One aspect in particular that has generated both massive interest and dialogue has been [...]]]> As technology continues to advance and to make inroads into so many aspects of our every day life, the classroom in particular has been very keen to find new and more effective ways to deliver on the core mission statement: teaching.

One aspect in particular that has generated both massive interest and dialogue has been the utilization of video. With the amount of information that our society now has at it’s fingertips, how we as a society, and for that matter as a micro-society (a classroom) ingest information has changed dramatically. Not only do we have access to vast troves of information, but our media expectations have evolved as well.

Video

One area in particular that has seen a tremendous shift as a result of recent technology is in how we view and utilize video.

As creators, or ability in this space of video has increased tremendously – many of us now walk around on a daily basis with a video camera in our pocket (the smart phone!)

As viewers our expectations surrounding video have evolved tremendously as well. Watching video used to be a much more involved process. We either had to enter a very large auditorium (the movie theater) or we had to sit in front of a large processing machine in order to see video (the television). Today we still of course continue to have access to movie theaters and television sets, but we know can watch videos from our desktops, our laptops, or phones and of course virtually every new product that Apple releases which is quickly translated into a competing product at virtually every other computing company. There are a lot more windows and many of those windows have an ability to travel (in your pocket, your backpack or even the backseat of your car.)

Not only has our expectation changes in regard to video, but frankly as a result of video now having become so accessible both for the creator and the viewer, video has to a large extent also become expected.

Video in the Classroom

In an environment where quality video is suddenly much more able to be created and where so many of our students are spending so much of their time interacting with video outside of the classroom, the classroom of course can evolve. And this is where it starts to get interesting. This is also where we begin to see an area for debate.

In terms of expectations, in the the classroom, no longer does the playing of a video have to be preceded by the closing of shades and the setup of a cumbersome video projector. In many of today’s classroom, playing video is as simple as heading over to a web browser and clicking play. Further, we are beginning to see portable technologies enter the classroom in ways that even a few years ago felt unimaginable.

Outside of the classroom, we are also seeing a very active movement that is focused on bringing learning into the home that is heavily reliant on the use of video.

The next few years promise to continue to bring in many interesting innovations purely in the space of Video in the Classroom.

Beyond Video – Flipping the Classroom

While video has a very active role to play in how we educate – video alone is not enough. And with the introduction of many new learning technologies we are also beginning to see a very active discussion around the process of Flipping the Classroom where educators are introducing technology into the classroom to help augment the more traditional lecture format, freeing up critical teacher time to address one to one education that is more customized to each student’s needs.

And yes, in this type of teaching environment video has begun to assume an ever increasing role as a wonderful way to integrate into a teacher’s lesson plan and to work with other teaching materials such as printed words, photographs, classroom lab work and the very well established teacher oration.

Here at Why Science, our team is very focused on utilizing technology to help support educators as they try to achieve on Mission Critical – the education of our children. We see the flipped teaching model showing tremendous promise, and we feel the use of the right types of video provides our classrooms with another wonderful resource that continue to providing increasingly value to our classroom for a long time to come. We also continue to be very excited about our own role within the wonderful teaching ecosystem and we look forward to continue to maintain a very active role in this very active intersection of technology and education.

Walking into a classroom every day, [...]]]> As you may already know, we are in the middle of Teacher Appreciation Week (May 7 – May 11, 2012). There are so many things to enjoy about this particular event, but we should start at the top with a recognition that we appreciate everything that teachers do.

Walking into a classroom every day, motivating, inspiring, and yes teaching children is certainly an endeavor worth celebrating!

Of course we know all teachers are great and offer tremendous value to all classroom, but as our company is focused on STEM learning, we’d like to make a more narrow suggestions for everyone as they continue to celebrate Teacher Appreciation Week – if you have not yet done so, please let make sure to share your appreciation with your math and science teachers as well! We know they’d love to hear from you and yes, your words and actions do have tremendous value and they can serve as a great ongoing motivator for those who have taught you in the past, or perhaps even those teaching you today.

For our part, we’d like to once again express our sincere appreciation to all the teachers that we have had to the privilege of interacting with here at Why Science as well as all the teachers our entire team has had the honor of learning from.

The event, “A Conversation with Dr. James P. Comer and Dr. [...]]]>

Dr. James P. Comer

Dr. Edmund Gordon

Southern Connecticut State University (SCSU) and the New Haven Public Schools co-sponsored an event to honor two of our nation’s most influential outstanding scholars and education reformers, Dr. James P. Comer and Dr. Edmund Gordon, for their lifetime achievement towards closing the achievement gap.

The event, “A Conversation with Dr. James P. Comer and Dr. Edmund Gordon”, took place on May 4 at the Metropolitan Business Academy, 115 Water St., New Haven. During the event, Comer and Gordon were recognized with readings of citations and letters from dignitaries including Richard C. Levine, President of Yale University, and Congresswoman Rosa DeLauro. Presentations honoring their achievements were made by Dr. Reginald Mayo, Superintendent New Haven Public Schools, Dr Marianne Kennedy, Interim Provost and Vice President for Academic Affairs SCSU, Dr. Micheal Sampson, Dean School of Education SCSU, Dr. George Coleman, Former Deputy Commissioner Connecticut State Department of Education, John DeStefano, Mayor City of New Haven, David Cicarella, President New Haven Federation of Teachers, and several faculty at SCSU.

Comer and Gordon  framed a context for working towards making the achievement gap a historical footnote for future generations by addressing the major causes of the achievement gap.  According to Gordon, “Access to education relevant capital” is a working definition of the achievement gap which captures the pervasive association between social economic status and the achievement gap in all groups.   The human development consequences of unequal access to educational capital was explored by Comer.   Both honorees provided a context for understanding the role of self, family, school and communities in supporting the academic development of our youth.

And while the achievement gap is still an issue that our schools continue to struggle with, clearly without the work of these individuals so much of the way that we walk today might not have been paved, and for that everyone at Why Science is very appreciative.

With that in mind, our company is extremely grateful for the sustained efforts that both of these men have gone to in order to help solve a very pressing issue regarding our education system.  Not only have these two men made so many direct contributions, but their efforts have also inspired so many others to continue to carry on a much needed dialogue and to continue to explore and look for alternative solutions.

This video below provides a synopsis of the major topics explored  in conversations with both honorees:

In addition, several outstanding educators and students in the New Haven Public Schools were honored for their efforts to close the achievement gap.

For Outstanding Educational Leadership:

• Ms. Alicia Caraballo – Principal New Haven Adult & Continuing Education Center
• Ms. Lola Nathan – Principal Davis Street Magnet School
• Ms. Judith Puglisi – Principal Metropolitan Business Academy

School Award for Consistent Academic Progress

• Worthington Hooker School – Principal: Ms. Cheryl Hershonick

School Award for Significant Progress Toward Closing the Achievement Gap

• Cooperative Arts and Humanities High School- Principals: Ms. Lola Garcia-Blocker & Mr. Frank Costanzo
• Hyde Leadership Academy Principal: Mr. John Russell
• Riverside Academy-Principal: Ms. Wanda Gibbs

Student Awards for Positive Academic Growth

• Quantaijah Brown- Riverside Academy
• Chelsea Files – Hyde Leadership Academy
• Imani Brown – Hyde Leadership Academy
• Marcus Little – Hyde Leadership Academy
• Najee Reynolds – Hyde Leadership Academy
• Timothy Rogers – Hyde Leadership Academy
• Pedro Martinez – Metropolitan Business Academy

Why Science would like to extend a special thanks the faculty at Southern CT State University who made this event possible:

• The event co-chairmen, Dr. Norris Haynes, Professor of counseling and school psychology and director of the Center for Community and School Action Research, and Dr. Carlos Torre, Professor of Education and president of the New Haven CT Board of Education Curriculum Committee.
• The creator of the Achievement Gap Program at SCSU,  Dr. Sousan Arafeh, assistant professor in the Educational Leadership and Policy Studies Department.

On behalf of everyone here at Why Science, a hearty congratulations goes out to all those who received recognition at this event. Happy National Teacher Day!

Useful Links and Resources

• Read Dr. James P. Comer’s Biography
• Read Dr. Edmund Gordon’s Biography
• Southern CT State University School of Education Website
• New Haven Public Schools Website

See below for details of the webinar provided by Education Week.

Districts and schools across the country are leveraging digital technology to deliver individualized [...]]]> Education Week is hosting a free webinar on how innovation and technology can improve student learning. The event will take place Tuesday, May 8, 2012, 3 to 4 p.m. ET.

See below for details of the webinar provided by Education Week.

Districts and schools across the country are leveraging digital technology to deliver individualized learning experiences for their students. And this power to create unique and engaging experiences for each child has critical relevance for the nation’s education system as it confronts three major challenges: teacher shortages, tight budgets, and faltering student achievement. In this webinar, you’ll gain insights into how digital technology can help improve student achievement as Gov. Bob Wise, the president of the Alliance for Excellent Education, discusses this topic with Cheryl Vedoe, the CEO of Apex Learning.

Benefits of the Webinar:

Source: Department of Education Office of Educational Technology

You will gain TACTICAL insight into how your district and schools can use digital technology to deliver individualized learning and enhanced student achievement as Governor Bob Wise, president of the Alliance for Excellent Education, discusses the topic with Cheryl Vedoe, CEO of Apex Learning. Register now for this free live webinar.

Who should attend:

• Superintendents and assistant superintendents
• Curriculum and instruction leaders
• Chief Academic Officers
• CIOs/CTOs and instructional technology leaders
• Accountability, assessment and equity specialists
• ELA, STEM, Social Studies, World Languages and ELL leaders
• Online and distance learning specialists
• Principals and facility-based instructional leaders
• Teachers
• Researchers and graduate students

At Why Science, an education technology company, we are very excited about this growing focus on education and technology in the teaching and learning community. Don’t miss this opportunity to learn how to increase student learning with innovation and technology. Register now for this free live webinar from education week!

Useful Links

• Alliance for Excellent Education Website
• Education Week Website
• Apex Learning Website
• Department of Education Office of Educational Technology

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Bulletin Issue 20, April 27, 2012: Earth Day With A Splash of STEM

Past Issues of Why Science Bulletin

Past Issues of Why Science Bulletin

• Bulletin Issue 19, March 31, 2012: “Technology Trends In Education”
• Bulletin Issue 18, February 29, 2012: “Why Science Celebrates Black History Month”
• Bulletin Issue 17, January 30, 2012: “Why Science Launching Adventures with Poly & Mer – A New STEM Learning Technology”
• Bulletin Issue 16, December 22, 2011: “Happy Holidays from Why Science”
• Bulletin Issue 15, November 30, 2011:  Help Support “Tis the Season to be Reading”
• Bulletin Issue 14, October 27, 2011: “Enthusiasm for STEM!”
• Bulletin Issue 13, September 29, 2011: “School Is In: Do Your Part and Stay Involved”
• Bulletin Issue 12, August 31, 2011: “Back to School: Rising Above Barriers to Holistic Education Reform, Student Achievement and School Performance”
• Bulletin Issue 11, July 28, 2011: “ConnCAN on Why the Achievement Gap Matters – and how we can work together to close it “
• Bulletin Issue 10, June 30, 2011: “Safeguarding American Democracy through Public Education”

• Bulletin Issue 9, May 19, 2011: “Why are Science Fairs Important?”

• Bulletin Issue 8, April 7, 2011: “Why Science Discusses Education Reform with Connecticut Governor”

• Bulletin Issue 7, March 3, 2011: “Exciting Times at Why Science”

Visit the Why Science Blog to read articles in earlier issues of the Bulletin. Enjoy!

Why Science delivers education technologies focused on STEM (Science, Technology, Engineering and Mathematics) learning. Our company creates customized technology learning solutions and educational workshops [...]]]> Talented Interns Wanted

If you have the passion and the time, become a Why Science Intern today!

Why Science delivers education technologies focused on STEM (Science, Technology, Engineering and Mathematics) learning. Our company creates customized technology learning solutions and educational workshops that utilize our existing technological and educational know-how to help deliver effective learning outcomes. Our 2.0 e-platform Poly & Mer enters classrooms in 2012. All of our programs and workshops are highly focused on providing all our participants with a meaningful process for ongoing problem solving skills while utilizing a hands-on & minds-on process.

Have a passion for STEM? We want you!

We’re looking for several great interns to help us on our mission. Don’t worry. This isn’t an internship where you’ll be bored. We have some ambitious goals with some tight deadlines. So, yes, you get to work on real projects unlike other internships. You’ll learn more in 3 or 6 months than you ever imagined possible. We’re hoping to convert this lot of interns into full-time employees. This is your rare opportunity to be part of the next big thing in science education.

We are currently seeking Part Time Interns in the following key areas:

E-learning Developer/Instructional Designer/Developer

The primary purpose of the Instructional Designer/Developer is to apply sound instruction design methodology to the development of e-learning and classroom-based courses. Proven experience working with subject matter expects, translating their training requirements into engaging and effective courses required.

Required Skills

1. Incorporating Instructional design process methodology to curriculum including: analysis of the audience, job tasks, the development of design documents, curriculum maps, storyboards, flowcharts, performance objectives, testing strategies and learning activities.
2. Develop project requirements during the analysis phase and develop specific project scope requirements, including learning architecture, learning objectives, course outline, functional specifications and project plans including cost estimates, milestones and schedule.
3. Develop project design document and storyboards and ensure that all deliverables meet requirements set forth in design document.
4. Review, evaluate and modify existing training materials and develop new material to support identified training needs and solutions.
5. Act as subject matter expert (SME) and/or collaborate with SME’s and other team members to develop learning content, assessment questions and manage the overall content development process.

Required Experience

• Must have hands-on experience in strategic issue analysis and scenario planning, including structured problem solving in a complex and uncertain business environment.
• Must be a self-starter, with the ability to work autonomously toward pre-defined objectives and to adapt to changing requirements and ad-hoc requests.
• Excellent interpersonal skills required, including strong communication skills to frequently interface with all management levels of the company; must be able to move from complex situations and problems to well-articulated and well-supported recommendations or conclusions.
• Fluency in both verbal and written business communications required, including strong writing skills and effective oral presentation skills to present to executive-level management.
• Strong working knowledge of e-learning software packages such as Adobe Captivate, Camtasia, Photoshop, and Articulate
• Knowledge of audio and video files formats, management, and cataloging (Previous experience designing e-Learning programs.
• In-depth knowledge of instructional design principles, practices and adult-learning theory
• Excellent analytical skills and the ability to convert information and business needs into sequenced web-based training materials.
• Proven ability to develop detailed scripts, storyboards, training content and tools.
• Superior writing skills including the ability to write concise, creative, and effective instructional materials.
• Familiarity with user interface and graphic design elements appropriate for online instruction.
• Demonstrated ability to learn quickly, and produce high-quality results with minimal ramp-up time.
• Ability to work both as a collaborative team member and independently.

• Must be self-starter with ability to drive the project’s process.

Undergraduate students are encouraged to apply. A background in physics and/or engineering is a plus.

Marketing & Sales Intern

The Marketing and Sales Intern will play a key role in implementing Why Science’s marketing strategy, by participating in marketing, advertising, and outreach activities aimed at helping us build a presence in the science and math education markets. Specific duties include:

• Event marketing and coordination, research, circulation support, database administration, updating the online media kit and newsletters, and various other projects
• Event planning and facilitation
• Presentation development
• Internet data mining, email marketing and database management
• Article marketing
• Joint venture partnerships and affiliate marketing
• Podcasting
• Audio and video production and editing

Requirements: Proficiency in MS Office a must, as is the ability to be a self starter with the ability to work effectively alone. HTML experience a plus, as is experience with social media marketing. The best candidates for this position will have an interest in pursuing a career in publishing, radio, and television, and will have previous volunteer or internship experience under their belt.  High school and college students are encouraged to apply. A  bachelor’s degree and at least 2 years work experience is a plus!

Product Development Intern

The Product Development Intern will play a key role in implementing Why Science’s R&D strategy, by participating in:

• Conducting market and product research
• Contributing to layout and package design
• Coordinating packaging and fulfillment activities

Requirements: Proficiency in MS Office a must, as is the ability to be a self starter with the ability to work effectively alone. Programming/HTML experience a plus. The best candidates for this position will have an interest in pursuing a career in software and/or R&D. Previous volunteer or internship experience preferred. High school and college students are encouraged to apply. A  bachelor’s degree and at least 2 years work experience is a plus!

Social Media & Communications Intern

The Social Media & Communications Intern will play a key role in implementing Why Science’s communications strategy by writing and disseminating copy across a wide variety of distribution vehicles, including the Why Science website and social media outlets. Specific duties include:

• Copy writing and editing for various vehicles, including email, social media, blog, website, and newsletters
• Works with the communications team to develop and implement a social media presence
• Stays abreast of trends and developments in social media marketing and recommends new approaches and platforms for the organization
• Ensures timely communication and promotion regarding Peer Network events
• Coordinates production and pre-production for Why Science webinars

Requirements: Strong writing, verbal communications, and interpersonal social skills required, as is experience and savvy using social networking tools. High school and college students are encouraged to apply. Previous experience in publishing a plus.

To be considered for these part time paid positions, please note the position you are applying for and submit a cover letter detailing your availability, a resume, and two writing samples to:

Dr. Yvonne A. Akpalu
yvonne.akpalu@whyscience.com