Register for the live webinar on March 24 at 4 p.m. Eastern.
“Black History, Continued” is an ongoing series from The New York Times that explores pivotal moments and transformative figures in Black culture and examines how the past shapes the present and the future. “We believe the story part of Black History is vital because, like elements in a periodic table, each story is a building block of possibility,” Veronica Chambers, the Narrative Projects editor, writes in announcing the series.
In this webinar, educators will hear from Ms. Chambers about how each installment in the “Black History, Continued” series is selected and created. We’ll also discuss how this series and related resources can be used in the classroom for teaching and learning.
The Learning Network has created an extended lesson plan to help teachers use the series in their classrooms, both during and after Black History Month. It includes a writing prompt, five Lessons of the Day using different articles from the series, and activities to help students reflect upon and share what they have learned.
C.T.L.E. credit is available for New York educators. All participants will receive a certificate of completion.
Register now to join our live webinar or to receive a link to view the on-demand recording.
2. What is peat not good for? What is it good for?
3. Why is peat “the world’s best carbon sink”?
4. How is peat able to hold so much carbon?
5. Why has so much peatland been destroyed around the world? Give at least three reasons.
6. The article says that a disturbed peatland “can become a villain.” What does that mean?
7. What is the best way to heal a peatland?
8. Why is it so important to protect peatlands?
Going Further
What else do you want to know about peat and its ability to fight climate change?
The New York Times’s Headway initiative, which investigates challenges around the world and how to solve them, is inviting readers to submit their questions about the muddy wetlands:
Over the next few weeks, we’re collecting all your questions and curiosities about peatlands. No question is too big or too small. We’ll gather all of your responses and consult the most knowledgeable people we know on the subjects of peatlands, wetlands and climate change. We’ll message you back with what we’ve found.
On your own, or as a class, brainstorm responses to the following questions posed by Headway:
If you are doing this activity as a class, after you have brainstormed as many ideas as you can, choose at least one question your class has about peatlands and one important environment in your community to share.
Then, you can submit your answers via the form at the bottom of the article. Students 13 and older in the United States and Britain, and 16 and older elsewhere, may submit their responses using the form. Teachers and parents can submit on behalf of younger students.
Do you consider yourself “emotionally intelligent”? In other words, are you able to identify and acknowledge feelings in yourself or others? How important do you think it is to be able to do that?
Students, click through the entire story, then tell us:
How emotionally intelligent are you? Which elements described in the article — self-awareness, self-regulation, motivation, empathy and socialization — do you think you are good at? Which could you work on?
Which emotions do you find easy to recognize in yourself and others?
Which emotions are more challenging for you to identify? Why do you think that is?
Can you think of a time in your life when you put emotional intelligence to use? What happened? How did it benefit you? Can you think of a time when you wish you had been more aware of your feelings or the feelings of others?
How often do you think about what emotions others may be experiencing? Do you adjust your behavior based on other people’s feelings?
Want more writing prompts? You can find all of our questions in our Student Opinion column. Teachers, check out this guide to learn how you can incorporate them into your classroom.
Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.
I’m the worst when it comes to questions. I often will ask way too many questions to a vendor, regardless of if they are a learning system, e-learning solution, other providers or a 3rd party publisher. I will usually say, okay this is the last question, then follow-up with another question.
Perhaps it is a question that just popped into my mind, or it could be based on what I heard with the previous inquiry.
Sometimes in my inquiries, I will ask a question and then say “Correct”? And the vendor will either say yes or no.
I find that vendors often are used to the same questions over and over again, thus their response is somewhat robotic, I get that. I will dive deep (usually far beyond) what their usual response is, to truly get at the root if you will. I want to know from all different perspectives, from my role as an analyst, to the role of those in L&D and Training, and even to the role of folks who are not in either field but are the ones making the decisions and overseeing the whole thing.
The goal here is to know, simply that. I never allow a vendor to drive the route. They do that anyway, especially at trade shows, when folks ask them questions. They can steer this way or that way, but with me, I am the speed bump on the road.
When it comes to data, I often talk about it as the story for your learning and training. In past posts, I’ve covered it from the learning system standpoint.
This post though is different.
Rarely do folks who purchase off-the-shelf courses/content from a 3rd party publisher, ask that publisher questions, let alone ones tied around data they are capturing. If you are using an aggregator, such as GO1 or OpenSesame, then those questions go directly to them, as they are the head, per se, of the content/courses that sit on their platform, which you have purchased access to – with all those publishers. Later this month, a showdown between GO1 and OpenSesame and a new 3rd party aggregator (global brand name) – but not yet launched, with take place. Each of these vendors were asked questions, questions of relevance, which for key ones will be posted as part of the analysis.
This is mentioned here, because a lot of the questions were around data that they capture, how it is used to analyze engagement of the courses and content, usage and so forth.
A key question that I ask any 3rd party publisher, is whether or not, the client (regardless of if they purchased the content/courses direct and then added it to their learning system, or they sit on the platform, sort of a B2B, or they selected the courses/content from an e-learning marketplace that is available from the learning system vendor).
The Initial Questions
Remember these are questions, that you will ask your 3rd party publishers – questions that will help you with the story for your learning and training. I hear way too often from folks (buyers) who see usage drops, or say employees dislike the system. Then I dive into it, and courses/content plays a key role.
Systems whose data doesn’t really help your learning or training, although the perception might be there, is just one part of the entire story. The other, the key to the kingdom if you will, comes from your 3rd party content publisher.
For those of you, who have no background in L&D or Training, don’t fret, these are questions you should ask. For those of you in L&D and Training, what I have found is that some ask questions, others do not, and the questions themselves may not be the right ones.
There will be questions that are tailored to one publisher (i.e. you purchased courses/content from a specific publisher – thus if you purchased from three publishers, you ask the same questions) OR to an aggregator (GO1, OpenSesame, Udemy, Coursera), which have multiple publishers on their platform.
Let’s resolve that.
Data Capture (Regardless if it’s onepublisher or an aggregator)
What data are you capturing, or can you capture with the courses/content we have purchased?
What types of data do you capture with your off-the shelf courses and content? (This is general and not specific to what you may or may not purchase) This is usually my first question when it comes to data.
What data can you share with us or willing to provide to us? (Sometimes the retort is “what data to you want?”, which since you may not know, is obtuse)
How do you track the data and analyze it? Do you use trend lines? Track and compare or correlate – based on say usage and engagement?
Do you have data scientists in-house? (If they are capturing data, someone built those data sources, so the answer you are seeking is Yes. Especially if the vendor has algorithms in place – aka machine learning, which many refer to as A.I.)
Usage and Engagement
In an ideal world, a publisher would be able to drill down to a course that has a TOC and tell you how many times X learner went into a certain chapter, how often, time per visit, and then a total amount of time. Too many publishers, even systems for that matter, go cumulative, which tells me, what exactly? If you have a course and your 30% of your learners are going only into chapter three, and none of the other four chapters wouldn’t that be of more use to you, then say, the publisher or system telling you that 30% of your learners went into the course, without getting more specific?
If the publisher can drill into specific chapters of a course (assuming it has a TOC), where did the learner go? How often? Is there a trend with other courses that are similar to the subject chapter, and if yes, what is that learner doing?
Example: The learner goes into a Microsoft Excel course and looks only at pivot tables. They, go in there several times, maybe for a minute or more (after all, they are learning how to do pivot tables, and likely have Excel actually open, and thus doing what they are learning). There are other courses in your system, from the same publisher, that are Excel related. One is a short video around macros and pivot tables. Is the learner going into that video too? If yes how long? Let’s say the video has a TOC (you can do it with some). Where are they going? Are they going to say only a scenario or a specific section? Again, the more data you have, around usage and engagement, the better it will be to select other courses similar, to find other publishers that align to the same area, or remove those from the learner’s catalog options, that are not relevant to that learner.
What courses/content is the learner selecting? Which ones are being accessed the most? Do you track trends on a specific learner’s usage and engagement or only total (if they do)?
In the catalog or courses we purchased (if single publisher), what courses are the most popular by our learners in terms of usage? Which ones are the most popular by the amount of time? Which are the least popular by usage? (This data will help you weed out unpopular ones – it is due to subject? Course design? or what?)
If you are with an aggregator, such as GO1 or Open Sesame for example, course usage by learner and information as the previous bullet point is the same, however there is a slight twist. Aggregators find that people tend to purchase the per seat, you get access to all the publishers – courses and content. Thus, finding out usage and engagement goes a further step – what publishers are the most popular for our learners, (ideally individual too), and of those publishers, what subject – topic- category? Which ones are the least popular? Are there any, that are not being used?
Define popular? This is key, because what you think “popular” is, isn’t necessarily how the vendor identifies popular. To me, popular is based on usage, however, I have found publishers who use a formula that includes “ratings” of the course/content, number of views, completions (yuck – worst factor to include) and other data.
LinkedIn Learning’s “popular” honestly makes no sense. I’ve written about in the past, but in doing a random sampling (to see if there is a trend), LL will show popular based on the number of learners, but have courses, that are not in popular, even though they have more learners than those in popular.
Take a look (there is no audio)
If you are providing LL to your end users – they are seeing a screen like this – and thus popular, I suspect to them, will be based on learners – i.e. usage with high access being the key indicator, but it clearly is not.
On your system, with the publisher or aggregator you go with (LL requires you to go to their site directly), ask them around popular.
Ratings, can be a factor for some publishers, but even then, specifically, is it an aggregate? Do the learners know what one star means compared to five star? On your back-end, i.e. the publisher, what do they define as a one star or two stars or three and so on? Can they provide data as ratings tied to the course(s) to the subject areas and level of engagement? If we go back to the Excel Pivot Table example, are the ratings based on the entire course – say Excel 201, or is it based specifically or can it be, based on a specific chapter? Can a learner change the rating? Does the publisher identify that, i.e. what it once was, to what it is now? If yes, do they time stamp? OpenSesame for example, does exactly that with their courses/content. They can show what rating that learner gave for the course, and if they changed it, what is it now, and they time stamp.
This is at the course level though.
Segmentation, drill down with publishers is a definite challenge. And I hope that publishers start to take notice, that by chapter if available, is more of relevance, than the total course, especially if the learner isn’t going thru the entire course – which honestly, they shouldn’t – if it does not require to be completed. Usage and Synthesis is tied directly with interest, and as a result, a trend will appear that benefits the learner and you.
If the publisher offers scenarios – i.e. real world sims, rather than just an assessment, engagement data is very important. What is that learner doing – in the sim? What data can the publisher provide in scenarios or sims?
If the course has additional materials that someone can view or download, can the publisher provide any data around that? Let’s say the Excel 201 course has five additional resources a learner can download, Carolyn, the learner, downloads only one of the five, even though she looked at all of them. By examining this data, you can ask – why? Is it directly tied around what she is only looking at? Does it indicate something or some other area of interest to her? And if yes, are there courses or content that can be offered to her along that subject?
If other learners for that course, are selecting only the same resource, a green light bulb should be flashing in your brain – this is a trend, and important indicator. Why, should be your first thought.
Other data
Is there or are there any other data that the publisher or aggregator provide to you?
What do they recommend for you to know?
How can they provide the data to you? .CSV only? Can they provide it as a visual dashboard or with graphs and other visualization?
Can you receive the data at X time or Y time – i.e. some type of schedule where they send it to you?
If the data shows poor usage, ratings, etc – can the publisher remove the course or content from your system or hide it so your learners can’t access? (This is a big one if you use an aggregator). Will they notify (again, if you are using an aggregator) the publisher? Can they – the aggregator provide any data from other buyers – Not their names – but tied around that specific publisher? In other words, is the aggregator aware or tracking poor usage, unpopular of each publishers they have in their system? What data – i.e. the aggregator – as it relates to all their publishers – do they track? Can they provide you with any of that data?
Bottom Line
I left out, the curation angle – i.e., how often does the publisher update their content? How do they decide or what factors are part of their decision-making process to remove or add new course(s)/content? How many people are on the team (i.e. is it more than one person), who makes that decision? What factors do they consider when adding a new course/content – is it based on trends, or client feedback or some combo or what?
For 2022, the latest trend is mental well-being. Does the publisher have any of the courses/content? If yes, how many, and what are the topics?
I always ask publishers whether it is their responsibility or that of their client, to provide information and assistance on what data and how the client can tap into it to improve the learning/training of their end-users.
In 2017, Microsoft released Xbox Game Pass. For $10 or $15 a month, subscribers could play a specific set of games for as long as they stayed on the service. That upended the traditional model, where people paid $60 for games like Call of Duty and owned them forever.
To persuade game publishers to put their titles on Game Pass, Xbox executives flew around the world to meet developers and proselytize their vision of an industry where video games were cheap and easily accessible.
Daily Word Challenge
Can you correctly use the word proselytize in a sentence?
Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.
Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.
If you want a better idea of how proselytize can be used in a sentence, read these usage examples on Vocabulary.com.
Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.
1. After looking closely at the image above (or at the full-size image), think about these three questions:
2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)
3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.
Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.
4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?
The Reveal
We’ll post more information here on Thursday afternoon. Stay tuned!
Students 13 and older in the United States and the Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.
Here is the February edition of Teenagers in The Times, a roundup of the news and feature stories about young people that have recently appeared across sections of NYTimes.com. We publish a new edition on the first Thursday of each month.
For ideas about how to use Teenagers in The Times with your students, please see our lesson plan and special activity sheet, both of which can be used with this or any other edition.
Each Wednesday we shine a spotlight on five student activities that support a broad range of learners. In this week’s roundup of accessible activities, we invite students to learn about pedestrian deaths during the pandemic, reflect on receiving good advice, share their reactions to the war in Ukraine, make observations about a photograph and consider if they would ever eat bugs for a better environment.
Note: To learn more about this new weekly feature, read our introductory post. Please share your thoughts in the comments section or by emailing us at LNFeedback@nytimes.com.
1. Learn about the rise in pedestrian deaths.
This Lesson of the Day tells the story of pedestrian deaths in Albuquerque. Students will consider pedestrian safety in their own community and also try to understand some of the reasons for the increase in reckless driving during the pandemic.
2. Share who they turn to for good advice.
In this Student Opinion, students will read advice given by a 5-year-old to his mother. Then, they will consider times when they have given or received helpful advice. They can share their responses in the comments section.
3. React to the war in Ukraine.
In this Picture Prompt, students share why they think landmarks, such as the Eiffel Tower, the London Eye and World Trade Center in New York City, are lit in blue and yellow. Then they connect their thoughts to current events and consider what message the lit-up landmarks are sending. They can also join the hundreds of students who have already commented in our forum for young people about Russia’s invasion of Ukraine.
4. Make observations about an image.
This week’s What’s Going On in This Picture asks students to make observations about a photograph depicting a current event. Students respond to three questions: What is going on in this picture? What do you see that makes you say that? What more can you find? Then, they can share their answers in the comments section, read what other students think is happening and check back in on Thursday afternoon for the reveal.
5. Watch a film about cooking — and eating — insects.
In this Film Club, students learn about how our food system causes as much as a third of global green house gas emissions. What does this Opinion video suggest doing to address the problem? Eat insects. After watching the video, students respond: Would you eat bugs for a better environment?
You’ve probably heard of the C programming language. C has been around a long time, being released in 1972. There’s likely some software on your computer written in C. Maybe even the whole operating system.
Then there’s C++, but how does it differ from C? And the confusion doesn’t stop there. There’s also C# and Objective-C. Each of these programming languages is different, but they’re all related. C was the first of these languages, and the rest either extend from it or are based on it.
Below, we’ll take a closer look at the differences between these languages and how to learn more about them.
The need for different programming languages
Why would someone go through the trouble of creating a new programming language based on another one instead of using the original?
First, it makes the new language accessible to the existing language’s user base. Second, it saves developers time since the existing language’s core features don’t need to be recreated from scratch.
Third, technology moves fast. Modern computers have more processing power and RAM than those from a decade ago. As hardware changes, programming languages have to be updated to keep up with technology.
Programming language developers also have new ideas about how the language should function. They believe these changes will improve performance and make the development experience easier — and they’re often right. After all, we once had to write computer programs with punch cards.
Below are some general differences between programming languages that led developers to create alternative versions of C.
Procedural vs. object-oriented
Most programming languages in the earlier days used a procedural programming paradigm. In procedural programming languages — which first appeared in 1957 and included the FORTRAN, ALGOL, COBOL, and BASIC languages — the program’s functions contained a set of steps that were executed in a specific order. Functions can be reused and can also call other functions or even themselves. C is also a procedural programming language.
Another programming paradigm is object-oriented programming which is based on two data structures: objects and classes. In object-oriented languages, you can create a `class` structure that represents a real-world object with variables and methods attached to it. This structure can be used repeatedly to create copies of itself.
For example, your program could have a `User` class that contains data like the user’s first name, last name, and email. It could also have methods like one to email a user. If you create a new user in your program using this class, the new user object will have all the data variables and methods it needs already built-in. C++, Objective-C, and C# code can all be written in a procedural and/or object-oriented programming style.
Portability
Software portability refers to a program’s ability to be compiled and run on different platforms. Take Google Chrome as an example. While you can’t run the Windows version of Chrome on a Mac computer and vice versa, all versions of the final executable program are compiled from the same codebase. This is called source code portability.
You can compile the code to run on different operating systems using a compiler for that operating system. For example, C and C++ have source code portability. But there’s also another type of portability called application portability. Portable applications can be moved between environments and run on any.
Java applications are portable in this way, thanks to the Java Virtual Machine (JVM), which is like an in-memory virtual computer that Java applications run in. This way, you can run the same Java application on Windows, Mac, or Linux as long as the environment has a JVM installed for that specific operating system.
C# uses the application portability concept like Java, but instead of a JVM, it has a .NET common language runtime.
Syntax and language features
Programming languages have different syntax and features. The syntax is the set of rules that define the combination of symbols you have to use to define the code you’re writing. For example, functions in C are surrounded by brackets, but functions in Python are defined using indentation.
The languages in this article all use the C programming language syntax, except for Objective-C. Objective-C uses the same syntax as C for all of its non-object-oriented functionality. But for objects, it uses a syntax like another programming language called Smalltalk.
The features of a language can apply to a lot of things. A major feature difference in the C family of languages lies in how they execute the code referenced by a method. In all of these languages except Objective-C, the method being called is bound to the section of the class where it’s located when the code is compiled. In Objective-C, a message is sent to the class at run-time and is resolved while the application is running.
So in Objective-C, the called method has complete control over how to handle the action. But in the other C languages, it’s hard-coded when the application is compiled.
What is the C programming language?
C is a general-purpose, procedural programming language that was first developed by Dennis Ritchie in 1972. Ritchie created this new programming language based on existing programming languages: ALGOL, BCP, and B. He took features that worked in those languages and combined them to create C.
Up to that point, all operating systems were created in a programming language called Assembly, which is the lowest-level language you can write to interact with the hardware in a computer. Low-level languages are more complex and typically involve using many more symbols than the programming languages you’re familiar with. But, because of C’s power and flexibility, version 4 of Linux became the first operating system written in a programming language other than Assembly.
C quickly grew popular because, compared to the other programming languages that existed at the time, it was a lot easier to read, understand, and code. C gave programmers all the performance that comes with manipulating hardware at a low level, along with the ability to do so in a readable syntax.
Along with the C family of languages, several other languages have used C as a guide. Java, PHP, JavaScript, Swift, and even Golang use some of the same syntax that C pioneered.
The other programming languages in this article have replaced C in many places, but it’s still widely used by developers who’d rather not deal with the complexity and multiple subsets of the C++ programming language. The team that develops the kernel of the Linux operating system still only uses C, which allows control over the hardware.
What is the C++ programming language?
C++ is a general-purpose programming language created by Bjarne Stroustrup in 1985 to extend the C language. It has all of C’s low-level memory manipulation features but added the object-oriented programming paradigm.
While the other members of the C family have replaced C in some applications, C++ is the most common replacement for C. In fact, it’s a direct replacement in most cases.
C++ is used where performance is at a premium and low-level control over the system’s resources is needed. It’s commonly used to develop operating systems, video games, database software, web browsers, and embedded systems.
Probably the highest concentration of C++ developers work in the game development industry, where the language’s control over computer GPUs is unmatched, allowing for the life-like 3D graphics we see in modern video games. It’s also a popular language for IoT devices where code interacts directly with custom hardware.
What is the Objective-C programming language?
Objective-C is a programming language that was developed in 1984 by Brad Cox and Tom Love. They saw the need to add the object-oriented paradigm to the C programming language but used the Smalltalk language as their guide.
This led to one of the major differences between this member of the C family and the others in this article. Most of the syntax in Objective-C is similar — except when it comes to creating or handling objects.
The rights to Objective-C were acquired by a company called NeXT, which used it in a custom programming platform called OpenStep. In 1996, Apple acquired NeXT and used OpenStep in its new operating system, Mac OSX.
Most of Apple’s current Cocoa API is based on OpenStep, and Apple’s Xcode is based on NeXT’s Objective-C development tool. Objective-C quickly became the programming language for Apple products, and for the most part, exclusive to Apple products.
By 2014, when Swift was released, Objective-C was mostly unchanged over the previous 40 years, and there had been a lot of advancements in programming language development. Swift is interoperable with Objective-C (which means it can run alongside it in the same application), and it’s much faster and easier to write. Apple eventually suggested that developers use Swift rather than Objective-C, which has been in a slow decline ever since.
What is the C# programming language?
C#, like all the other children of the C programming language in this article, is an object-oriented, general-purpose language. Microsoft released C# in 2000, adopting features from Java along with C. Instead of being compiled to run on a specific operating system, C# was compiled to run using the .NET common language runtime, much like Java was compiled to run on the JVM. For more of the differences C# implemented, check out C# vs. C++.
Initially, C# was a closed-source programming language designed to run on Windows. It was used to develop desktop applications for the Windows operating system and server-side applications for Windows servers. It’s also the most popular language used in ASP.NET development.
But in 2014, Microsoft released C# as free and open-source and offered builds for both Linux and Mac OSX. It’s since found use in game development and web service development, making C# a widely used language on all popular operating systems.
Learn more
Now you can tell the differences between the programming languages in the C family. It’s a pretty diverse family, but all these languages owe their existence to C.
C is still a popular language, especially with embedded systems and places where object-oriented programming isn’t needed. Try our Learn C course if you’re interested in learning the basics of the language.
Still, most developers opt to use C++ instead because of its additional features. To learn both, you only really need to learn C++ because it’s a superset of C. Supersets are programming languages that contain all the features of another language — and then some.
To get started with this popular high-performance programming language, check out Learn C++. Or, if you’re already familiar with the language, then our intermediate course, C++ for Programmers, will take your skills to the next level.
Since Swift has mostly replaced Objective-C — even Apple recommends using it — we suggest taking our Learn Swift course if you plan on writing code for Apple products. If you want to use a higher-level programming language than C++ and plan on creating Windows desktop applications, video games, mobile apps, or web services, then C# is an excellent choice. Our Learn C# course will teach you the fundamentals of C# and how to build applications.
Journalism helps us navigate a complex world, shines a light on the truth, and provides analysis, insight and context to the most pressing issues of our day. In this summit for educators and librarians, The New York Times Education and Library Subscription Program brings you a series of discussions featuring Times journalists, leaders in education, and the staff members who produce research and education tools at The Times.
Join us as we take a peek behind the curtain at the innovative and urgent work in our newsroom, as well as engage in informative conversations on the tools, resources and tips that can help educators and librarians use journalism as a method for learning and growth for their students and communities.
This event aims to inspire educators from high school to higher education — and librarians of all kinds — with insight and ideas on the world of journalism and how to make it part of their curriculum and programming.
March 22, 2022
3 p.m. Eastern time Summit Kickoff with the Times columnist Tom Friedman
Tom Friedman, a New York Times Opinion columnist, discusses helping today’s students become global citizens by understanding the world through journalism.
4 p.m. Newsroom Discussion
“Choose Your Own Adventure with Headway”: A panel conversation with the journalists behind The Times’s ambitious new Headway project, which invites readers to be part of the journalistic process via its Public Square.
5 p.m. Bringing The Times into the University Classroom
Join a panel of professors and leaders in higher education for a practical conversation on the complex questions of contemporary learners and how colleges and universities can foster critical thinking by bringing reporting and journalism into postsecondary learning.
RSVP for Day 1 below:
March 23, 2022
2:30 p.m. Live! Puzzle Challenge With New York Times Games
Join a live solve with Sam Ezersky and Wyna Liu, Times puzzles editors.
3 p.m. Newsroom Discussion
“Navigating the Truth”: A panel discussion on media literacy and accountability in an age of misinformation.
4 p.m. Research Webinar
“The New York Times, Past and Present”: Jennifer Parrucci, a New York Times senior taxonomist and archivist, dives into the history of the Times archive and discusses how teachers and librarians can make use of TimesMachine — our searchable, browsable database of every published paper between 1851 to 2002 — as a powerful tool for research and learning.
5 p.m. Teaching Webinar
“Bringing The Times Into the High School Classroom”:Join the team behind the Learning Network to discover how a Times subscription can help your students better understand the world, hone their writing voices, practice real-world data literacy and much more. We’ll take you past the front page to give you practical ideas for bringing the world into your classroom with The Times.
