Dr. Ronnie B. Lowenstein is a nationally recognized leader in linking policy, practice, and research over the past 28 years. He has consulted for numerous public and private institutions, including serving as a senior advisor to three members of the U.S. House of Representatives. Dr. Lowenstein founded the NetGeneration of Youth initiative in 1999 to empower underserved youth through technology and has directed annual scholarship programs awarding over $300,000 to 84 students. He also founded the Education Technology Think Tank and has extensive experience evaluating education programs sponsored by NASA, the Department of Education, and other government agencies.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
The document discusses the importance of integrating technology into high school education. It notes that technology can help engage students, improve achievement, and prepare students for an increasingly globalized world. Some ways schools are currently using technology include research, Google Drive, email, word processing, and social media. However, barriers like lack of professional development and resources have limited technology adoption. The document advocates for providing teachers training and support to effectively integrate tools like blogs, podcasts, wikis, and flipped classrooms into instruction. This can help meet students' varied needs and abilities while developing skills for future success.
American 8th grade students score lower than peers in other developed countries in science. Integrating science and technology can enhance science learning, address 21st century skills, and help meet standards. Effective science education involves teachers and students working together as active learners using tools like questioning to solve problems. Teachers need professional development and tools to integrate science and technology into their classrooms.
CSILE was a computer program developed in the 1980s to facilitate knowledge building within learning communities. It allowed students to build a collective knowledge base by sharing thoughts, pictures, and notes. The goals of CSILE were to promote active learning, cooperation, and reflection. It evolved into Knowledge Forum, which focuses on intentional learning through collaborative problem solving and knowledge improvement. Studies have found that Knowledge Forum helps students engage in meaningful discourse and construct their own understanding when used for project-based and collaborative learning activities.
Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
Engaging Youth with Astronomy and TechnologyLaura Whyte
This document discusses strategies for engaging youth in STEM through astronomy and technology programs. It outlines a program called HOMAGO which offers monthly teen hangouts focused on topics like coding, astronomy, and game design without exams or learning objectives. The program partnered 75 high school girls with 37 STEM mentors. Research suggests providing youth access to STEM disciplines and mentors can positively influence minority student success. Authentic engagement is also key, highlighting skills like problem-solving and collaboration over exams. The document advocates expanding such programs' reach through community partnerships to serve more underprivileged youth.
Equipping future nonprofit professionals with digital literacies for the 21st...Jimmy Young
This document summarizes a study that evaluated a course designed to enhance the digital literacies of nonprofit professionals. The study found that participation in the course significantly improved students' digital literacy skills, as measured by a pre-test and post-test survey. Areas that saw the largest increases were appropriation, judgment, multitasking, and networking. The document concludes that equipping students with digital literacies is necessary for their success in the modern nonprofit sector, where digital engagement skills are important.
Dr. Ronnie B. Lowenstein has pioneered the use of interactive technologies and partnerships to promote education and economic empowerment since 1980. She has focused on harnessing technology and partnerships through initiatives like NetGeneration of Youth (NGY), which she launched in 1999 to promote digital empowerment, media literacy, and youth leadership. NGY has expanded internationally and uses projects, virtual visits, and scholarships to cultivate youth as 21st century leaders committed to shaping a positive global future.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
The document discusses the importance of integrating technology into high school education. It notes that technology can help engage students, improve achievement, and prepare students for an increasingly globalized world. Some ways schools are currently using technology include research, Google Drive, email, word processing, and social media. However, barriers like lack of professional development and resources have limited technology adoption. The document advocates for providing teachers training and support to effectively integrate tools like blogs, podcasts, wikis, and flipped classrooms into instruction. This can help meet students' varied needs and abilities while developing skills for future success.
American 8th grade students score lower than peers in other developed countries in science. Integrating science and technology can enhance science learning, address 21st century skills, and help meet standards. Effective science education involves teachers and students working together as active learners using tools like questioning to solve problems. Teachers need professional development and tools to integrate science and technology into their classrooms.
CSILE was a computer program developed in the 1980s to facilitate knowledge building within learning communities. It allowed students to build a collective knowledge base by sharing thoughts, pictures, and notes. The goals of CSILE were to promote active learning, cooperation, and reflection. It evolved into Knowledge Forum, which focuses on intentional learning through collaborative problem solving and knowledge improvement. Studies have found that Knowledge Forum helps students engage in meaningful discourse and construct their own understanding when used for project-based and collaborative learning activities.
Barbour, M. K. (2011, April). Today's student: Examining generational differences. An invited presentation to the Open Polytechnic, Lower Hutt, New Zealand.
Engaging Youth with Astronomy and TechnologyLaura Whyte
This document discusses strategies for engaging youth in STEM through astronomy and technology programs. It outlines a program called HOMAGO which offers monthly teen hangouts focused on topics like coding, astronomy, and game design without exams or learning objectives. The program partnered 75 high school girls with 37 STEM mentors. Research suggests providing youth access to STEM disciplines and mentors can positively influence minority student success. Authentic engagement is also key, highlighting skills like problem-solving and collaboration over exams. The document advocates expanding such programs' reach through community partnerships to serve more underprivileged youth.
Equipping future nonprofit professionals with digital literacies for the 21st...Jimmy Young
This document summarizes a study that evaluated a course designed to enhance the digital literacies of nonprofit professionals. The study found that participation in the course significantly improved students' digital literacy skills, as measured by a pre-test and post-test survey. Areas that saw the largest increases were appropriation, judgment, multitasking, and networking. The document concludes that equipping students with digital literacies is necessary for their success in the modern nonprofit sector, where digital engagement skills are important.
Midgley Interoperability US Dept of EdDouglascrets
The document discusses the need for a national learning network to connect educational resources and promote digital learning. It notes the fragmented state of current educational technology and resources. The proposed network would allow anyone to find, share, and participate in contributing educational content without gatekeepers. The goal is to accelerate participation and build value through an open, interoperable system that connects existing educational resources and communities.
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
The document provides an overview of resources and events in the field of informal STEM education in 2019. It summarizes the work of the Center for Advancement of Informal Science Education (CAISE), which maintains a repository of over 8,600 resources and added 246 new resources in 2019. It then outlines several sectors of informal STEM education and provides highlights within each sector, including select publications, statistics, projects, and events from 2019.
Standing Against the Online White Nationalist Movementkbesnoy
This document discusses the proliferation of white nationalist propaganda online and provides resources to help educators teach students how to critically evaluate online information and stand up to hate speech. It describes how white nationalists spread misinformation online to recruit young people and sow division. It provides three resources for educators - a toolkit from Western States Center on confronting white nationalism in schools, a guide called "Web Literacy for Student Fact-Checkers" that teaches skills for evaluating online claims, and a website called "Media Power Youth" that offers lessons on discriminating content and creating a positive digital footprint. The overall message is that educators must help students develop skills to critically analyze information online and counter white nationalist narratives, while still protecting free speech.
This document discusses ethics in cyberspace, global issues, and how they relate to English language teaching. Ethics in cyberspace involves the moral dilemmas that arise from human interactions with technology. Global issues like climate change, the economy, and conflicts require new approaches to education. English language classes now integrate global topics and problems into their content, methods, materials, and extracurricular activities to empower students as global citizens. Addressing ethics and global issues can help create a better world.
This document provides an overview of notable developments in the field of informal STEM education (ISE) in 2018. It highlights select publications, data, resources, conferences, and other moments of significance to various sectors within ISE such as citizen science, cyberlearning/gaming, living collections, making/tinkering, media, libraries, museums/science centers, youth programs, and science communication. The document is intended to inform stakeholders about growth and opportunities within the field.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
The Unbundling of Higher Education: A Tale of Two ValleysMark Brown
Keynote presentation at 5th HEA Forward-Look Forum, "Unbundling of Higher Education: What are the Implications and Opportunities for Ireland?" Dublin, 19th May, 2016.
The document discusses a gathering called the Pocatello Charrette which brought together stakeholders in Pocatello, Idaho to brainstorm ways to shape 21st century learners, with a focus on how school libraries and technology can be updated to better prepare students. Participants discussed trends in technology, emerging fields, and developing a vision for a modernized school library/learning space called a "Libratory." The gathering resulted in an action plan and risk assessment tool to help schools define effective practices for 21st century learning.
Youth & Digital Media: Increasing LIteracies & Minimizing RisksJacqueline Vickery
I presented this talk to counselors and educators for an independent school district in Texas. It was intended to provide a contextual understanding of teens' digital media practices by situating them within historical and developmental contexts. The primary purpose was to demonstrate the need for adults and youth-focused institutions to support the development of digital media literacies. Rather than taking a "don't take any risks" approach or a "media are dangerous approach", this talk focuses on the positive ways young people engage with digital media for the purposes of identity exploration, socialization, learning, creativity, and autonomy. Developing digital media literacies, including network and social literacies, empowers students to actively and responsibly participate in the creation of their own media ecologies.
This document provides biographical and professional information about Leslie Karn Goodyear. It includes her contact information, education history, selected evaluation and research experience, dissertation grants, adjunct faculty work, associate editor roles, external reviewing, publications, presentations, and program experience. Goodyear has over 25 years of experience in program evaluation and currently works as a Principal Research Scientist at Education Development Center, where she leads multiple large evaluation projects. She also has experience working for the National Science Foundation and other organizations.
This document provides an overview of NASA's education initiatives and goals. It discusses NASA's vision to pioneer space exploration, scientific discovery, and aeronautics research. It outlines NASA's four mission directorates and various education opportunities at different levels, from K-12 to higher education. The document also highlights several current and past NASA education programs and resources, and how NASA's work aligns with the President's agenda to strengthen STEM education and encourage careers in science and technology fields.
This document provides an introduction to open educational resources (OER) through a presentation given by Jennifer Englund and Annette McNamara at the University of Minnesota. It defines OER as teaching and learning materials in any format that can be freely used, adapted, and shared, outlines why OER are needed to increase access to education, and describes various sources to find high-quality OER, including open textbooks and OER repositories. The presentation aims to raise awareness of OER and their benefits in supporting student success and equitable, affordable education.
Dan Prinzing has extensive experience promoting global education through various programs and partnerships in Idaho and internationally. As the coordinator of international education for the Idaho State Department of Education from 2003-2006, he helped integrate a global perspective into Idaho's content standards, support international exchanges, and develop partnerships. Since then, he has led numerous education missions abroad, published on global topics, and managed many international projects focused on civic education, human rights, and democracy.
Globally-minded educators are needed to develop global projects that connect students internationally. Global projects help students develop important skills like digital literacy, cross-cultural communication, and collaboration. Educators should consider tools like wikis, Skype, and blogs that facilitate online collaboration and shared learning spaces between students in different countries. Successful global projects have won awards while also engaging students' minds and helping them learn to appreciate different perspectives.
The document is an agenda for the First Annual Innovation Summit hosted by Project Lead The Way to reenergize STEM education in America. Over three days, the summit will feature keynote speakers, expert panels, hands-on sessions, and a student showcase to share best practices and identify new ways to collaborate to engage more students in STEM. The goal is to transform education through imagination and innovation and ensure all students have opportunities to develop critical thinking skills needed for future careers.
Midgley Interoperability US Dept of EdDouglascrets
The document discusses the need for a national learning network to connect educational resources and promote digital learning. It notes the fragmented state of current educational technology and resources. The proposed network would allow anyone to find, share, and participate in contributing educational content without gatekeepers. The goal is to accelerate participation and build value through an open, interoperable system that connects existing educational resources and communities.
Collaborating for Education and Research Forums I-VII SummaryTom Loughran
The Collaborating for Education and Research Forum has brought together K-12 teachers and university outreach professionals in Michiana for seven years, drawing an average of 150 participants annually. The Forum promotes integrated STEM education and provides opportunities for collaboration across educational institutions. Over 450 unique participants have attended, including more than 200 K-12 teachers who have also participated in other outreach events. The Forum highlights STEM programs and issues of importance to regional educators.
2015. What education do we need for the 21st century? What is the purpose of education
in the current context of societal transformation? How should learning be organized?
These questions inspired the ideas presented in this publication.
In the spirit of two landmark UNESCO publications, Learning to Be: The world of
education today and tomorrow (1972), the ‘Faure Report’, and Learning: The treasure
within (1996), the ‘Delors Report,’ I am convinced we need to think big again today
about education
The document provides an overview of resources and events in the field of informal STEM education in 2019. It summarizes the work of the Center for Advancement of Informal Science Education (CAISE), which maintains a repository of over 8,600 resources and added 246 new resources in 2019. It then outlines several sectors of informal STEM education and provides highlights within each sector, including select publications, statistics, projects, and events from 2019.
Standing Against the Online White Nationalist Movementkbesnoy
This document discusses the proliferation of white nationalist propaganda online and provides resources to help educators teach students how to critically evaluate online information and stand up to hate speech. It describes how white nationalists spread misinformation online to recruit young people and sow division. It provides three resources for educators - a toolkit from Western States Center on confronting white nationalism in schools, a guide called "Web Literacy for Student Fact-Checkers" that teaches skills for evaluating online claims, and a website called "Media Power Youth" that offers lessons on discriminating content and creating a positive digital footprint. The overall message is that educators must help students develop skills to critically analyze information online and counter white nationalist narratives, while still protecting free speech.
This document discusses ethics in cyberspace, global issues, and how they relate to English language teaching. Ethics in cyberspace involves the moral dilemmas that arise from human interactions with technology. Global issues like climate change, the economy, and conflicts require new approaches to education. English language classes now integrate global topics and problems into their content, methods, materials, and extracurricular activities to empower students as global citizens. Addressing ethics and global issues can help create a better world.
This document provides an overview of notable developments in the field of informal STEM education (ISE) in 2018. It highlights select publications, data, resources, conferences, and other moments of significance to various sectors within ISE such as citizen science, cyberlearning/gaming, living collections, making/tinkering, media, libraries, museums/science centers, youth programs, and science communication. The document is intended to inform stakeholders about growth and opportunities within the field.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
The Unbundling of Higher Education: A Tale of Two ValleysMark Brown
Keynote presentation at 5th HEA Forward-Look Forum, "Unbundling of Higher Education: What are the Implications and Opportunities for Ireland?" Dublin, 19th May, 2016.
The document discusses a gathering called the Pocatello Charrette which brought together stakeholders in Pocatello, Idaho to brainstorm ways to shape 21st century learners, with a focus on how school libraries and technology can be updated to better prepare students. Participants discussed trends in technology, emerging fields, and developing a vision for a modernized school library/learning space called a "Libratory." The gathering resulted in an action plan and risk assessment tool to help schools define effective practices for 21st century learning.
Youth & Digital Media: Increasing LIteracies & Minimizing RisksJacqueline Vickery
I presented this talk to counselors and educators for an independent school district in Texas. It was intended to provide a contextual understanding of teens' digital media practices by situating them within historical and developmental contexts. The primary purpose was to demonstrate the need for adults and youth-focused institutions to support the development of digital media literacies. Rather than taking a "don't take any risks" approach or a "media are dangerous approach", this talk focuses on the positive ways young people engage with digital media for the purposes of identity exploration, socialization, learning, creativity, and autonomy. Developing digital media literacies, including network and social literacies, empowers students to actively and responsibly participate in the creation of their own media ecologies.
This document provides biographical and professional information about Leslie Karn Goodyear. It includes her contact information, education history, selected evaluation and research experience, dissertation grants, adjunct faculty work, associate editor roles, external reviewing, publications, presentations, and program experience. Goodyear has over 25 years of experience in program evaluation and currently works as a Principal Research Scientist at Education Development Center, where she leads multiple large evaluation projects. She also has experience working for the National Science Foundation and other organizations.
This document provides an overview of NASA's education initiatives and goals. It discusses NASA's vision to pioneer space exploration, scientific discovery, and aeronautics research. It outlines NASA's four mission directorates and various education opportunities at different levels, from K-12 to higher education. The document also highlights several current and past NASA education programs and resources, and how NASA's work aligns with the President's agenda to strengthen STEM education and encourage careers in science and technology fields.
This document provides an introduction to open educational resources (OER) through a presentation given by Jennifer Englund and Annette McNamara at the University of Minnesota. It defines OER as teaching and learning materials in any format that can be freely used, adapted, and shared, outlines why OER are needed to increase access to education, and describes various sources to find high-quality OER, including open textbooks and OER repositories. The presentation aims to raise awareness of OER and their benefits in supporting student success and equitable, affordable education.
Dan Prinzing has extensive experience promoting global education through various programs and partnerships in Idaho and internationally. As the coordinator of international education for the Idaho State Department of Education from 2003-2006, he helped integrate a global perspective into Idaho's content standards, support international exchanges, and develop partnerships. Since then, he has led numerous education missions abroad, published on global topics, and managed many international projects focused on civic education, human rights, and democracy.
Globally-minded educators are needed to develop global projects that connect students internationally. Global projects help students develop important skills like digital literacy, cross-cultural communication, and collaboration. Educators should consider tools like wikis, Skype, and blogs that facilitate online collaboration and shared learning spaces between students in different countries. Successful global projects have won awards while also engaging students' minds and helping them learn to appreciate different perspectives.
The document is an agenda for the First Annual Innovation Summit hosted by Project Lead The Way to reenergize STEM education in America. Over three days, the summit will feature keynote speakers, expert panels, hands-on sessions, and a student showcase to share best practices and identify new ways to collaborate to engage more students in STEM. The goal is to transform education through imagination and innovation and ensure all students have opportunities to develop critical thinking skills needed for future careers.
Libraries Helping Girls STEAM Ahead with NASANCIL - STAR_Net
Girls STEAM Ahead with NASA (GSAWN) initiative is again partnering with public libraries to provide NASA-themed activities for girls and their families. Part of the NASA’s Universe of Learning program, GSAWN resources include a range of computer-based and paper-based activities, along with exhibits and poster series. During this webinar, you will hear about the GSAWN project, why girl-serving programming is important and needed, and the range of resources available to your library. There will be time for questions so we can address any concerns and best support your library efforts.
This document is a resume for Daniel Schwartz, who has 24 years of experience leading progressive independent schools. It summarizes his qualifications and experience as the head of Baker Demonstration School, where he increased enrollment and student retention. It also outlines his experience as principal of Carleton Washburne School, where he oversaw curriculum development and facilities planning. The resume lists his areas of expertise in strategic leadership, fiscal administration, and developing strong community and board relations.
The document outlines NASA's Education Communication Strategy. Key points:
- NASA aims to strengthen the STEM workforce, attract and retain students in STEM fields, and engage the public in NASA's mission through education programs.
- The strategy identifies national and mini education campaigns to inspire students and the public about exploration through hands-on experiences.
- It provides an overview of NASA's education goals, programs, resources and partnerships to coordinate strategic communications that support exploration and STEM literacy.
This document is a resume for Michael Wilder. It summarizes his educational and professional background working in instructional design, online education, and educational technology. Key details include:
- He has a PhD in Educational Psychology from UNLV and over 30 years of experience in education.
- His current role is Instructional Design Coordinator at UNLV, where he supervises instructional designers and supports faculty in online course development.
- He has extensive experience teaching online courses at the university level and providing training to faculty on educational technology.
- His research focuses on the usability and design of online curriculum through the lens of cognitive load theory.
NASA’s Chandra X-ray Observatory Education, Public Engagement & Communication...Kim Arcand
The Chandra X-ray Observatory Education, Public Engagement & Communications program develops educational materials about discoveries from the high-energy universe. It works closely with Chandra scientists and partners with organizations to maximize the reach of its resources. It produces programs for both formal and informal education across various audiences and evaluates their effectiveness through research.
Merrill Black has over 30 years of experience in education, writing, nonprofit management, and community organizing. She has held various adjunct faculty and curriculum development roles teaching courses on narrative, disabilities studies, and academic success strategies. Black founded her own consulting firm providing services such as grant writing, board development, and curriculum design for numerous nonprofit clients. She has authored and co-authored several publications on topics including affordable housing and preparing minority youth for health careers.
The document discusses research into models for increasing adoption of open educational resources (OERs) in higher education institutions. It presents two theoretical frameworks - Davis' Arena model for understanding technological change within an educational system, and Cox and Trotter's OER adoption pyramid for identifying factors that influence OER engagement. The methodology section indicates the research involves a case study analysis of an OER course design process through these theoretical lenses.
This document discusses responsible research and innovation through partnerships between researchers, citizens, and students. It promotes using co-inquiry tools and strategies to equip students with science literacy skills. Examples mentioned include using mobile data collection and discussion apps to engage students in scientific investigations around urban issues. The benefits identified are collaboration in authentic scenarios and co-authorship of publications. Challenges include coordinating different perspectives between students, researchers, and technologists. Recommendations are made around using technologies like weSPOT for questioning, analytics and data collection to support student-centered teaching and learning.
Samantha Schenk has over 10 years of experience in higher education including roles in student affairs, research, and teaching. She holds a Master's degree in Higher Education from Grand Valley State University and a Bachelor's degree in Psychology from the same institution. Currently, she works as a Research Assistant at College of Lake County where her responsibilities include conducting institutional research, survey development, and data analysis. Previously, she has held positions as a Residence Director at DePaul University and New Mexico State University, where she oversaw residential communities and staff supervision.
The document discusses a study that explored how students engage with urban inquiry activities on personal learning environments. A qualitative study involved 26 teenagers in the UK participating in 4 science lessons focused on inquiries about car usage, energy consumption, and solar panels. Students used various tools like weSPOT for questioning, commenting and data collection. The study found benefits like collaboration and co-authored work, while also challenges like some students being distracted. It promotes co-inquiry and responsible research to equip citizens as smart participants through scientific literacy and evidence-based thinking.
(2014) Connecting to Global Issues with Primary Sources Using TPS Educational...K-12 STUDY CANADA
The document summarizes a professional development workshop for teachers that was funded through a Teaching with Primary Sources Regional Grant. The grant was awarded to the Pacific Northwest National Resource Center on Canada to develop a workshop called "Archives on the Arctic: Connecting to Global Issues with Primary Sources." The workshop brought together experts to train approximately 20 social studies and science teachers from 15 western U.S. states on using archival materials from the Library of Congress to teach about complex issues in the Arctic. Participants learned strategies for engaging students through historical inquiry and developed curriculum to disseminate what they learned.
TWB Canada is a non-profit organization dedicated to closing the education divide through teacher professional development and community education. It organizes workshops to develop ICT skills for teachers in townships in South Africa and Kenya. The workshops are run by teams of Canadian and local teachers, and follow-up visits are conducted. TWB Canada also partners with local NGOs and governments. It encourages global collaboration between students using tools like wikis and video projects to promote education in developing countries.
1. Dr Ronnie B. Lowenstein
email: RBL50@aol.com
PROFILE
Policy ● Practice ● Research
Nationally recognized leader linking policy, practice and research. Pioneering the use of technology &
social media as tools of transformation and private public partnerships as the strategy for change.
Consultant over 28 years to public & private institutions leveraging 13 years as practitioner in public
schools, 3 years as instructor at University. Doctorate in Curriculum and Instruction.
POLICY: 25
+
YEARS –Policy Analyst & Advocate (1990-current)
U. S. House of Representatives, Hon. Donna Edwards, 4th Congressional District- (Ed Advisor, 2012-current)
U. S. House of Representatives, Hon. Diane E. Watson, 33rd Congressional District- (Senior Staff Advisor, 2007-2010)
• Provided briefings, strategic advice, and formal presentations to position Congresswoman as innovative legislator
promoting science, technology & global education, i.e. at events such as Robotics Caucus, NASA on the Hill, Drew
Clark’s Broadband Breakfast Meeting, and the International Diplomacy Institute.
• Designed and coordinated An International Education Forum convened by Congresswoman to honor STEM
Champions and Partners. Broadcast throughout the US, Canada and Africa.
U. S. House of Representatives, Hon. Major R. Owens, 11th Congressional District- (Senior Staff Advisor, 1997-2006)
• Provided briefings and strategic advice to position Congressman as a national leader championing technology and
telecommunications to address the digital divide in the U.S.
• Represented Congressman at inter governmental activities; assisted with e-rate legislation; helped design and
implement a TEC Campaign as a private public partnership model to empower traditionally underserved communities.
Lowenstein & Associates, Inc. (Consultant to private and public entities, 1990-current)
• National Aeronautics and Space Administration (NASA) Office of Education: Appointee to International Space
Station Education Task Force – contributor to “Opportunity to Educate: NASA ISS National Lab Report to Congress,”
Fall 2008; Only non-government appointee to the NASA Education Partnership Committee (2006-2007).
• National Education Association and American Federation of Teachers: Advisor to two presidents of the teachers’
unions; Coordinated research & collaborative authorship of the report “Designing a Teacher-Friendly Eisenhower
National Clearinghouse for Science and Math” (1997-1998).
• U.S. Department of Labor, Center for Advanced Learning Systems, Employment and Training Administration,
Office of Strategic Planning and Policy Development: Commissioned research on technology transfer; Designed
and conducted national forum addressing Basic Skills Literacy (1989); Commissioned paper for The Secretary’s
Commission on Achieving Necessary Skills (SCANS):”The New Technology: Agent of Transformation” (1990).
PRACTICE: 19+ YEARS-Innovative Program Designer (1996-current)
Lowenstein & Associates, Inc. Consultant to private and entities (1996-curent))
• Prince George’s County Public Schools: Executive Advisor to CEO/ Superintendent PGCPS -Dr Kevin Maxwell for
STEM X Education, cultivating private public partnerships to help transform the district in its Great by Choice
Campaign (2014-current)
• The Alliance for Science and Technology Research in America: Senior Advisor & Futurist to ASTRA, Associate
Editor & Featured Contributor of the e-book, EDTECH Revolution 2013: State of Digital and Distance Learning
published by ASTRA in June 2013.
• Shades of Blue – DC/MD/VA Chapter: VP for Aviation and Aerospace Partnerships
NetGeneration of Youth (NGY) & its Global Community of Practice (Founder & Director, 1999- current)
• Launched NGY as a media literacy, digital empowerment and youth leadership initiative targeting traditionally
underserved communities across the U.S, expanded NGY Ambassador Clubs abroad to Canada, Uganda, Zambia,
South Africa and United Arab Emirates.
• Using state of the art technologies, designed and directed best practice demonstration models that have inspired youth
to inquire, aspire, achieve academically and pursue successful career paths, and have evolved a Global Community of
Practice empowering educators as designers of 21st century learning. Three ‘Best Practice’ Initiatives include:
o Global NetGeneration of Youth Cyberjournalists Investigating Careers of NASA ISS Leaders,’ in collaboration
w/ SMART Technologies, a demo project of the International Space Station National Laboratory (2008-2010).
o U.S. Department of State sponsored Global Connections & Exchange- Africa initiative: Cultivating
NetGeneration of Youth as Global Citizens & Media Literate Leaders that twins 3 high schools in US, with
schools in Zambia, Uganda and South Africa. (2010-2011)
2. Dr. Ronnie B. Lowenstein Page 2 of 2
o NetGeneration of Youth- Global STEM Leadership Challenge:’ Using NGY inquiry and project-based learning
strategies and hands-on robotic experiences, Global NGY Teams work collaboratively as Virtual First
Responders addressing a simulated earthquake disaster. (2011-2012)
• Design and Direct Annual NGY Scholarship Program: Between 2008-2015 To date, 84 students have received
scholarships valued at over $300,000. Through an on-going partnership with National Student Leadership Conference,
NetGeneration of Youth from Canada, Africa, and the US received awards to attend NSLC Summer Institutes –
spotlighting careers in Engineering, International Diplomacy, Cybersecurity, and Journalism, Film, Media at American
University in Washington DC, and Engineering at UC Berkeley in California and University of Maryland. In 2011,
through sponsorship of the US Department of State’s Global Connections and Exchange Africa initiative, 12 NGY
Ambassadors and 6 educators participated in three week international exchange with their sister site schools.
The Education Technology Think Tank – ET 3 (Founder & President, 1997- 2006)
• Ten year collaboration with the Congressional Black Caucus Education Braintrust: Designed, secured over one million
dollars of sponsorships and directed the annual two day symposium where over 300 attendees attended the Policy and
Issue Forums; Congressional Award ceremonies honoring TEC Partnership Programs and Pioneering Leaders;
• Concurrently, designed, secured sponsorships and conducted an annual three day NetGeneration of Youth Leadership
Summit enabling teams of youth from underserved communities to serve as Cyberjournalists at the CBC (1999-2006).
• Developed a community model, the TEC Watch Alliance, (TWA) which cultivated partnerships between government,
private sector, education K-16 and community-based groups to provide technology access and empowerment. During
a three-year period (1999-2001), the TWA opened 11 technology centers in three boroughs of New York City, secured
over $6 million of STEM programs and services to empower educators, parents, youth, and community stakeholders.
Pioneered a formal TEC Watch Alliance Learning Community among the 11 centers to address the common
challenges and piloted the use of a web based tool to support communication and collaboration. (2005-2006)
RESEARCH: 21+ YEARS as Evaluation Consultant (1989-2010)
Evaluations to Support Innovation at the School & Community Level (2005-2010)
• SMART Technologies (2008-2010) Two Year Evaluation of pilot program: “Global NetGeneration of Youth
Investigating Careers of NASA ISS Leaders”
• Montgomery Co Public Schools ( 2006-2007) – Blake High School: Design High School Career Academy
• Stamford Achieves, Connecticut (2007) – Investigating Exemplar Transition Initiatives
• TEC Watch Alliance, NYC (2005) – Action Research: Wearable Computers & Special Needs
Evaluations of government sponsored programs fostering Science and Technology Innovations (1989-2000)
• National Science Teachers Association (1996-2000) –Evaluating all of NASA Teacher Education programs.
• U.S. Dept of Health & Human Services (1997-1998) – Use of Videoconferencing at National Health Service Corps
• Challenger Center for Space Science Education (Evaluation Consultant, 1993-1995)
• U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs (External
Evaluator for Title VII Grants, 1992-1996),
o DCPS Language Intervention Science Technology Outreach (1995-1996).
o Plug-In Opportunities for Populations with Special Needs (1992-1996).
• U.S. Department of Education (1990-1994) – Star Schools Distance Learning grant, Black College Satellite Network.
• National Science Foundation: (Evaluator, 1990-1994) – Teacher Enhancement programs, including
o Carnegie Academy for Science Education (1994).
o George Washington University: Staff Development-Hypermedia- Middle School Science Teams (1990-1993).
• U.S. Department of Labor (Evaluator, 1989) – Interactive Video Disc Technology in Occupational Literacy.
EDUCATION
Ed.D. 1988 Curriculum and Instruction: Virginia Tech, Blacksburg, Virginia.
Thesis: Interactive Videodisc Technology in Public Schools: Analytic Review & Delphi
Study
M.A. 1975 Communications Arts: Paterson College, Wayne, New Jersey.
Thesis: Satellite Broadcasting Law and World Peace
B. A. 1966 Education/English: Brooklyn College, Brooklyn, New York Honors Research: Ability
Grouping
*List of Publications, Presentations and Honors available upon request.