Christopher Neu | TechChange | The Institute for Technology and Social Change

Earlier this month, Global Innovation Week 2017 convened development professionals from all over the world right here in Washington, D.C. to explore how the best ideas, innovations, and technologies are changing the way the U.S. Government, business and philanthropy work together. One key focus is how practitioners and social entrepreneurs and innovators can strengthen the evidence focus of their work, and facilitate awareness of these resources for collaboration.

Central to this discussion is the Office of Evaluation Sciences, who just launched a TechChange animation to explain how their evidence-based approach in collaboration with USAID is changing international development through the application of research insights about how people access, process, and act on information. For example, in Mozambique, a simple text reminded people living with HIV to take their medicine and go to the clinic. Patients who received the text were 25% more likely to stay on treatment – improving their chance to live long, healthy lives. A text is small, but its public health impact could be huge.

You can watch the OES and USAID video here, or in the embedded video below.

Over the last seven years, TechChange has hosted and delivered thousands of webinars to teach, convene, and communicate on technology and social change. So we wanted to share a few tips that we’ve learned for upgrading your webinar setup.

That’s because even though we’ve tried dozens of livestreaming services from OpenTok to UStream to Google Hangouts On Air (now YouTube Live), and now Zoom, the video you push out to a livestreaming services is only ever as good as the video, lighting, and audio that goes into it.

So before we start our September livestreaming from PopTech and the Connected Health Conference, here’s a few tips that may help for your next livestream.

Tip 1: Upgrade Your Camera

While casual conversations are often most effective for learner engagement, relying on your laptop webcam for a strong event can often let you down. There are a variety of full-HD upgrades you can make for $50 or under, which you can easily order online and test for your needs. Of course, many individuals and organizations are already accustomed to high-quality video, sometimes because they have a DSLR or other solution which enables quickly recording, editing, and distributing video content. Until recently, linking your DSLR to your livestream has been a headache, but new solutions such as the Cam Link by Elgato makes it easy to turn a clean HDMI out into presenting itself to your computer as if it were any other webcam.

But even the best camera won’t fix basic issues around composition. Make sure your subjects are visible in the shot, try to shoot from a higher angle to avoid double chins, and be wary of leaving too much empty space above (which makes the subject look small) or below (which makes the subject look far away).

Tip 2: Check Your Lighting!

Even a fantastic camera will have a tough time producing a solid picture in poor light. Being aware of shooting “with” the light will not only create depth and a visually interesting picture, but it will also make the subject look much better than the typical office or conference room lighting. When you’re ready, it’s worth exploring artificial lighting options such as custom LED light panels (TechChange uses these), in order to achieve consistency and a good shot every time. But you don’t need fancy lighting to achieve your desired results. Natural light from a window can be more than enough for creating a warm, natural look (left), provided you don’t have your back to the window without another light source, which will result in a backlit shot (right).

Tip 3: Invest in Audio

Audio is what differentiates good webinars from great webinars. And it doesn’t have to be that hard. The main trick is to never rely on the microphone already installed in your camera or laptop. For best audio results, we like to use a wireless lavalier microphone, which lets you get the mic close to the speaker’s mouth without distracting from the shot. Best of all, some options you can plug directly into the camera (like these Sennheiser lavs), although we still prefer to use a secondary recording device like the Zoom H4N.

But…lavs can be tricky to set up and expensive to buy, as can shotgun mics or other solutions. Cheaper, easy options ouch as a Rode on-camera mic can be perfect for your needs, and get “good enough” audio even from multiple speakers.

In closing, these are just a few tips we’ve learned over the years, but there are many, many factors you might consider to keep improving your setup for student experiences. None of these tips are a substitute for engaging speakers and informative content, but they can help make sure that your video quality doesn’t take away from the learner experience.

Do you have any tips you’d like to share with us? Tweet @techchange and we’ll check it out!

After the first wave of massively open online courses (MOOCs) failed to deliver a revolution in online education through static video content, new providers are emerging. But they are all solving the wrong problem.

When it comes to appealing directly to learners, these offerings tend to focus on edutainment-style delivery of video content by celebrities (such as MasterClass) or optimization for mobile-friendly microlearning (for example, Grovo). In a world with reality TV politicians and a smartphone in every pocket, it makes sense to respond to perceived learner interest with optimizing the who, where, and when of online learning. However, the how is the same as the early days of Coursera and Lynda.com: short videos and quizzes with little real feedback for the learner.

Feedback for practical training has significantly advanced, but only on skills where there are obvious right and wrong answers. Duolingo and Code School deliver high-quality gamified experiences to provide instant feedback, but few opportunities for classroom discussion or paired programming, which tend to be the primary method for expertise at higher levels, respectively. This means that when feedback is provided, it’s still heavily regulated by what is being learned, with more fluid learning experiences left ignored. While it may simulate elements of “learning by doing” as experiential learning in the absence of an educator, currently, the topics are tightly limited.

Ultimately, these two dominant paths for online learning stem from the same assumptions about why a learner is engaging: to be entertained or to practice easily definable skills. Unfortunately, this leaves out the vast majority of human learning experiences. It’s as though saying the only ways to complete college are to attend only 3,000-person lectures by celebrities on your phone or to play an entertaining video game alone.

Here at TechChange, we believe that learning can be micro. And mobile. And it can even be delivered by a celebrity. But most importantly, learning needs to be social. And social learning theory assumptions differ from the two other methods in the following two ways:

Learning is active. Cognition, environment, and behavior are all reinforcing. Taking quizzes after consuming a video can only ever be part of the learner experience.
Reinforcement is incomplete. While gamification of activities can be valuable, such as for language or programming, they can never fulfill all the needed roles for learning.

Most online learning platforms stop at one or the other: learning is either a lecture/quiz or a video game. Even at TechChange, we award TechPoints for online participation and thoughtful instructional design for self-paced courses. But that’s often not enough.

These are a few other methods we utilize:

Small group webinars. To hold discussions with facilitators and share experiences, as well as extract information most relevant for adult learners.
Forum posts. To ask and answer questions as well as observe active threads on topics of relevance.
Intentional community management. Across multiple platforms, including LinkedIn badging, Facebook alumni groups, and email coordination to center on the platform.
Real-world identity. To connect with others.

Intro to AI for International Development

But such a learning format, as well as in real life, tend to only work well in small, intentional groups of learners. Short even of Dunbar’s number of 150 individuals, the typical real-world workshop of 50 learners at once is closer to ideal.

In conclusion, education technology is finally reaching the mainstream. And that is a positive development for lifelong learning. But in rushing to make learning easy and entertaining, other providers are failing to make learning social. And that’s problematic for the advancement of the field.

Sedinam joined the the TechChange team to support service design and tech initiatives. She will be focusing on supporting partner learning objectives on the TechChange platform. In addition to graduating from Swarthmore College with a B.A. in Computer Science and Economic Development, Sedinam also co-founded Dislabelled, an organization that works with people with disabilities and seeks to reform the special education system in Ghana. She also founded YenAra backpacks in 2015, a socially responsible for-profit business initiative that provides unique and functional African-inspired backpacks to an international marketplace.

Sedinam is passionate about the intersection of technology, business, education and design. In her summers, she has worked as a Google policy fellow, robotics workshop facilitator and software developer. In her free time, she loves harmonizing to everything under the sun, writing articles and meeting new people! Welcome, Sedi!

Q: Could you share a little bit about your background? What originally interested you in TechChange?

I was raised in Ghana and my family, community and education have contributed significantly to who I am today. In high school and college, I had opportunities to interact with people from a wide range of differences in culture. These experiences deepened my knowledge of cultural differences and I learned to not only respect but also to celebrate diversity. These experiences also fuelled my desire to learn about people and know more about their stories.

I had the opportunity to first meet some members of the TechChange team during a Mapping for International Development Happy Hour two years ago when I was interning in DC. I read about the CEO of TechChange who was a Swarthmore alum (shout out to Swat!), felt connected to TechChange’s mission, and being the inquisitive person I was, I wanted to learn more. After spending hours discussing various topics from the need for accessibility of technologies to why liberal arts colleges are beneficial, I left the event with the sense that TechChange was a community of friendly, supportive and passionate people that I would fit in with.

Coupled with hearing more about experiences working at TechChange from Swarthmore alumni and students, I was drawn to work at TechChange for three main reasons amongst many: the opportunity to learn and apply my skills in a fulfilling, exciting and creative way, the collaborative team culture at TechChange and a company mission that is at the heart of technology and social change, a purpose I identify with and value deeply. Learning that some of these courses benefit African countries was definitely a highlight to me as a Ghanaian. So far, I can say that it’s been a great decision and I’m glad to have found a job straight out of college where I wake up genuinely excited about the work I’m doing and the people I get to see!

Q: How do you see this role with TechChange fitting into your studies and past experience as an entrepreneur?

My role at TechChange is currently at the intersection of instructional design, tech, and client partnerships. I love that I can apply my Computer Science knowledge into fully understanding how our platform works both on the frontend and backend. I also love that I can deepen my knowledge about web development.

I am interested in international development so the opportunity to interact with clients from various international development organizations doing amazing work is one that I value immensely! TechChange fits wonderfully into my past experience as an entrepreneur because I get to try my hands at various activities at this company and it’s so exciting.

With my backpack company, I identified a business opportunity when students on my college campus kept commenting about the colorful patterns in my Ghanaian clothes and backpack. Through market research and talking to various students who were involved in diverse areas of campus life, I studied the backpack wants and needs of students on campus. I recruited some of my friends and family to join my team, including a chief operating officer that determined quality control of the backpacks from the local artisans, a designer that sketched our prototypes and a marketing strategist that helped me think about the website design, flyers and questionnaires. Working with the designer, our team came up with functional and attractive designs based on our market research, built prototypes and solicited feedback from customers in the Philadelphia area.

It was a long-term process of planning, conducting market research, developing pricing strategies, designing posters using Adobe Indesign and learning, learning, learning. I learnt so much about myself during the process and about social enterprises. Similarly, having a job where I’m actually at the intersection of cutting edge work is more than I could have envisioned for myself.

Q: How do you see your role going forward to build on your work with co- founding Dislabelled and founding YenAra Backpacks?

The question of my role going forward in both organizations was one I definitely had to grapple with in deciding my next steps after college. I still have so much learning to do and YenAra backpacks helped me to do so much learning by actually doing. That being said, I decided to put that on hold to focus more on transitioning to a new work environment and giving my entire self to my role at TechChange. It was definitely a beneficial entrepreneurial experience and I can definitely see myself applying the skills I gained from that experience to my job. With Dislabelled, I am still involved and working with amazing team members to coordinate and organize events! Dislabelled has been run since high school and a lot of it has been during holidays and by coordinating activities remotely. Currently, we have successfully undertaken five projects and our team is working on the sixth project. In one of our projects, titled “SustainAbility” our team led the creation and compilation of a white paper that documented changes on government policy that teachers from various special education schools in Ghana voiced. Our current projects involve organizing informative workshops for parents who have children with disabilities in Ghana.. Outside of work, it is the passion initiative that I can focus on and our team is fantastic.

Q: Could you share a bit more about your interest in special education and how that applies to technology?

My interest in special education came about in high school, where we had a speaker who had cerebral palsy come and talk to our Pan-African club at school about her disability. Following that, I worked as a Google Policy Fellow in my sophomore year with the American Association of People with Disabilities as my host organization. That’s where I became even more interested in the intersection of special education and technology. America was celebrating the American Disability Act the year of my fellowship and I had the opportunity to participate in Special Ed Initiatives including the AAPD Technology forum and the Higher Ed Accessibility project. I also worked on a research project concerning people with learning disabilities and the role of assistive technology. The deeper and deeper I dug into my research the more questions I found. Questions I had included: how has technology been used to positively impact special education in various countries? How do people with physical, intellectual and learning disabilities use technology and in what ways does their technology use differ? How can we make technology more accessible especially in developing nations and what are some obstacles that prevent special educators from using technology to enhance teaching in their classrooms? I still have those questions and these questions sustain my interest and technology and special education.

Q: I know it’s only been a week, but what are some of your favorite parts of working at TechChange so far?

The people here are truly amazing. It’s been great to go home and be able to rave to my roommate about how supportive and fun people here are! One of my favorite parts was the potluck where everyone had to bring a meal item. There was an amazing sense of community and it felt like I was not only part of a team but a family of some sort. Another favorite part of my time here so far was meeting TechGirls and teaching them how to build their own courses on the TechChange platform. As someone from Ghana myself, it was really awesome to see TechChange hosting girls from Middle East and Africa and actively showing them the work we do here. I was inspired by how the team was genuinely interested in sharing their work and encouraging the girls and I was reminded for the billionth time about why this place is such a strong fit for my interests, values and passions!

Q: What is one thing that you’d love to learn or do in the next year?

In the next year, I am excited to gain more experience in managing client partnerships effectively. I love interacting with people and I can’t wait to see how I can use this skill in ensuring our TechChange clients remain happy! I also hope to broaden my global network and perspectives. As a member of the tech team, I also can’t wait to deepen my coding skills even further, specifically in JavaScript/CSS, and learn from the various teams at TechChange including the instructional design and business development side of things. I also want to learn more of what it takes to successfully build an online learning community. I deeply value being in a company like TechChange where I can see first hand the many aspects of running a successful company.

Q: Lastly, what’s something that not a lot of people know about you?

I love love dancing! In college, I taught several dance classes and participated in an Intergenerational Drum and Dance Ensemble. As a student academic mentor, I managed to also weave in several dance wellness study breaks where I led dance workshops to Afrobeats music! I’m actually going to share a couple of links below to some of the songs/beats I’ve been listening/dancing to recently! I need to share the love, haha. Hope you enjoy it and thanks for the opportunity to share a bit of my story!

Beat de chez beat- Coupe Decale

Adomaa- Evolution of GH Music

Chance the Rapper- Blessings

Sonnie Badu- Ese Oluwa

A veteran Illustrator and Animator with the TechChange team, John Kim has been responsible for conceiving, illustrating, and animating some of TechChange’s most beautiful and engaging educational content. From self-paced courses to short animated videos, if you’ve enjoyed a TechChange creative product in the last two years, there’s a good chance that John had a major part in bringing that into reality.

So it was a pleasure to sit down with John and learn a bit more about him and his work!

Q: Could you share a bit about your background? What originally interested you about joining TechChange?

I’m born and raised in Maryland, the land of the blue crabs! I graduated from Maryland Institute College of Art (MICA) in 2014 with a bachelors in Illustration. I was very interested in TechChange’s animations and thought it would be an amazing experience to join them.

Q: What are some of your favorite projects that you’ve worked on? Has there been anything particular that you’ve enjoyed or found interesting?

My favorite project that I worked on was the Indianapolis Zoo animation to help encourage the conservation of orangutans. It was my first time actually doing 2D frame by frame animation by hand. Now it has opened new doors for me in regards to working on personal projects. I never realized I said orangutan wrong…

Q: How has your role changed since you first joined TechChange? Are there any skills or ideas that you’ve included in your approach?

At first I was only creating Illustrations for TechChange’s online courses and animations, but I also now help with animating and video editing, including on the YouTube series for Data Day to help our learners better visualize and understand everyday data.

Q: What was it like to travel to Mozambique to meet TechChange partners and film subject matter experts?

It’s very corny to say this, but traveling to Mozambique really changed my perspective on life. It was my first time traveling to Africa and I was not sure what to expect. There were/are many things that are happening around the world that I am not aware of and to see the aftermath of a disaster was conflicting for me. I feel like I learned more about myself in Mozambique than I have in any other trip. Also to be able to travel with two amazing colleagues made the trip amazing. I felt like a C-list celebrity in Mozambique with all the stares I got from the locals…

Q: You’ve worked on a massive variety of projects across multiple styles and student needs — how do you keep pushing yourself to try new techniques and approaches?

I’m pretty harsh on myself when it comes to criticizing my work. Most times I’m never really satisfied with what I produce, and feel like there are always things I feel like I could of done, but was not able to figure out. I try to learn from all the pros and cons of what came out of the final product and use them to grow as an artist.

Q: What’s the team like? What are your favorite parts about working at TechChange?

Everything! It has been a pleasure and an honor to work with such great people who are so CRAZY! It’s great to be able to be in an environment where you can act like yourself without any fear of being rejected. Everyone is open to new ideas and are always accepting of one another.

Q: What is one thing that you’d love to learn or do in the next year?

I would love to explore even more styles and animation styles to learn from. It’s always so rewarding to be able to see your work evolve! Also, I would love to be able to take better photos. I’m still a novice and I am excited to gain more experience.

Q: Lastly, what’s something that not a lot of people know about you?

My siblings and I have all the same initials. I’m not sure if my parents were just lazy or they thought it was funny. JK!

: John with Yohan and Shannon

: John guessing chocolate…blindfolded

: Yohan and John from the creative team!

: John conducting a TechGirls workshop

: John, Emily, and Shannon in Mozambique

From high-tech firms in Silicon Valley to established charities in Geneva, global businesses and nonprofits are struggling to build internal technical skills required to reach organizational goals. But instead of hiring or contracting specialists or turning to external professional development, global organizations are turning to online learning for help.

For example, Airbnb has been struggling to find and hire enough data scientists to meet market demand, and discovered that existing online programs like Coursera and Udacity weren’t sufficiently tailored to their internal data and tools. In response, Airbnb created their own Data University with courses of three levels of instruction not only for engineers, but also non-technical employees who want to take on larger roles as project managers. According to TechCrunch, since launching the program in Q3 2016, Airbnb has seen the weekly active users of its internal rise from 30 to 45 percent with a total of 500 employees taking at least one class.

Similar advances are happening in international development, particularly regarding Information Communication and Technology for Development (ICT4D), where the benefits of technology are real and measurable in impact. Catholic Relief Services (CRS) approach to ICT4D-enabled projects has resulted in a 75% decrease in time needed to conduct emergency assessments, 53% fewer errors in data collection, and a more standardized process for monitoring and evaluation.

But scaling ICT4D solutions requires technical training as well as the availability of tools, which is why TechChange partnered with CRS to design and create an internal course on “Integrating ICT4D Into Projects.” The goal was to better prepare staff to use ICT4D to scale ICT4D usage in programs to improve accountability and responsiveness. This included simulations, case studies and interactions. According to Dr. Kathryn Clifton, an ICT4D Knowledge Management & Communication Specialist at CRS:

“Programs employ staff with varying levels of familiarity with technology. For some, involvement in our programs may be the first time they have used a smart phone on a repetitive basis. There is a mindset that needs to accompany the use of technology so that staff understand why it is important and why we are using it. The mindset needs to go beyond having a neat gadget. An introductory training is important to generate clarity in messaging, purpose, and familiarity with technology so that programs can generate a sustained momentum and level playing field around the use of technology. Without it programs can get off to a wobbly start leaving many wanting to go back to paper.”

Screenshot from CRS “Integrating ICT4D Into Projects” Course

By offering this course online, we’re also hoping to not only provide a scalable model for pushing information and training to a global CRS staff, but also to help provide data about how staff and partners learn best online across a global organization.

After all, when introducing Data University in a Medium Post, Jeff Feng stated: “Data [is] the voice of our users at scale. Thus, data science plays the role of an interpreter — we use data and statistics to understand our users and translate it to a voice that people or machines can understand.”

On June 20-22, TechChange will return to InterAction Forum 2017! We’re hoping to build on our success from last year (See photos: Day 1, Day 2, Day 3, and Gala and Awards Ceremony), by taking photos of three former Presidents (Bill Clinton, Joyce Banda, and Mary Robinson). But even more importantly, we want to take pictures of our community: Including you!

So, if you’re planning to attend, please tweet using the hashtag #InterActionForum to let us know that you’ll be there. And if you you have some free time in between events during the event, check out our table in the exhibit hall, where we’ll have a photobooth for InterAction Forum attendees, as well as a screen where we’ll show all the pictures that we’re taking throughout the day. To learn more scheduling and list of speakers, check out the Daily Agenda for Forum 2017.

Lastly, if you haven’t bought your ticket yet, there’s still time before the June 2 registration deadline. Click here to register for InterAction Forum 2017 now.

See you soon!

A veteran Instructional Designer with the TechChange team, Shannon Fineran recently shared some of her experiences over the last year with TechChange.

Q: Could you share a bit about your background? What originally interested you about joining TechChange?
I’ve always had a great interest international affairs and relations, and after spending a year in the classroom I came to really appreciate education and effective teaching methods. I was intrigued by TechChange’s model and mission to make education accessible and engaging. Their work aligned really well with my interests and background and I thought it would be a perfect place for me to work.
Q: What are some of the projects that you’ve worked on? Has there been anything particular that you’ve enjoyed or found interesting?
This year I’ve worked on a number of great topics, about everything from gender and finance to international peacebuilding. One of my favorite projects has definitely been the one we just wrapped up on gender and sexual diversity. Not only was the material incredibly interesting, but the course itself was literally changing people’s as they became empowered and educated.
Q: I understand you did some travelling this year for a project. What was that like? How did it affect your approach as an Instructional Designer?
Another great project I’ve been working on is about climate change adaptation. As a part of it, two of my colleagues and I traveled to Mozambique to gain some greater context for the course and to conduct a series of interviews with key stakeholders. The trip was intense, but very rewarding. Mozambique is an incredible place that I never thought I’d visit, so I was grateful for the chance to explore. And more importantly, our trip gave me a better understanding of the course material and importance and I think it definitely shows in the final product.
Q: The number and quality of courses being created by the instructional design team is amazing. What does this look like on the project level?
We spend a lot of time and effort to work closely with the client to make sure we can envision what they need. From there, we’ll look to projects past or to each other for ideas on interesting interactions. While usually are individually assigned projects, but often we’ll work collaboratively to take them to the finish line.
Q: What’s the team like? What are your favorite parts about working at TechChange?
Our team is small and close, and more like a family than anything else. We each have different strengths that make I’m constantly impressed and inspired by my colleagues. They push me to improve my own skills and think outside the box to build the best courses possible. On a similar note, one of the best parts of working at TechChange is the people. I can’t believe I get to work with such brilliant, fun, and innovative individuals!
Q: What is one thing that you’d love to learn or do in the next year?
I really love photography and videography and I’d like see how I can improve those skills and use them as an instructional designer.
Q: Lastly, what’s something that not a lot of people know about you?
When I was in 8th grade, a local radio station read a poem I wrote aloud.

Austin Spivey joined the TechChange team this week to start her role this summer as an Instructional Design fellow. To introduce her to the team and our learning community, we sat down for a short Q&A. Welcome, Austin!

Q: How’s your first week going?
So well! I enjoyed such a warm welcome from the whole team — suffice to say, I know where to get great tacos on U Street now! There is such a wonderful work environment at TechChange, and although I still have a lot to learn, I already feel right at home.

Q: Could you share a bit about your background before TechChange?
I graduated from The College of William & Mary in May 2016 with a B.A. International Relations and a B.A. Middle Eastern Studies and spent the following year living in Muscat, Oman, studying Arabic intensively there as a Boren Scholar. In college, I worked as an editor for our journal of international studies and spent all four years in an a cappella group. I’m a Persian poetry enthusiast, classic rock junkie, and sushi fanatic.

Q: What originally interested you about joining TechChange?
The more I learned about TechChange, the more I fell in love with the company’s vision. TechChange is tackling the question of how best to invest into the immense human capital present in the international development world through online learning and is doing so comprehensively, attractively, and with an eye for detail. I love that the team is on the smaller side overall, which means not only that each team member contributes significantly to projects, but also that team members have the opportunity to wear many hats — for instance, as translators, which excites me as an Arabic and French speaker!

Q: I understand that you’ve just returned from Oman. How has the transition been to D.C.?
As a Richmond, VA native, I’m familiar with D.C., but have learned that living here is another experience entirely — I am slowly but surely mastering public transportation. Although I miss Oman, going straight into the TechChange office has made the transition much easier!

Q: How does Instructional Design fit into your interests? What interests you in your projects?
I worked as an Arabic T.A. while at W&M and struggled with questions similar to those that TechChange tackles in its projects — how can I keep my students excited about Arabic beyond their language requirements? What are the best ways to teach these concepts? How can I motivate my students to show up for T.A. sessions? Drawing on my experience as a T.A. has motivated me to become an innovator for the Instructional Design team, and as someone with a critical eye who deals in details, the position is a perfect fit. I love, too, that Instructional Design works on multiple projects from multiple clients at once — today, I learned more about prenatal medicine than I’d ever known in the past, and just from editing a project. I’m excited to dive into more diverse projects in the future.

Q: What is one thing that you’d love to learn or do this summer?
I would love to learn to use Adobe Photoshop, even though my artistic skills are neither here nor there!

Q: Lastly, what’s something that not a lot of people know about you?
I absolutely love watching paranormal investigation shows — no shame

Here at the start of the summer season, it gives me great pleasure to introduce Kai Fox, the newest member of our team. Currently a senior at Severn High School in Annapolis, Maryland, Kai is working on an independent senior project here at TechChange.

Kai is currently teaching himself JavaScript will be pursuing a degree in computer science and international service at American University next year. He lives on the Chesapeake Bay and enjoys waterskiing and ice cream.

Welcome, Kai!

: Diving in Bonaire

: Playing Wide Receiver for Severn