100% of our reason for being here, and 80% of the IT brain trust....
We’ve all said it and we all believe it - kids and students are 100 percent of the reason for being here. Yet, for IT, they are probably 80 percent of the brain trust. We don’t take advantage of this fact. So, tap this talent pool, create the magic and teach them by being Facilitators of Learning, not didactic instructors of this standard, or that objective. Weave academic content and 21st century skills into the process.
Several good models have already been produced. One worthy of careful consideration is GenYes. A program initially funded in the late 90;s by the U.S. Department of Education, it is now being implemented in some 40 states. Labeled by the U.S. Department of Ed as the only “exemplary” model of professionally developing teachers on technology, it’s a winner.We’ve all said it and we all believe it - kids and students are 100 percent of the reason for being here. Yet, for IT, they are probably 80 percent of the brain trust. We don’t take advantage of this fact. So, tap this talent pool, create the magic and teach them by being Facilitators of Learning, not didactic instructors of this standard, or that objective. Weave academic content and 21st century skills into the process.
GenYes has an entire curriculum set for elementary, middle and high schools. Formal courses, or before/after school programs, all fully supported with past participants to help you get going. There are “teacher academy” angles, programs targeted for Girls (GIT), programs targeted for technical support, etc.. The point is, these kids, like all kids want to help.
Teachers know how to use aides, just get them out of only cleaning the blackboard. Make it real, let them show you how to integrate technology into the curriculum. Let them help support your technology, drive down your Total Cost of Ownership, and in the process they learn and help all of us learn, what skills are relevant and rigorous as we try to bring old school reading, writing and math to the front.
