Story Board for Study Sync multimedia presentation

1. Story Board for Study Sync multimedia presentation EDUC 8841: Diffusion and Integration of Educational Technology Professor Amar Almasude Vaughn M. Bradley, Jr.

2. What is study sync • Study Sync is an online product that promotes reading, writing, and critical thinking (Study Sync. 2012, para. 2). Some of the features include a digital library, online writing, and peer review, common core assignments, and assessments. Study Sync also provides a weekly writing practice (Study Sync, 2012). • The web link for Study Sync is - http://www.studysync.com/why-studysync/benefits/

3. Four stages of innovation development • Need – the innovation development process often begins with a problem that stimulates research and development activities (Rogers, 2003, p. 137). • Research – consists of basic and applied research where knowledge applies to practical problems (Rogers, 2003, p. 137). • Development – the process of putting a new idea in a form that meets the needs of an audience of potential adopters (Rogers, 203, p. 146). • Commercialization – the production, manufacturing, packaging, marketing and distributing of a product that embodies an innovation (Rogers, 2003, p. 152).

4. The need for Study Sync • In today’s world, engaging students is becoming increasingly difficult. Teachers have a need to use technology that engages students without sacrificing key educational goals. • Study Sync provides students with literacy skills for 21st century learners, skills for common core learning, flexible access, and multiple ways for teachers to provide differentiated activities.

5. The need for Study Sync Continued • Study Sync also provides preparation for the new Common Core Standards. In order for students to become college and career ready, they must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries (Study Sync, 2012). • Students consume on average ten hours of electronic media per day. They read books for only a few minutes. A student experiences multi-tasking as a daily fact-of-life. Attention goes from doing homework, to texting friends, watching television, listening to music, and checking • updates on social networking sites (Study Sync, 2012).

6. The need for Study Sync Continued • New instructional approaches that focus on higher levels of student engagement, personalized instruction, and real life, real time experiences are essential if higher academic goals are to be realized. Study Sync is the kind of “robust and relevant to the real world” tool that will help students make the transition to “success in college and careers” (Study Sync, 2012).

7. The need for Study Sync Continued • Because many adolescents today avoid reading, their experiences with books and the bundle of skills, may not be fully develop. One of the biggest challenges for teachers in the 21st century is convincing students to spend their psychic energy on activities that are worthy of their time. • Neuroscientists confirm that the activities a person chooses to pursue effect not only on the development of identity, but also on the physical structure of the brain. The brain continues to evolve, the plasticity of the brain is well established, contemporary researchers have begun to pinpoint changes in the brain through sophisticated imaging techniques. The brain requires activities that stimulate the intellect, builds connections, and makes success possible for increasingly challenging tasks. If the intellect is not stimulated, then the parts of the brain associated with rational thought will weaken (Study Sync, 2012).

8. The need for Study Sync Continued • Study Sync involves students in anxiety free, achievable, step-by-step tasks that build toward complexity over time. Images lead to reading, reading merges into writing, and writing promulgates more thinking and deeper reading. Study Sync continually updates it’s social network, highlights breaking news and “hot button”issues that are suitable for discussion, writing, and extended projects. Students receive text updates on new articles as well as the latest, greatest peer comments as they are posted (Study Sync, 2012).

9. The Research Behind the organization • Study Sync is the flagship product of Book head Ed Learning, LLC, a content development company from creators Robert Romano and Jay King, along with renowned Harvard language arts educator James Moffett, of multiple award-winning EdVantageSoftware(Study Sync, 2012). • The Company’s chief education advisor, Dr. Lawrence Baines, is Chair of the Instructional Leadership and Academic Curriculum department at the University of Oklahoma and a consultant to the National Council of English Teachers (“NCTE”). Experts from Harvard, UC Berkeley, MIT, and other top institutions also contribute to create a product that provides the highest level of academics through text-based lessons and collegiate-modeled collaboration (Study Sync, 2012).

10. The research behind the organization continued • Study Sync develops from a rich research base that draws from the most current studies in pedagogy, learning, technology, and student engagement. Study Sync is built with today’s learners in mind. • The purpose of schooling, in a virtual setting is to engage students deeply in learning. Study Sync helps plant seeds of intellectual interest that will carry students into their next stages of education and work (Study Sync, 2012).

11. The research behind the organization continued • Research shows that students need advanced reading ability as the key to the full range of ways for knowing. The global information economy now requires greater breadth and depth of skill in making meaning from what is expected of any previous American generation (Study Sync, 2012). Tony Wagner is the co – director of The Change Leadership Group, from the Harvard Graduate School of Education. He conducts a study of skills that students will need in the new global economy. The study involves asking businesses, and educational leaders what skills students will need to be good citizens.

12. The research behind the organization continued • The responses from the professionals in the multiple organizations include • Critical Thinking and Problem Solving • Collaboration and Leadership • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and Imagination (Study Sync, 2012).

13. The research behind the organization continued • Tony Wagner finds that most school programs only provide test preparation skills for students. His findings support other prestigious reports to suggest that students with average or greater reading ability are under prepared for the literacy demands from post – secondary work (Study Sync, 2012).

14. The development process of the innovation • Several years ago, researchers Briancarosa and Snow are able to find that seventy percent of older readers require some form of remediation. The remediation needs are due to problems with comprehension, including the ability to think critically and understand ways of knowing. At the core of Study Sync is an internet technological need for instruction. The program is customized and allows students to collaborate for information integrity in a highly digitalized and connected world. The solutions help leverage students with experience and intelligence.

15. The development process of the innovation continued • The solutions help advance students on a pathway to excellence. The advances sustain students through middle school, high school and college. The solutions include assessment, instruction, and integrated research – based lessons. The resources are able to provide students with levels of understanding, comprehension, and critical thinking across multiple subject areas. Students are able to interact with peers on Study Sync’s exclusive social network site (Study Sync, 2012).

16. The development process of the innovation Continued • Study Sync helps build student interests and prepare them for distinction and success. Study Sync engages students and helps scaffold their learning from their areas of interest to the many disciplines and areas of discourse. Study Sync supports the demands by both higher education and work – force literacy requirements (Study Sync, 2012).

17. Commercialization of the Innovation • Study Sync’s electronic course room models a college – level academic discourse. Study Sync uses standards – based online learning curriculum to target classic and modern literary texts in multimodal ways using a variety of digital media including broadcast quality video, animation, audio readings, and images. Study Sync helps frame writing and thinking activities by social networking tools and collaborative discussions with peers. The innovation helps motivate middle and high school students with pre – writing exercises, writing prompts, plus opportunities for students to post their work, and review their work with others (Study Sync, 2012).

18. Commercialization of the Innovation Continued • Study Sync assembles a dedicated team of educators, designers, developers, and programmers that create a best in class offering for educators and students. The management team, academic advisors, and executive advisors support students with achieving their academic goals.

19. Five stages of the innovation – decision Process • Knowledge - occurs when an individual or decision – making unit gets exposure to an innovation’s existence along with an understanding of how the innovation functions (Rogers, 2003, p. 169). • Persuasion – occurs when an individual or decision – making unit forms either a favorable or unfavorable attitude towards the innovation (Rogers, 2003, p. 169). • Decision – occurs when an individual or decision – making unit engages in activities that lead towards a choice to adopt or reject the innovation (Rogers, 2003, p. 169). • Implementation – occurs when an individual or decision – making unit puts an idea to use (Rogers, 2003, p. 169). • Confirmation – occurs when an individual or decision – making unit seeks reinforcement of an innovation – decision already made, but may reverse the previous decision if a conflicting message is given regarding the innovation (Rogers, 2003, p. 169).

20. Knowledge stage • Study Sync motivates students to read and write at progressively higher levels. • The program gives students what they need in the format they demand including: • A Dynamic Digital Library • Multi – Media Assignments in Reading, Writing, Peer review, and Discussion

21. Persuasion stage • Study Sync provides embedded literacy skills for 21st century learners. • Study Sync allows students to collaborate and enhance their learning skills. • The lessons align with the new Common Core Standards of learning. • Study Sync provides access for students anytime and anywhere. • Study Sync provides multiple ways for teachers to differentiate instruction in order to develop appropriate responses to intervention. • Study Sync provides multiple implementation models where teachers can integrate Study Sync with their existing lesson plans.

22. Persuasion stage Continued • Helps increase student reading, writing , and critical thinking skills. • The students will receive lessons that align with the Common Core Standards for both Middle and High School. • Provides online and live webinars for support. • Provides contact information for questions.

23. Persuasion stage Continued • Study Sync provides a research based curriculum to support students with learning goals. • All Middle School staff are interested in having students utilize technology . • The school systems Department of Strategic Project Management and planning encourages Middle Schools to apply as a Phase School to implement Study Sync.

24. Decision stage • The Board approves decision for the school systems Department of Strategic Project Management and Planning to coordinate the functions and operations to implement Six Phases of Study Sync between 2013 – 2018. • The Department of Strategic Project Management and Planning selects five Middle Schools every school year to implement the first five phases of Study Sync each year. • The Department of Strategic Project Management and Planning selects ten Middle School to implement the last phase of Study Sync.

25. Implementation Stage • Implement different phases of Study Sync with selected Middle Schools. • Within each Middle School (a) two English classes, (b) two Math classes, (c) two Social Studies classes, and (d) two Science classes - from each grade level are selected for implementing Study Sync. • Student performance comparison data on formative assessments using Study Sync and traditional methods will take place. • Present quarterly findings on assessments during quarterly Administrative and Supervisory Board meetings.

26. Confirmation Stage • The Department of Strategic Project Management and Planning will continue to set Phase models with Middle Schools that offer Study Sync. • Continuous student performance with Study Sync comparisons will take place and will modify. • Teacher roles and responsibilities will evolve and change with the use of Study Sync. • The Department of Strategic Project Management and Planning will use results data from the Middle School Phase Models to develop Study Sync Phase models to implement at different High Schools. • Continuous data trends will take place to monitor student progress with students who continuously receive Study Sync.

27. STUDY SYNC INNOVATION PROCESS TIMELINE

28. Projection Study sync innovation s - curve

29. References • References • StudySync. (2012). What is studysync. Retrieved from • http://www.studysync.com/our-product/what-is-studysync/?ga-link=explore • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.