating actionable data to illuminate the subtle and sometimes invisible patterns that play out in classroom participation (by race, gender, disability, etc.). Beyond the classroom, Dr. Reinholz serves as a Working Group Leader in the Accelerating Systemic Change Network, which aims to catalyze sustainable and scalable changes to STEM higher education. This work involves developing new models grounded in organizational change, and helping STEM departments build their own capacity for change. Dr. Reinholz has published over 67 refereed journal articles, and has a forthcoming book, Equitable and Engaging Mathematics Teaching: A Guide to Disrupting Hierarchies in the Classroom.Links:SDSU press: https://newscenter.sdsu.edu/sdsu_newscenter/news_story.aspx?sid=79227 EQUIP: https://www.equip.ninja/ Article: https://doi.org/10.5951/MTE.2021-0041 Tasks came from: https://www.map.mathshell.org/ Call for chapters Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers: https://www.igi-global.com/publish/call-for-papers/call-details/6684 Toward Anti-Oppressive Teaching: Designing and Using Simulated Encounters Based on Elizabeth Self's and Barbara Stengel's SHIFT Project at Vanderbilt University: https://www.hepg.org/hep-home/books/toward-anti-oppressive-teaching Justin Reich's & Gregory Benoit's work at MIT on the Teacher Moments project: https://teachermoments.mit.edu/ an outgrowth of Teaching Systems Lab: https://tsl.mit.edu/ Hosted on Acast. See acast.com/privacy for more information.

“Why do some schools get better quickly, and others get stuck?” That question drove MIT professor of digital media Justin Reich to write a new book about what he's learned as a teacher, edtech consultant and professor about making small regular improvements.

How do teachers learn how to teach? They go through a whole process of licensing, and academic theory, but where do teachers practice teaching? Justin Reich is an Associate Professor of Comparative Media Studies at MIT, as well as the Director for the MIT Teaching Systems Lab, a space where teachers can practice how to teach. He's compiled nearly two decades of experience into a book, Failure to Disrupt: Why Technology Alone Can't Transform Education, and hosts a podcast called TeachLab. As a veteran of the education space, Justin feels that there's no tech based magic bullet that somehow can improve the country's gigantic education system: it's going to come down to having the best teachers. And you get the best teachers, just like how coaches get the best athletes, by creating a safe space where people can experiment, fail, reflect, try again, and practice, practice, practice. With a new year just around the corner, it's the perfect time to think about turning over a new leaf when it comes to teaching, so with that…let's bring it in!

In this episode of TeachLab, our host Justin Reich goes behind the scenes of the Teaching Systems Lab's new documentary film We Have to Do Something Different: Teachers on the Journey to Create More Equitable Schools. The 35-minute film provokes important conversations about the big challenges facing schools by taking a detailed look at the small steps teachers around the country are taking every day to help their students succeed. These dedicated teachers provide hope that, while the systemic inequities in our schools won't disappear overnight, educators can make a positive impact, starting now. In this episode, Justin explains the film's origins in TSL's online course Becoming a More Equitable Educator. He then shares key clips from the film that show the teaching practices that help teachers build relationships with their students and engage students in challenging but important conversations about representation and equity. The episode ends with Justin interviewing Neema Avashia, social studies teacher in Boston Public Schools and one of the stars of the film. They discuss the current challenges facing public schools and the need to bring joy back into the classroom.This fall, you can screen We Have to Do Something Different and get a peek into Neema's classroom yourself. Attend a local screening or sign up to host your own. Learn more about screening opportunities and check out the screening guide at somethingdifferentfilm.com. Resources and LinksLean about our film We Have to Do Something DifferentCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/WHTDSD/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab on Twitter and YouTubeFollow our host Justin Reich on Twitter

We speak with Dr. Justin Reich, director of the MIT Teaching Systems Lab, and host of the TeachLab podcast, about education technology. Hailed by some as the great equalizer, the beneficiaries of ed tech tend to be white and affluent. Focused on equity by design, Dr. Reich observes that when teachers learn, they have insufficient opportunities to practice. So he and his colleagues are creating digital clinical simulations, practice spaces for teachers. They're also helping educators to figure out what they can stop doing, to allow more time for what's useful.

We had just finished recording an episode with Justin Reich, director of the MIT Teaching Systems Lab. After our guest left the discussion, some pointed questions from our producer sparked a gut-level and starkly candid conversation about the myths and limits of education technology. It was a raw and uncommonly frank discussion between the hosts that was not intended for the public. But our producer was still recording and captured the entire conversation. All three hosts agreed that this discussion on the “true capabilities” of education technology was uncomfortable, but it was exceptionally real and relevant, so we agreed to release the core of it. Follow on Twitter: @MicrosoftEDU @DinaMGhobashy @GOALACADEMY @frankchip2 @jonharper70bd @bjfr @bamradionetwork Related Resources – MicrosoftEDU: See how schools worldwide are collaborating to transform learning and deliver sustained success

This week on TeachLab, our host Justin Reich joins a panel of education leaders with Superintendent Dr. Baron Davis from Richland School District Two in Columbia, SC, Superintendent Dr. Rhoda Mhiripiri-Reed of  Hopkins Public Schools in Minneapolis, MN, and Dr. Beth Rabbitt, CEO of The Learning Accelerator, hosted by the US Department of Education's Office of EdTech. In the conversation, panelists share recent experiences in districts, schools and classrooms throughout the pandemic. In the face of challenges, new strategies and innovations have emerged. Panelists reflect on how educators can take these insights and move towards more equitable learning experiences for all students. The conversation was moderated by Chris Rush, Sr. Advisor for Innovation & Director of Educational Technology, Office of the Secretary at U.S. Department of Education, and Kristina Ishmael, Deputy Director, U.S. Department of Education, as a part of the Office of Education Technology's “Planning for Changing Scenarios: Navigating the Road Ahead”, a webinar and blog series to help districts and schools share challenges and strategies.“It's really important for us to take some time and reflect on what we have learned in the past 20 months, recognizing the uniqueness of everyone's journeys… then also look ahead and strip away the things that we don't necessarily need, and continue with things that have worked for our learners.”  - Kristina Ishmael, Deputy Director, Office of Educational Technology, U.S. Department of Education In this episode we hear about:The future of learning in the context of a post-pandemic worldThe importance of listening to the needs of teachers, students, and familiesStaying mission focused to make hard decisionsStrategies for creating more meaningful learning experiences for students, and letting go of the things that aren't contributing to that missionThe importance of centering health and wellnessCulturally responsive organizational values, culturally affirming curriculum, and culturally respectful instructional practicesStories of new learning models that unlocked brand new opportunities, including new technologies, learning spaces, community connections and partnerships.How the practice of including students, teachers, and families in a co-design process will be critical to creating the most meaningful, relevant, and beneficial experiences for students.Centering equity across discussions, decision-making, and codesign processes. Resources and LinksVisit The Office of Ed Tech's Webinar Replay — Planning for Changing Scenarios: Emerging Stronger Post-Pandemic to reflect more on this episode's conversationDon't miss our online course Becoming a More Equitable Educator: Mindsets and PracticesLearn more about MIT Teaching Systems Lab's Imagining September and The Teachers Have Something to Say ReportsCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/emerging-stronger/transcriptProduced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:Host Justin ReichTwitterYouTube

Creating a one-size-fits-all learning process is incredibly difficult. When it comes to learning, each person has a different way of approaching and comprehending certain topics. This is why computer scientists are always developing new technologies to complement different types of learning. One common misconception is that education technology (edtech) is a fairly recent phenomenon. Justin Reich points out that computer scientists and learning scientists have partnered together to create computer programs that help teach human beings ever since the beginning of the technology—even when we still worked with those computers that took up entire rooms. In this episode, Alexander McCaig and Justin Reich discuss how edtech can be used to strengthen the school system—and in turn, what we need to do to make the most out of these new developments. Don't Judge Fishes for Their Ability to Climb Trees Is our current school system set up to accommodate a variety of learning styles? There is only so much that a human teacher can do, especially if they are assigned to teach large groups of students. Imagine having to effectively tweak your instruction to maximize the learning experience for 26 elementary students, who are all learning the basics of education; or a lecture hall of 140 college undergraduates, who are expected to build on what they already know by following new lines of reasoning. This is where machines come in. The expectation is that they optimize the individual learning trajectories of each student.  The key to making the most out of these new technologies is to set reasonable expectations. These technologies were not created to disrupt or overhaul existing systems; rather, as Justin Reich puts it, they were created to “be domesticated” by the complex and rich educational systems that we already have in place. Our job is to look at these new technologies, not to replace our systems of learning, but to see where they can fit in a particular place, for a particular population, and with a particular purpose in mind. There is nothing disruptive about their presence.  How Do You Learn Best? One exciting thing about being a human is that we are all incredibly different. We have different interests, cultural backgrounds, background knowledge, and personal preferences. And one key feature of human brains is that we have a limited working memory. This means that the field of education is constantly trying to find a sweet spot between this duality: in some cases, we're all the same; but in others, we're all wonderfully different. What environment helps you learn effectively? On one end of the spectrum, learning amidst peers and from mentors is necessary. For these people, education must have a social aspect, or a peer review of sorts, for it to be truly effective. These people struggle with online learning, remote education, and edtech. On the other end of the spectrum, we also have those who prefer learning everything from online, behind the comfort of an internet screen. They process information best when learning is independent and self-directed. Of course, there's no need to be one or the other completely. Plenty of us fall in the middle, where online learning is okay but must be supplemented with a social aspect as well. Balancing Automation and Creative Reasoning How do we strike a balance between automation and creative reasoning? One strength of computer-based learning is that you can use incredibly effective tools to evaluate the quality of your computation. However, technology does not yet have the capabilities to evaluate an individual's ability to reason from evidence. For example, becoming a musician takes a lot of work. True musicians don't just play pieces; they also know how to execute beautiful, emotionally-charged orchestral performances. Behind the scenes, a pianist needs to spend hours on end just practicing their scales because this helps develop mastery and fluency in specific parts of that domain.  Once this part of the performance is committed to memory, pianists can move into more complex performances where they can quickly recall these well-rehearsed materials, while their attention shifts to other aspects of the piece such as tone, speed, and strength. Flight simulators work in a similar way. They aren't expected to teach you everything about flying a plane. This technology exists so that you can learn how to mentally automate certain aspects of flight, so that you can shift your attention to other experiential concerns when you get to work on the real deal. The Problem With Teaching Reason Justin Reich points out that there are two challenges with teaching people how to reason. First, humanity does not have a universal set of reasoning facilities. This means that the way we reason differs depending on the topic we are on. For example, we can't apply the reasoning we use in cooking to hairdressing. Second, plenty of evidence suggests that people who are capable of reasoning proficiently, have made it to that point because they have deep factual knowledge in the domain in which they are reasoning. On that note, Justin Reich revealed that his perspective of an ideal school system would be capable of two things. First, it is capable of finding things that individuals have a natural affinity for and care about, and then creating  the avenues to help them develop their proficiencies. Second, it should be able to have a consensus about topics and ideas that the system believes everybody should know about.  This creates a good sounding board for people to start developing their reasoning skills. Closing Thoughts Changes in the education system don't just happen because we innovate new technologies. We also need to look at tweaking the curriculum, looking at professional development, analyzing schedules, testing the relevance of our systems. This is not just an organizational change, but a political and social one as well. As Justin Reich puts it, it's not about removing everything and replacing it with something else. It's a step by step process of making something a little bit better right now, so that we have the capacity to change again. Every tech solution poses new questions is a human capital problem. The introduction of new technologies must be accompanied by human support. That's how we can make edtech, and the human learning experience, more effective and meaningful. What's your data worth?  www.tartle.co TCAST is brought to you by TARTLE. A global personal data marketplace that allows users to sell their personal information anonymously when they want to, while allowing buyers to access clean ready to analyze data sets on digital identities from all across the globe. The show is hosted by Co-Founder and Source Data Pioneer Alexander McCaig and Head of Conscious Marketing Jason Rigby. What's your data worth? Find out at: https://tartle.co/ YouTube: https://www.youtube.com/c/TARTLE Facebook: https://www.facebook.com/TARTLEofficial/ Instagram: https://www.instagram.com/tartle_official/ Twitter: https://twitter.com/TARTLEofficial Spread the word!

This week on TeachLab, host Justin Reich is joined by research scientist Joshua Littenberg-Tobias PhD. and Elizabeth Borneman M.Sc. to discuss a recently published Teaching Systems Lab efficacy study around the online course Becoming a More Equitable Educator and how well participants engaged with simulations about equity. They discuss the findings within the paper and the implications for simulation-based research.“There's very little research into what do people actually do in these simulations. To what extent are they actually applying their learning in simulation behavior?... people might say, ‘Oh, I believe this thing, or I'm really supportive of equity,' but when actually presented with a scenario, how do they respond to that in real time?" -  Joshua Littenberg-Tobias  In this episode we'll talk about:The Educator MindsetsThe research and Topic ModelingMeasuring changes in behavior over timeSimulations for professional developmentDifferences in teacher responses Resources and LinksCheck out Becoming a More Equitable Educator: Mindsets and PracticesWatch the full webinar Digital Clinical Simulations in Online Learning Environments to Promote Equity Mindsets: A Randomized Controlled TrialCheck out the TSL research paper Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling ApproachCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/equity-simulations/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by Dr. David Joyner, Executive Director of Online Education at the Georgia Tech College of Computing. Together they discuss the challenges and advantages of online learning, the hard shift to remote learning under COVID, and David's new book The Distributed Classroom.“The distributed classroom is really about asking the question, ‘Can we take one classroom experience and distribute it across students who can commit to different levels of attendance, different levels of in-person attendance, different levels of synchronous attendance, things like that, such that you get to have as much of the experience as possible within your individual constraints?'" - David JoynerIn this episode we'll talk about:The role of Executive Director of Online Education at the Georgia Tech College of ComputingDistributed ClassroomsThe inherent advantage of learning CS onlineMinimum Necessary CompromiseAssessing distributed classroomsThe importance of teaching assistantsCOVID online learning and the Hosted Model Resources and LinksCheck out David Joyner's book The Distributed ClassroomCheck out David Joyner's paper Components of Assessments and Grading At ScaleLearn more about Dr. David JoynerCheck out Justin Reich's book Failure to Disrupt: Why Technology Alone Can't Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/david-joyner/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by a panel of teachers from across the country to bring their personal experiences of teaching during the pandemic and to discuss a recent report that was led by Natasha Esteves, a former teacher, and now a student at the Harvard graduate school of education called The Teachers Have Something to Say: Lessons Learned from U.S. PK-12 Teachers During the COVID-impacted 2020-21 School Year.“I had one interviewee say, ‘Everybody wants to tell teachers what to do, but nobody knows what teaching is like, and nobody knows what teaching is like during a pandemic.' It's a very odd place to be in when you have other people telling you what to do while they are working from home and asking you to return to the classroom, or while they are working from home and asking you to teach remotely without sufficient professional development and how to do so.”     -Natasha Esteves In this episode we'll talk about:The experience of interviewing teachers for the reportAdvocacy for teachers concernsThe toll of widening inequities in pandemic learningEver-changing school COVID policiesPublic support for schools and teachersHuman interactions with students Resources and LinksCheck out the full live event Teachers Have Something to SayCheck out the report The Teachers Have Something to Say: Lessons Learned from U.S. PK-12 Teachers During the COVID-impacted 2020-21 School YearCheck out all of Teaching Systems Lab COVID-19 resources Transcripthttps://teachlabpodcast.simplecast.com/episodes/teachers-say/transcriptProduced by Aimee Corrigan. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by Neema Avashia to discuss the recently released Teaching Systems Lab report Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVID. Together they reflect on what educators have seen in their classrooms since the pandemic, and how we can learn and grow from these experiences.“I'm a pretty firm believer that the old normal didn't work already for too many young people. And that a lot of our young people, even if they're going through the paces of education or complying, that didn't mean that education was meeting their needs, or providing them with the educational experience that they deserve.”  - Neema AvashiaIn this episode we'll talk about:How Neema adapted her class in the face of the pandemicThe research and methodology from Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVID The pressures of “learning loss”What the students missed most about being in schoolHow the pandemic served as a window into longstanding school inequities and how we are adapting school based on what we've learnedWWays that Neema is incorporating these new insights  into her classroom teachingHow Neema incorporates these new ideas into her classroom Resources and LinksCheck out the full webinar Healing, Community, and HumanityCheck out the report Healing, Community, and Humanity: How Students and Teachers Want to Reinvent School Post-COVIDCheck out all of Teaching Systems Lab COVID-19 resources Transcripthttps://teachlabpodcast.simplecast.com/episodes/healing-community-humanity/transcript Produced by Aimee Corrigan. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

TeachLab returns! Our host Justin Reich is back in the studio and excited to bring you a new season of episodes, starting December, 9th, 2021. Stay tuned!

Based on his latest best-selling book, Failure to Disrupt, it is clear that Justin Reich believes that a digital transformation is, at its core, a very human endeavor. In this week's IngenioUs episode with the MIT professor, learning scientist and director of the MIT Teaching Systems Lab, Justin separates truth from hype and helps us understand what technology can—and can't—do to transform learning. According to Reich, learning technologies―even those that are free to access―often provide the greatest benefit to affluent students and do little to combat growing inequality in education. Listen here for Justin's clear, balanced and insightful take on the failure of technology in learning, what needs to be done to make a real impact, and the critical importance of education as community.

In this episode, we speak about co-parenting and the importance of how we set an example for our children. Justin Reich is a metabolic health expert, private personal trainer, and creator of the More Life Project. His powerful mindset, discipline, and gentle heart bring the perfect combination for a present dad and coach altogether. You can reach out to Justin on Facebook through his group facebook.com/groups/themorelifeproject and follow him on IG @Iamjustinreich ------------ If you too are a high-achieving parent and you would like to share your story, reach out via IG/FB @CoachSeverineNaessens Subscribe, Follow and share For more information on how to balance out your personal and professional life as a high-achiever, visit https://www.highachievingparents.com --- Send in a voice message: https://anchor.fm/severine-naessens/message

Justin Reich is joined by Joel Breakstone, director of the Stanford History Education Group (SHEG), and co-lead on Beyond the Bubble and Civic Online Reasoning projects. Together they discuss assessing online information, the research of SHEG, and the methods used by fact checkers to determine the validity of information.“For one thing, when they did a search, they didn't immediately click on the first search result, which is what many of the Stanford students, and even some of the historians did. Instead, the fact-checkers engaged in what we refer to as click restraint. They paused, and they looked at the snippets about the search results. And they took a moment to check out the URLs, and then made a decision about where they should begin their search. Because that initial click often greatly influences the kind of search that you end up conducting.”  - Joel Breakstone In this episode we’ll talk about:The challenges of evaluating online informationThe Stanford History Group researchCognitive Task AnalysisThe fact checker approachLateral Reading, Click Restraint, and Strategic IgnoringNew study published as a follow-upDigital literacy in educationWikipedia Resources and LinksLearn more about Stanford’s Civic Online Reasoning!Check out their most recent article: Student's Civic Online Reasoning: A National PortraitLearn more about Beyond the Bubble!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/joel-breakstone/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Mikel Caulfield, a digital information literacy expert working at Washington State University who has worked with a wide variety of organizations on digital literacy initiatives to combat misinformation. Together they discuss critical thinking, issues with traditional forms of evaluating sources, and the SIFT method.“SIFT. S-I-F-T. First is just “Stop”. If you find yourself emotional, if you find something that you've just got to share... Whatever is the trigger, the emotion, your excitement about sharing it, your rage, seeing something that just strikes you as a little bit odd... Whatever is the trigger, stop and ask yourself, do I really know what I'm looking at here? And you might… You might look at the source, and you might be like, oh yeah. I know this person. Most of the time, a lot of the time, you don't. A lot of the time, it just landed on your doorstep.”  - Mike Caulfield In this episode we’ll talk about:Mike’s introduction to this field - Critical consumption and CRAAPStudents are “shockingly bad” at verifying sourcesThe issues with CRAAPEvaluating online sources with SIFTCritical thinkingCUNY Staten Island intervention Resources and LinksLearn more about SIFTCheck out Mike Caulfield’s Sifting Through the Coronavirus Pandemic!Check out Mike’s book Web Literacy for Student Fact-Checkers!Check out Mike Caulfield's blog: Hapgood!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/mike-caulfield/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Barry Fishman, professor of education and information at the University of Michigan where he studies the use of technology to support teacher learning,  video games as models for learning environments, and the role of education leaders in fostering classroom-level reform involving technology. Together they discuss the 50th Anniversary edition of Wad-Ja-Get? The Grading Game in American Education with Barry Fishman’s new introduction, as well as grading systems during the pandemic, “Gameful Learning”, and issues with grading in general.“Grades remove information from the system. Rather than me knowing what a learner has learned, I know that they have an A or a B or a C. What does that mean? It doesn't mean really anything at all, especially if it's a B or a C... And maybe you throw a curve in. That's even worse. Curves really remove information from the system, and they ration success. This is one of the worst problems with grading, I think, is that they were really designed for ranking and sorting. They were never designed to encourage learning.”  - Barry Fishman In this episode we’ll talk about:50th Anniversary edition of Wad-Ja-Get?What are the problems with grading?Pandemic grading systemsStudent autonomy and dealing with ambiguityCommon objections over Pass/FailAlternative forms of evaluationGameful Learning Resources and LinksLearn more about Barry Fishman and his work!Check out Wad-Ja-Get?: The Grading Game in American Education with a new introduction by Professor Barry Fishman!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/barry-fishman/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by John Palfrey, president of the John D. and Catherine T. MacArthur Foundation, former director of the Berkman Klein Center of Internet and Society, as well as an educator, author, and legal scholar. Together they discuss philanthropy in education, the work of the MacArthur Foundation, and the challenges of making large changes in institutions.“And particularly when we look at a society where I think most of us, anyway, those of us on the left, broadly global left, would say, ‘We're not where we ought to be, right, from an equity perspective, from all sorts of dimensions we want to improve. And certainly the quality of K-12 education in the United States, that's not something we're that good at overall. Therefore, we need to disrupt it. We need to do it better. - John Palfrey In this episode we’ll talk about:What role does philanthropy play in addressing inequality?Thinking about “who is being served?”The natural inclination to give locallySupporting individual leaders to influence the worldLever for Change organizationSmall financial help can facilitate larger financial helpPalfrey’s new book The Connected ParentParenting with technologyBringing equity into educational technology Resources and LinksCheck out The Connected Parent by John Palfrey and Urs Gasser!Learn more about the MacArthur FoundationCheck the MacArthur Foundation’s demographic report!Learn more about Lever for ChangeLearn more about the Berkman Klein Center for Internet and SocietyCheck out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/john-palfrey/transcript Produced by Aimee Corrigan and Garrett Beazley. Recorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich joins Jal Mehta and Neema Avashia for the live webinar panel How to Learn from the Pandemic: Name, Nourish, Connect, and Grow!  Together they discuss their collective research and experiences from COVID remote learning, what positivity emerged, and what stakeholders want changed as students and teachers look to re-enter the classroom. Hosted by Elizabeth Foster.“We actually used last year's Imagining September report that was put out, as the basis for redesigning our school schedule for rethinking curriculum. Really using what young people were saying and what educators around the country were saying, to say, ‘We're going to put our stake in doing what's right for young people and we're not going to let the fear of accountability, or the fear of standardized testing be the thing that drives’. We can't let compliance or obedience to external measures be the thing that makes us not do the right thing in this moment.” - Neema Avashia In this episode we’ll talk about:Introducing our panelistsJal on the common changes we saw throughout schoolsNeema on the “in-classroom” experienceJustin on the Imagining September (August) activityWhat was most important during the pandemic is still the most important post-pandemic Resources and LinksWatch the full webinar How to learn from the Pandemic: Name, Nourish, Connect and GrowLearn more about the Imagining September Report!Check out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Sorting Truth from Fiction: Civic Online ReasoningJoin our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/learn-pandemic/transcript Produced by Aimee Corrigan and Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

The pandemic gave the education technology industry the opportunity to FINALLY deliver on the bold promises it has been making for decades. What happened instead was just another failure to disrupt, says MIT's Justin Reich. The financial support of listeners like you keeps this podcast going. Subscribe on Patreon: https://www.patreon.com/HaveYouHeardPodcast or donate on PayPal: https://www.paypal.me/haveyouheardpodcast

Justin Reich is joined by Matthew Kraft, associate professor of education and economics at Brown University to discuss the efficacy of tutoring, scaling tutoring for equity, and how COVID exposed the inequities of the status quo. “If we are to not think about changing how schooling works, it is in effect a default acceptance of that current world. So what I'm saying is given the empirical evidence, given the just willingness of parents to pay a whole bunch of money for tutoring, I think it's likely that it can be effective. There's no guarantees. It has to be done well. It won't work great at first, and you're going to have to improve. There's a whole bunch of landmines, as there always are. But with a sustained commitment to continuous improvement and problem solving, there's, I think, potential here, as much as there is for any other things that we do in school. So, lets have that be part of the school day so that it's equitably accessible for all kids, particularly those kids who most need it. ”   - Matthew KraftIn this episode we’ll talk about:Lack of social emotional learning for young studentsWhat role does tutoring play in supporting students and teachers?The difficulty of scalingThe costs of tutoringIntegrating tutoring into the regular school dayWhat do we continue post-pandemic?Adding time to the school dayStigmas around receiving tutoring Resources and LinksCheck out A Blueprint for Scaling Tutoring Across Public Schools by Matthew KraftCheck out the Boston Globe article: For schoolchildren struggling to read, COVID-19 has been a wrecking ballCheck out Justin Reich’s book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/matthew-kraft/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Matthew Mugo Fields, the general manager of supplemental and intervention solutions at Houghton Mifflin Harcourt, a learning technologies company. Together they discuss Matthews career, the direction and values at HMH, and the responsibilities of designing and implementing effective educational technology.“...it can never be about the technology alone. It has to be about sort of more comprehensive instructional systems that leveraged technology, and that technology can play a key role, but if you're going to be serious about... instructional technology at scale, you've got to be as thoughtful about implementation and how you're going to support teachers and using it, how you're going to coach them, et cetera, as you are about what algorithms you are going to optimize.” - Matthew Mugo Fields In this episode we’ll talk about:Updates on education in their livesMatthew’s edtech story -  “Tracked to the bottom” / TutoringBeginning of Redbird Advanced LearningWork with Dr. Patrick SuppesThe importance of building relationships in educationMatthews work at Houghton Mifflin Harcourt“Unfinished learning”Designing for users Resources and LinksLearn more about Matthew Mugo FieldsCheck out the HMH podcast Shaping the FutureCheck out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/matthew-mugo-fields/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s tenth and final Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Kevin Gannon, professor and director of the Teaching and Learning Center at Grand View University in Des Moines, Iowa. Together they discuss the final chapter of Failure to Disrupt: Why Technology Alone Can’t Transform Education.“My institution is where you have students who are living in their cars, students who can't get basic needs, students who are working three jobs and need some technical solution to help them manage this workload. But they're not in those conversations about the tools that we have available to us, to adopt. I don't know what the solution to that is. But I don't think Ivy League graduates designing these products that look like the app students use, so they're more comfortable with it- I don't think that's the answer.”   -Kevin GannonIn this episode we’ll talk about:Kevin’s edtech stories - Gopher/PearsonTakeaways from the final chapter and the whole bookEdtech amnesiaTheories of Change“Disruption”Responsibilities of schools vs. society“Clunky” Student Information SystemsLack of student voice in edtech decision makingNext book recommendations Resources and LinksCheck out Kevin Gannon’s book Radical HopeCheck out Audrey Watters' book Teaching Machines: The History of Personalized LearningCheck out Sustainable. Resilient. Free.: The Future of Public Higher Education by John WarnerCheck out Schools That Learn): A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education co authored by Peter SengeWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub10/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Sam and Emma host MIT professor Justin Reich (@bjfr) on his latest book Failure to Disrupt: Why Technology Alone Can’t Transform Education on remote learning's failures during the Covid crisis and how we can improve schooling in the event of future pandemics. On today's show: Biden gives bid of support to Alabama workers and their right to unionize. Sam and Emma host MIT professor Justin Reich (@bjfr) on his latest book Failure to Disrupt: Why Technology Alone Can’t Transform Education on remote learning's failures during the Covid crisis and how we can improve schooling in the event of future pandemics. While Silicon Valley has promised great advancements in education through trendy new technology, it hasn't exactly panned out that way. Examining things like proctoring software (which functions like spyware), auto-grading, and MOOCs (Massive Online Open Courses), Reich shows how tech alone cannot mitigate inequality or revolutionize education. On the fun half: Jen Psaki says Cuomo accusers deserve to be treated with respect and dignity, supports independent investigation. Asked about Biden administration decision to not sanction MBS personally and general accountability, Jen Psaki says US will hold Saudi Arabia accountable, suggests US doesn't sanction heads of state personally. Trump hints that he might run again, beating Democrats a "third time" (crowd goes wild). Fox and Friends pumped that Trump is back, Kilmeade says Trump looks thinner, he wants to unite the GOP. Right wing figure espouses Qanon beliefs during CPAC panel, talks about being canceled for addressing Q, child trafficking and finding out what's really going on. Reporter asks if WH is pushing harder for Neera Tanden than $15 minimum wage. Asked about horrible death rates in South Dakota, Kristi Noem says press should ask same question to other governors. Singer botches National Anthem at CPAC. Young girl sells lemonade to pay for her brain surgery in "heartwarming" local news story. Plus, your IMs. Become a member at JoinTheMajorityReport.com https://shop.majorityreportradio.com/ (Merch issues and concerns can be addressed here: majorityreportstore@mirrorimage.com) The AM Quickie is now on YouTube Subscribe to the AM Quickie at https://fans.fm/amquickie Make the AMQ part of your Alexa Flash Briefing too! You can now watch the livestream on Twitch Check out today's sponsors: Blinkist takes the key insights from over 3,000 nonfiction bestsellers in over 27 categories and condenses them down into “Blinks,” which you can read or listen to in just 15 minutes. Go to Blinkist.com/majorityreport to start your free 7-day trial and get 25% off a Blinkist Premium membership and up to 65% off audiobooks (yours to keep forever). LiquidIV: Proper hydration is crucial for your immune system and can boost your immunity. Liquid I.V. has more vitamin C than an orange and as much potassium as a banana. It’s packed with Vitamins B3, B5, B6 and B12 – vitamins known to help your body defend against infections – and made effective through Cellular Transport Technology. Now you can get 25 percent off when you go to LiquidIV.com and use code MAJORITYREP at checkout. Feetures Elite Sock keeps feet cool, dry, and blister-free while providing a custom-like fit that won’t bunch or slip. They’ve engineered a sock with targeted compression, anatomical design and moisture-wicking material for unsurpassed performance. Feetures socks will change how you feel about socks forever. And you can get ten dollars off your first pair of Feetures when you use code MAJORITY at feetures.com. Check out Joshua Kahn Russell's friend, activist and organizer Casey Harrell who is raising money to treat his ALS diagnosis. Subscribe to Discourse Blog, a newsletter and website for progressive essays and related fun partly run by AM Quickie writer Jack Crosbie. https://discourseblog.com/ Subscribe to AM Quickie writer Corey Pein’s podcast News from Nowhere, at https://www.patreon.com/newsfromnowhere Check out Matt Binder's YouTube channel! Check out The Nomiki Show live at 3 pm ET on YouTube at patreon.com/thenomikishow Check out Matt’s podcast, Literary Hangover, at Patreon.com/LiteraryHangover, or on iTunes. Check out Jamie’s podcast, The Antifada, at patreon.com/theantifada, on iTunes, or at twitch.tv/theantifada (streaming Monday, Wednesday, Thursday and Friday evenings; follow @The_Antifada for updates) Follow the Majority Report crew on Twitter: @SamSeder @EmmaVigeland @Jamie_Elizabeth @MattBinder @MattLech @BF1nn

For TeachLab’s ninth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Candace Thille, director of Learning Science at Amazon and former researcher and faculty member at Stanford University and at Carnegie Mellon. Together they discuss Chapter 8, The Toxic Power of Data and Experiment.“It wasn't just that they didn't know how to use the educational technology. It was their belief about their role as a learner and their belief about her role as an instructor. And so just like you talked about many times in your book, the technology can't do it. The human interactions are what really drive how the technology gets used.”    -Candace ThilleIn this episode we’ll talk about:Candace’s positive edtech story - Human interaction with edtech implementationCandace’s negative edtech story - Failure of interface designPrivacy/surveillance/autonomy concerns in edtechOpen Learning Initiative statistics courseComprehensive Assessment of Outcomes in a first Statistics course (CAOS)Systematically evaluating the variations between teachersDefining “experiments”Ethical data collectionData ≠ useful insightDemocratizing education research Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub9/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s eighth Failure to Disrupt Book Club we look back at Justin’s live conversation with regular Audrey Watters and special guest Courtney Bell, a former research scientist at the Education Testing Services and now director of the Wisconsin Center for Education Research (WCER), UW–Madison School of Education. Together they discuss the book’s third edtech dilemma, the Trap of Routine Assessment.“The assessment practice of observing Justin teach or Justin teaching in an assessment situation is not the same, by definition from Justin's real world teaching… My assertion is, that's always true in every assessment. If that's the case, then we think to ourself where can technology fit into this thing?” - -- Courtney Bell In this episode we’ll talk about:Courtney’s edtech story - PalmPilot and MursionComplex performance assessmentHistory of assessment technology - TUTOR and PLATOReal-world teaching vs. The observer effectCapturing teacher decision makingLack of social understanding in technology assessmentPeer-assessment technologyMeaningful feedbackStealth Assessment Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub8/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s seventh Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Antero Garcia. He's a faculty member at the Stanford Graduate School of Education and a former teacher in the Los Angeles Unified School District. Together they discuss the book’s second edtech dilemma, the Ed Tech Matthew Effect.“Let's start with the community as the designer, and what it means to then imagine what schools and the tools that schools are going to need to build from there. That, to me, seems like the starting place of the conversation. I tend to get grumpier as I think about other kinds of tools because I think they all are generally bad. All of the surveillance stuff is... Not only do I not trust the tool, but I don't trust the motive or the intentions of the companies that are making and selling these tools or of the designers...” - Antero Garcia In this episode we’ll talk about:Antero Garcia’s edtech story - SMART boardAntero’s workIssues and shortcomings of edtechThe “Digital Divide”Dangers of proctoring softwareAligning business values with that of public schoolsCommunity designWiFi over wellbeingLack of imagination in education Resources and LinksCheck out Antero’s book, Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High SchoolWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub7/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

In this interview, Don MacPherson is joined by Justin Reich. Justin is an assistant professor at MIT and the director of the MIT Teaching Systems Lab. Don and Justin discuss the future of education, focusing on the impact of COVID-19, online learning, demands on the education system, and how technology will (or will not) disrupt the way we learn.

For TeachLab’s sixth Failure to Disrupt Book Club episode we look back at Justin’s live conversation with regular Audrey Watters and special guest Dan Meyer, the chief academic officer at Desmos. Together they discuss the work of Desmos and the section of Justin’s book on the “Curse of the Familiar.”“From our perspective, for us, we are not trying to subvert the school day. We're not trying to get learning outside of the four walls of the classroom. We're not trying to upend schooling and turn everyone into home schoolers. I'm not judging those necessarily, but I'm just saying, we know what we're not trying to do, and we're actually really eager to use the four walls, we understand that there are things that are possible when a bunch of people are together in a room that is impossible during asynchronous experiences. There's this sometimes collective effervescence, it's why we used to go to movie theaters, or why sports are interesting to watch in person, versus on TV. It's that bubbly champagne like feeling when you're all together. So we know what we're trying to change and not trying to change.” - Dan Meyer In this episode we’ll talk about:Dan Meyer’s edtech story and teaching experienceSuccess of QuizletCurse of the FamiliarCombat vs. Co-opt schoolingDesmos’ approachCommunity in edtechCreating a low, welcoming floorThe business of edtechAssessment in online learning Resources and LinksCheck out Dan Meyer’s blog!Learn more about Desmos!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub6/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s fifth Failure to Disrupt Book Club episode, we look back at Justin’s live conversation with regular Audrey Watters and special guests Scot Osterweil, a game designer and creative director for the MIT Education Arcade, and the esteemed games researcher Constance Steinkuehler. They discuss the history of learning games, their current work, and Failure To Disrupt’s Chapter 4: Testing the Learning at Scale Genres: Learning Games.“I've been studying kids in games for a long time. And oftentimes, when you try to tackle issues of how to treat other people online, how to deal with conflict, how to manage your screen time and also stay physically fit, it's very hard to create interventions around games, that kids just don't spit right back out. They just don't take because there are often layers added on top. They're not authentic to the space. In my efforts, and I'm sure people have done better than me, but in my efforts, it always seems to be colonizing and the kids will ignore me, and it comes off as, mom is wagging a finger saying you need to get up off that screen and go stretch.” - Constance Steinkuehler In this episode we’ll talk about:Scot and Constance’s background and edtech storiesSkinnerian learning and behaviorismCategories of learning games“Transfer” in educationThe social and community aspect of gamesExamples of effective game implementationsConnection through esportsLearning social skills through gamesThe industry of learning games Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt!Join our self-paced online edX course: Becoming a More Equitable Educator: Mindsets and Practices Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub5/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Ronald Beghetto and Justin Reich have a conversation about how to implement education technology in a principled way, which starts with a learning need identified by educators, a shared language around instruction to address the need, and then considerations for how technology might leverage that. Reich’s work at the MIT Learning Lab and research for his new book “Failure to Disrupt,” has shown him that technologies have power to help students reclaim ownership of their learning, but technologies alone cannot do it. Teachers are a critical part of this process, creating new curriculum and implementing technology to enrich the curriculum. Reich imagines a future where technology becomes a catalyst for creating new learning communities that involve students as collaborators with their teachers. He also sees technology becoming more robust to support disruptions in learning, as we are currently experiencing with the pandemic. You can learn more about Dr. Justin Reich, his work, and book by following these links: https://cmsw.mit.edu/profile/justin-reich/https://failuretodisrupt.com/https://tsl.mit.edu/covid19/Twitter@bjfr

For TeachLab’s fourth Failure to Disrupt Book Club episode, we look back at Justin’s live conversation with Natalie Rusk and Mitch Resnick from MIT’s Lifelong Kindergarten Lab and who are the developers of the Computer Clubhouse program and the Scratch programming language. They discuss the founding of these programs as well as Failure To Disrupt’s Chapter 3: Peer-Guided Learning at Scale: Networked Learning Environments.“I think sometimes there really is this misperception about this type of creative learning approach... it's growing out of, as you say in the chapter, John Dewey's ideas for the progressive education movement. And sometimes people characterize that as if-- just stand back and kids will do wonderful things on their own. And of course, if you stand back, some kids will do wonderful things on their own. But I think we're very aware that you need a whole variety of supports as Natalie was talking about. So I think sometimes people get the wrong impression about what's going to be needed. And then people might get disillusioned or feel that doesn't live up to the promise if they do just stand back and say, ‘Let it work on its own.’”    - Mitch Resnick In this episode we’ll talk about:Natalie and Mitch’s background and edtech storiesBeginning of Computer ClubhouseHow Scratch grew out of Computer ClubhouseProviding support and community to informal learning experiences Resources and LinksCheck out the Computer Clubhouse network!Check out Scratch!Learn more about the Lifelong Kindergarten Lab!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub4/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Susanna Pollack, president and director of Games for Change and Kate Selkirk-Litman, founding teacher and curriculum specialist at Quest to Learn, to discuss games in education and the STEM Your Game Challenge, a contest for game developers to reframe game design with the lean of serving STEM education.“The community that we want to tap through this challenge is the commercial entertainment game developer. The game developer who might not have thought about the use of their games in educational contexts, but think that there might be something unique about their game, that if paired with a curriculum developer, curriculum advisor, or an educator like Kate, could actually find those threads and those connections to align with STEM education…” - Susanna PollackNote: The deadline for submissions has since been extended to January 6, 2021. In this episode we’ll talk about:NYC school closuresGames for Change mission in light of COVIDSTEM Your Game ChallengeBridging games and educationPast examples of successful game implementations Resources and LinksLearn more about the STEM Your Game Challenge!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/games-for-change/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

Justin Reich is joined by Barbara Means, author and executive director of learning science research at Digital Promise to discuss her research with digital learning before and during COVID.“There were quite a few universities that for equity reasons told their instructors, ‘Don't do any synchronous instruction in the spring, just put everything online and let students do it asynchronously, that is on their own time whenever they wanted.’ We found that when there were no synchronous sessions, which could have been either with the professor or it could have been online office hours, or it could have been working with a teaching assistant in a section. But if there were no synchronous sessions, the students were less happy with their course and their learning. So they really wanted that connection with a real person just like many of us do. You call up customer service. And it's so frustrating even if after the fifth click you can get to what you want. You just want to say, ‘I want a real person to talk to me and tell me they're sorry.’”    - Barbara MeansIn this episode we’ll talk about:Barbara Means’ edtech storyIn-class vs remote learning researchThree helpful practicesThe importance of a personal relationship in teachingBalancing synchronous and asynchronous learningSelf-regulated learningImplementation models Resources and LinksCheck out Barbara Means’ book, Learning Online: What Research Tells Us About Whether, When and HowLearn more about Digital PromiseCheck out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/barbara-means/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s third Failure to Disrupt Book Club episode, Justin Reich reflects on a live conversation with special guests Cristina and Neil Heffernan. They discuss Failure To Disrupt’s Chapter 2: Algorithm-Guided Learning at Scale: Adaptive Tutors, and discuss the success of their tool ASSISTments.“According to SRI, they thought the reason why it was successful...They were like, "This fit in with what teachers were used to doing." They're used to actually assigning homework, and classwork. They could see before the kids walked in the door, which problems were hard. And so they could do something a little differently. In fact, what they did find is actually teachers didn't go over every item the way they used to. And of course they didn't because all the kids got feedback, but they still went over the stuff that was hard. And particularly in the places where there was common wrong answers because all those kids should be told, "Hey, you weren't all alone." Meaning, actually, you and half of the rest of you all screwed up this problem in the same way. And I think there's a social-emotional component of actually doing that as opposed to just sitting in class and realizing, ‘I got everything wrong’ and not knowing everyone else, or a large number of other kids are in the same boat.” - Neil Heffernan, Professor/Researcher/Program Director In this episode we’ll talk about:The Heffernan’s edtech love storyPersonalized learning vs. forming communitiesThe rhetoric behind algorithm-guided edtechThe core of ASSISmentsNon-disruptive edtechProviding teachers with student feedback dataVirtual Professional Learning CommunityThe surge of online learning with COVIDResources and LinksCheck out ASSISTments!Watch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub3/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined by S. Craig Watkins, professor at the University of Texas at Austin and a respected voice on digital media and youth culture. Together they discuss the affordances and limitations of technology in education and the digital divide created as technology becomes a staple in the classroom.“What struck me is even as I came into the project aware of these ideas around the digital divide and the tech rich and the tech poor, the haves and the have-nots, when we subscribe to that view with no other considerations and in a very one-dimensional way, we end up imposing a kind of deficit narrative on those who we see as occupying the wrong side of the divide. That is to say we only see them, right, through lack. Lack of access to technology, lack of educational opportunities, lack of interest, lack of motivation, lack of this kind of capital, that kind of capital.”-S. Craig WatkinsIn this episode we’ll talk about:S. Craig Watkins’ edtech story: Using technology in the educational settingThe digital divideEarly adopters of mobile technologyHow classes and curriculum can stifle the creativity the technology introducesHow the pandemic changes and doesn’t change edtech Resources and LinksCheck out Young People’s Transitions into Creative Work: Navigating Challenges and OpportunitiesCheck out The Digital Edge: How Black and Latino Youth Navigate Digital Inequality by S. Craig WatkinsCheck out Don't Knock the Hustle: Young Creatives, Tech Ingenuity, and the Making of a New Innovation EconomyCheck out Justin Reich’s new book Failure to Disrupt: Why Technology Alone Can’t Transform Education Transcripthttps://teachlabpodcast.simplecast.com/episodes/s-craig-watkins/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

This week on TeachLab, host Justin Reich is joined in a live webinar by members of the Youth in Front team. They answer questions and share reflections and resources that we believe can help educators process this moment themselves and with their students.“So I've been doing a 10 minute election update every day...but again, really thinking about dosage and trying to just think about what is the right amount to not sort of overwhelm you or drown you in this, but also to make sure you feel like you have space to engage. And if it takes more than 10 minutes, then we take more than 10 minutes. But trying to just plan in doses, as opposed to entire lessons about the election or the electoral college, which is how I would have taught it in person. In person, there would have been a whole voting unit and we would have gone through every element of it. I didn't feel like that was the right move in this context, and so I didn't. So I've done these sort of 10 minute doses.” - Neema AvashiaIn this episode we’ll talk about:IntroductionsHow post-election has looked in K-12 school communityHow COVID affects election educationThe multiple views of student activistsCivic education opportunities with high student awarenessTeacher transparency on personal political viewsGrounding conversations in specific textsTeaching Challenging Issues in Uncertain Times: Strategies for Online and Hybrid Teaching online course Our GuestsNeema Avashia from Boston Public Schools Kevin Dua from the Cambridge Public Schools Joshua S Littenberg-Tobias from the MIT Teaching Systems Lab Sara O'Brien from Youth In Front Resources and LinksWatch the full webinarCheck out Conversations Across Differences with Meira LevinsonCheck out Teaching Challenging Issues in Uncertain Times: Strategies for Online and Hybrid TeachingCheck out Youth in Front: Understanding and Supporting Student-led ActivismCheck out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/youthinfront/transcript Produced by Aimee CorriganRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s second Failure to Disrupt Book Club episode, Justin Reich is joined again by friend and colleague Audrey Watters to reflect on their conversation with special guests George Siemens and Elizabeth Losh. They discuss Failure To Disrupt’s Chapter 1: Instructor-Guided Learning at Scale and Massive Open Online Courses, looking at “three big bets of MOOCs,” and exploring why MOOCs failed to achieve their most ambitious goals. “I don't know if I've ever seen an ed tech thing where we can spend eight years talking about, "What is it?" We've been trying to define, "What are MOOCs? Are MOOCs this, are they that? They're not this, they're not that." I find it fascinating why we're finding so much difficulty really nailing down what MOOCs are and what role they play.” - George Siemens, Writer/Professor/Researcher In this episode we’ll talk about:Elizabeth Losh’s EdTech storyThe global impact of MOOCs Online and remote learning during COVIDFemTechNet as an example of creative innovationProductive discourse in online forumsThe complicated relationship between Universities and MOOCs George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, organizational effectiveness, and complexity in digital environments. He is a Professor and the Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and co-director for the Center for Change and Complexity in Learning at the University of South Australia.Elizabeth Losh is a theorist and scholar,  and the Gale and Steve Kohlhagen Professor of English and American Studies at the College of William and Mary. She specializes in Rhetoric; Digital Publishing; Feminism & Technology; Digital Humanities; and Electronic Literature. Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book, Failure To Disrupt! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub2/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

For TeachLab’s first Failure to Disrupt Book Club episode, Justin Reich is joined by friend and colleague Audrey Watters for her insight on Justin’s new book as a well respected writer on educational technology. They reflect on and play clips from the first live webinar Book Club from September 21st, where they were joined by special guest Chris Gilliard, Professor of English at Macomb Community College, to get his unique privacy and surveillance perspective on the book’s introductory chapter and edtech in the age of remote learning.“I mean, one for one, the pandemic highlighted that it's a place where kids go because their parents have to go to work. It's a place where kids get fed. It's all these things. As an educator, I don't want to overstate this. I believe strongly in education, but it is a place where people, in some ways, it holds people until they're adults. I'm trying to state that in the least offensive way possible. I mean “watch” in all the different ways you might think about it. Watch as in oversee. Watch as in take care of. Watch as in monitor.”  -Chris GilliardIn this episode we’ll talk about:Initial reflections on the webinarPrivacy and surveillance in schoolsMistaking surveillance for careCriticisms of “Learning at Scale”The incentives of technology companiesMoving forward with edtech during pandemic times Resources and LinksWatch the full Book Club webinar here!Check out Justin Reich’s new book! Transcripthttps://teachlabpodcast.simplecast.com/episodes/bookclub1/transcript Produced by Aimee Corrigan and Garrett BeazleyRecorded and mixed by Garrett Beazley Follow TeachLab:FacebookTwitterYouTube

On this week's Tech Nation, Moira speaks with DR. JUSTIN REICH, Director of the Teaching Systems Lab at MIT and host of the podcast, TeachLab. His book is “Failure to Disrupt … Why Technology Alone Can't Transform Education”. Then Tech Nation Health Chief Correspondent DR DANIEL KRAFT tells us that we are having an “Infodemic”.

New book alert! Author and educational researcher, Justin Reich, share about his new release, Failure to Disrupt: Why Technology Alone Can't Transform Education from Harvard University Press. Justin is the Mitsui Career Development Professor at MIT. 

New book alert! Author and educational researcher, Justin Reich, share about his new release, Failure to Disrupt: Why Technology Alone Can't Transform Education from Harvard University Press. Justin is the Mitsui Career Development Professor at MIT. 

Massive Open Online Courses (MOOCs) provide free lectures and assignments, and gained global attention for their potential to increase education accessibility. Plagued with high attrition rates and fewer returning students every year, MOOCs have pivoted to a new revenue model—offering accredited master's degrees for professionals. Host Meagan Cantwell speaks with Justin Reich, an assistant professor in the Comparative Media Studies Department at the Massachusetts Institute of Technology in Cambridge, about the evolution of MOOCs and how these MOOC professional programs may be reaching a different audience than traditional online education. Archaeologists were flummoxed when they found a brilliant blue mineral in the dental plaque of a medieval-era woman from Germany. It turned out to be lapis lazuli—an expensive pigment that would have had to travel thousands of kilometers from the mines of Afghanistan to a monastery in Germany. Host Sarah Crespi talks to Christina Warinner, a professor of archaeogenetics at the Max Planck Institute for the Science of Human History in Jena, Germany, about how the discovery of this pigment shed light on the impressive life of the medieval woman, an artist who likely played a role in manuscript production. This week's episode was edited by Podigy. Download the transcript (PDF) Listen to previous podcasts. About the Science Podcast [Image:Oberlin.edu/Wikimedia Commons; Music: Jeffrey Cook]

CAN TEXT MESSAGES AND INTERVENTIONS NUDGE STUDENTS THROUGH SCHOOL Smartbrief   presents award winning educational blogger Justin Reich, Executive Director of the PK 12 Initiative  at MIT and co-founder of EdTech Teacher