Garaway Local Schools
District Information
Why did the district create such a program to utilize students as technology support staff?
What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.)
How long has the project been in effect?
Did another district's student tech program influence the way you modeled your program? If so, which district.
What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.)
What are the goals of the program?
How much did it cost to create the program?
Please itemize costs and expenditures in an Appendix.
How much does it cost annually to maintain the program?
Please itemize costs and expenditures in an Appendix.
How many students have participated in the program to date?
How many students are participating in the program this school year?
Do students work during or outside school hours? Please detail.
Are students paid for their work? If so, how much per hour and how are they funded? If students are not paid, do they receive credit as a course?
What grade level(s) are students who participate in the program?
Is your student technical program integrated with your district curriculum? How?
How have you solved logistical problems (matching student/teacher schedules, transportation between buildings, etc) so that students can do work where it is needed?
How and by whom are students trained to be able to support district technology?
What training and reference materials are provided to the student participants?
How many technical support staff (non-student) are employed by the district? Describe the role of each.
What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered.
What process and instruments are used to evaluate the effectiveness of the program?
How is cost-effectiveness of the program determined? What information has been gathered to date showing the cost-effectiveness of the program? Include samples.
Why does your district believe that it is has a model for other districts to implement?
Describe the type of product(s) you anticipate creating to communicate to all districts your program? (e.g. website, CD Rom, video, etc.)
-
District Information
Top
-
| District name: |
Garaway Local Schools
|
| District IRN: |
50278
|
| Contact Person: |
Mr. Jim Johnson
|
| Contact Person Title: |
Technology Instructor
|
| Contact Person Address: |
146 Dover RoadMbr/>Sugarcreek, OH 44681
|
| Contact Person Phone: |
330.852.3432 Ext:
|
| Contact Person Fax: |
330.852.2991
|
| Contact Person email: |
gar_jim@omeresa.net
|
| Requested Funding Amount: |
$8,550.00 |
| District Size: |
501 to 1,500 Students |
| Grades Involved: |
9 10 11 12
|
| Project Artifact: |
PDF |
| Dates of Presentation: |
| Presentation One: |
Location:
Ohio SchoolNet Technology conference
Date:
2/5/2002
|
| Presentation Two: |
Location:
Tuscarawas Area Tech Coord Mtg.
Date:
3/19/2002 |
-
Why did the district create such a program to utilize students as technology support staff?
Top
-
The Student Technician Program was created for two reasons. First, the district had only 1 technical support person for 5 buildings including the Central Office. The high school did not have any advanced level computer science courses. The technology coordinator wanted to offer a course that would help both of these problems plus give the students a chance to earn an industry standard technician certification.
-
What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.)
Top
-
The student technicians perform technical support for every part of the Garaway Technology Plan, hardware troubleshooting, software installation and maintenance, network installation and support, premise wiring, technology management (e. g. inventory and help desk management) and hardware and software testing.
-
How long has the project been in effect?
Top
-
The Student Technician program was piloted at Garaway in the 1999-2000 school year and was made an official course in the 2000-2001 school year. The program is in its third year during the 2001-2002 school year.
-
Did another district's student tech program influence the way you modeled your program? If so, which district.
Top
-
Most of the influence for the program was derived from Jim Johnson's experience with student technical support programs at Muskingum College and Ohio University.
-
What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.)
Top
-
The course of study was approved by the high school principal and the board of education. A program application was created to recommend students who were serious in applying for this independent study program. The application for independent study asks for two teacher recommendations, a recommendation from the guidance counselor, the principal's signature and student information like what computer classes and experience they have. Once accepted the students and their parent(s) sign a performance contract. The technology coordinator, Jim Johnson, time-shared part of his contract time to supervise and teach the student technicians. Funds from the district were used to purchase textbooks for the student to study from.
-
What are the goals of the program?
Top
-
The main goals of the Student Technician Program are to provide support to the Garaway Technology Plan, teach high-level process thinking, troubleshooting skills, earn an industry standard technician certification, and offer an advanced computer science course.
-
How much did it cost to create the program?
Please itemize costs and expenditures in an Appendix.
Top
-
This field appears as an appendix in the PDF
-
How much does it cost annually to maintain the program?
Please itemize costs and expenditures in an Appendix.
Top
-
This field appears as an appendix in the PDF
-
How many students have participated in the program to date?
Top
-
In the 1999-2000 school year, 4 students worked for the program. In 2000-2001, 4 students worked for the program for a total of 8 students. The program is designed to handle up to 6 students, but some have dropped out due to the time commitment requirements. Currently in 2001-2002, there are 4 students working in the program.
-
How many students are participating in the program this school year?
Top
-
Currently in 2001-2002, there are 4 students working in the program.
-
Do students work during or outside school hours? Please detail.
Top
-
Students work both during and after school hours. Each student that signs a contract to work in the program agrees to work a minimum of 90 hours. Typically the student will schedule to work during a study hall, 2-5 times a week, sometimes after school, during the summer, during winter and spring break and any other time they wish to work to get their 90 hours in.
-
Are students paid for their work? If so, how much per hour and how are they funded? If students are not paid, do they receive credit as a course?
Top
-
Currently students are not paid for their work, but do receive ½ high school credit per semester worked. The course is under revision to split itself into two separate advanced courses, hardware/software support and networking and operating systems.
-
What grade level(s) are students who participate in the program?
Top
-
Currently the program is designed for students in grades 9-12. As the program continues to develop and grow, grades 7 and 8 are to be added.
-
Is your student technical program integrated with your district curriculum? How?
Top
-
The program is included as an approved course in the high school curriculum. A course of study was created and board approved.
-
How have you solved logistical problems (matching student/teacher schedules, transportation between buildings, etc) so that students can do work where it is needed?
Top
-
The technology coordinator has a flexible schedule so a schedule that is mutually beneficial to both was/is decided. The issue of transportation was mainly solved two ways; the technology coordinator transport the students or those who are able, drive to the sites. This will be under review due to recent changes in transportation policies and state law.
-
How and by whom are students trained to be able to support district technology?
Top
-
The students are trained by the technology coordinator and also join an OMERESA consortium called SOFT for training opportunities. Future course expansion will include field trips to technology-based companies in the areas and other training schools as funds permit. The local career center also offers a Cisco Certification course that the students will be encouraged to explore.
-
What training and reference materials are provided to the student participants?
Top
-
The students are given an A+ training textbook, a lab manual, a book about upgrading and repairing a PC, and a book about computer user support. The students have access to the technology coordinator's library of technical books and manuals on a library checkout system.
-
How many technical support staff (non-student) are employed by the district? Describe the role of each.
Top
-
Currently there is only one technical support staff member, the technology coordinator, employed by the district. The role of the technology coordinator is to provide hardware and software support, management of the technology program, networking support, and any other technology need in the district. Plans are being developed to train a teacher in each building as a Lead Technology Teacher to offer localized support when the technology coordinator is not available.
-
What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered.
Top
-
So far the program has worked very well. With the addition of student technicians, the technology coordinator has been able to get more projects completed, test new hardware and software, installations of new equipment and software go smoother and faster with more help and the staff members are pleased with the students' work and customer support. Lessons learned include being careful about system passwords and how many students are given this type of access (only a few have been given this access,) scheduling around the students' and technology coordinator's time, being flexible, has worked well for both sides. Other weaknesses include having enough time for the students to work through a problem that takes longer than one period so many projects get started by one student and finished by another or a third student. Obstacles include the distance between buildings to utilize the student technicians since they can only travel to help at the elementary buildings after the school day is done. Since the high school ends class about an hour before the elementaries do due to dual bus routing and a staggered school schedule.
-
What process and instruments are used to evaluate the effectiveness of the program?
Top
-
The instructor, the technology coordinator, evaluates The Student Technician Program mainly by job performance. The students are graded on how well they execute their jobs and assignments. There are tests and quizzes to evaluate how well the students are absorbing the material. The students are also given course evaluation forms to comment on the course. Any outside training like the SOFT programs also has an evaluation form. The main thrust of the program is not a traditional classroom, but a vehicle to serve the district and students simultaneously in an open and non-restrictive environment.
-
How is cost-effectiveness of the program determined? What information has been gathered to date showing the cost-effectiveness of the program? Include samples.
Top
-
This field appears as an appendix in the PDF
-
Why does your district believe that it is has a model for other districts to implement?
Top
-
The Student Technician Program at Garaway has proven in its short life that students are a valuable resource in supporting technology and the process for choosing and training student technicians has produced excellent students. The model chosen for Garaway was very inexpensive, effective, beneficial for all persons involved, and easy to replicate in any district.
-
Describe the type of product(s) you anticipate creating to communicate to all districts your program? (e.g. website, CD Rom, video, etc.)
Top
-
The Garaway Student Technician Program would produce a technician web site, video about the work and projects students perform, and a CD-ROM with documents, forms and other program related information including the video.
|
|
|
