Ripley Union Lewis Huntington S. D.
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: |
Ripley Union Lewis Huntington S. D.
|
| District IRN: |
46078
|
| Contact Person: |
Ms. Susan Owens
|
| Contact Person Title: |
Technology Supervisor
|
| Contact Person Address: |
120 Main Street
Ripley, OH 45167
|
| Contact Person Phone: |
937.392.7032
|
| Contact Person Fax: |
937.392.7003
|
| Contact Person email: |
sowens@ripley.k12.oh.us
|
| Requested Funding Amount: |
$9,319.00 |
| District Size: |
6,000 or More Students |
| Grades Involved: |
7 8 9 10 11 12
|
| Project Artifact: |
PDF |
| Dates of Presentation: |
| Presentation One: |
Location:
SOITA/GMVETC Technology Conference, Dayton, OH
Date:
12/5/2001 |
| Presentation Two: |
Location:
Ohio SchoolNet State Technology Conference - Columbus, OH
Date:
2/6/2001 |
-
Why did the district create such a program to utilize students as technology support staff?
Top
-
Technology has been a fundamental component in the strategies leading to systemic reform in the Ripley Union Lewis Huntington (RULH) School District. In December of 1994 the Ripley Union Lewis Huntington School District was chosen as a SchoolNet prototype for the state of Ohio. Since the district technology coordinator was still a full time junior high and high school computer teacher at the time, the student technology program emerged when the advanced computer students and computer club members were used to help set up the new computers throughout the district in February of 1996. During regular class periods the computer students assisted with set up and network configuration of the SchoolNet teacher workstations at the RULH Jr./Sr. High School. After school students volunteered their time to set up all the new computers for the elementary. Due to the deployment of increased technology hardware and software, the district found itself in need of more technical and instructional support. Since that time the necessity for the RULH student technical assistant program grew and a class for credit was created called Computer Seminar in the fall of 1997. The network is now comprised of over 500 computers in PreK-12 and over 1,000 users. All students in grades 5-12 have an individual network account with email.
-
What technology support do students provide to the district? (e.g. software, hardware, website creation or maintenance, etc.)
Top
-
The RULH Student Technical Assistants carry out project-oriented tasks that are designed around the technology needs and interests of the students, school and community. They provide a variety of support including setting up new computers, installing software, networking new computers, installing printer drivers, creating and maintaining the district web site, providing technical support and instruction in the classroom when teachers have students completing projects, and preparing electronic documents for teachers, staff and community members.
-
How long has the project been in effect?
Top
-
In December of 1994 the Ripley Union Lewis Huntington School District was chosen as a SchoolNet prototype for the state of Ohio. Since the district technology coordinator was still a full time junior high and high school computer teacher at the time, the student technology program emerged when the advanced computer students and computer club members were used to help set up the new computers throughout the district in February of 1996.
-
Did another district's student tech program influence the way you modeled your program? If so, which district.
Top
-
The RULH program was not modeled after another district but evolved over time out of need and the realized benefit to the students. Several adjustments and improvements have been made throughout the program over the past few years.
-
What resources or policies were necessary to start up and maintain the program? (i.e. funding, human resources, board approval, ect.)
Top
-
When the RULH Student Technical Assistant Program began it required little resources. Approval was granted from the administration to create a high school course for credit that students could take as an independent study during any class period. Initially students volunteered their time after school and during lunch to assist in the technical support and set up of new computers. Students that have an interest in technology, are trustworthy, have a good work ethic and possess a willingness to learn are recruited for the program.
-
What are the goals of the program?
Top
-
- To develop the basic technical and troubleshooting skills of students in grades 7-12.
- To foster and support professional development efforts that enhance teaching and learning in the classroom.
- To provide adequate, cost effective support and maintenance of hardware, software and other technologies.
-
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
-
As stated in Question 5, the initial cost required to start the RULH Student Technical Assistant Program was only the time of the technology coordinator/computer teacher to properly train the students. Students in a rural, low-wealth district were so excited about the new technology they couldn't wait to volunteer their time to help. Because the initial implementation of this program only requires a dedicated staff leader and students that are interested in technology, it can be started in any school regardless of available resources. Currently, students that work during the summer checking inventory and performing maintenance tasks are paid a minimum wage rate of $5.15 from the General Fund. The total cost paid to students over the life of the program is $1,062.25 for after hours work. Since the technology supervisor and support staff have extended contracts, the only cost of the summer tech camp is that of the necessary equipment and parts to build the new computers. Other costs include purchases of software and hardware items that assist technology support personnel when completing tasks. Items include toolkits, inventory/helpdesk software, antistatic wrist straps, reference books, shirts and badges.
-
How many students are participating in the program this school year?
Top
-
There have been approximately 60 students that have participated in the program in one capacity or another. In addition to the 24 students that have taken the computer seminar class (grades 9 - 12) since its creation, other students in the computer classes have helped set up new computers during and after school. As a recipient of the a Raising the Bar in the Middle Grades grant, junior high computer students were used exclusively to set up five computers per classroom in grades 6, 7 and 8 in 1999. There were also eight students in grades 6 through 8 that participated in the week long technology camp held in June 2000 and six in the 2001 camp. The tech camp is a volunteer activity on the part of the students and many more would have liked to participate if more numbers could've been accommodated.
-
Do students work during or outside school hours? Please detail.
Top
-
The majority of the time students work during the regular school day. However, when a large installation of new computers needs to be completed quickly or cleaning and maintenance tasks are scheduled, students work after school and during vacations.
-
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
-
Initially, students were not paid for their time but after recognizing the value of their assistance and the cost savings to the district, they have been paid since 1997 for after-hours work. The RULH Student Technical Assistance program offers a high school course called Computer Seminar. The course is designed to engage students in the technical, instructional and community aspects of the district technology program. Students learn practical technical skills while providing technical support to staff and students. Students develop information and technology literacy skills, as well as research, writing, presentation, mentoring and leadership skills. The program is open to all students with some computer experience (all students visit the elementary computer lab from Preschool through 6th grade for keyboarding and basic instruction), and they must complete an application to be reviewed by the technology coordinator, computer teachers and guidance counselor. Students receive 1/2 credit for the course, and they must sign a specific Acceptable Use Policy for technical support staff in addition to the regular student Acceptable Use Policy.
-
What grade level(s) are students who participate in the program?
Top
-
Currently grades 7 through 12 participate in the program but the elementary is planning to implement the program with 6th graders.
-
Is your student technical program integrated with your district curriculum? How?
Top
-
The RULH Student Technical Assistant Program is integrated with the regular curriculum with respect to the technical skills that are required by students. Systemic reform efforts in curriculum, staff development and technology at RULH are strong and provide a fundamental foundation for connecting technology, curriculum, students and community members with "real-world" experiences and career preparation opportunities. The acquisition of additional funds to "grow" new, innovative technology programs will enable RULH Schools to further utilize existing resources. (RULH Continuous Improvement Plan, 2000; RULH Technology Plan, 2000).
-
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
-
Since students register for Computer Seminar as an independent study they are able to take the class whenever it fits their schedule. This reduces the number of schedule conflicts; however, sometimes there isn't a tech student available during a block that a teacher needs help. Typically only high school students drive between buildings but they must have signed parent permission forms. The younger students have standing permission slips to ride with the technology coordinator to the elementary building when necessary.
-
How and by whom are students trained to be able to support district technology?
Top
-
Students are typically trained on an individual basis by the technology coordinator. However, with the implementation of the summer technology camp in 2000, student technical assistants receive more thorough, consistent training. The district technology coordinator with the assistance of the building technical support staff trains the students. When the new computers were built during the summer tech camp, the vendor sent a technician to assist. There are also numerous technical support documents and links to technical support sites located on the school and ASSIST web site.
-
What training and reference materials are provided to the student participants?
Top
-
Students that participate in the annual summer technology camps are given binders with the reference materials for that particular topic. The school web site and the tech office also have a vast library of technical support documents and web sites.
-
How many technical support staff (non-student) are employed by the district? Describe the role of each.
Top
-
The RULH School District employs a full time technology supervisor and a full time assistant technology supervisor. The assistant technology coordinator is also responsible for operation of the high school television studio and maintains the programming for the local access channel. The tech students are used in the television studio as needed and receive basic instruction for operating the equipment. In addition, there is one high school teacher, two junior high teachers and two elementary teachers each with five extended days to provide technical support to other teachers, assist with the tech camp and receive additional training during the summer.
-
What lessons has the district learned during the program? Include strengths, weaknesses and obstacles encountered.
Top
-
The strengths and benefits of the program far out weigh any weaknesses with the program. The main lesson learned from the implementation of the RULH Student Technical Assistant program is that students rise to the level of expectation and excel when placed in roles of responsibility. Through this program students gain practical technical skills and engage in "real world" problem solving activities that increase job skills for future employment. Students (especially shy and at risk students) experience increased motivation, self esteem, and school attendance. Students also learn to work with others and treat staff and other students as customers. For example, a special education student has been a technical assistant for two years and will probably be recognized as the outstanding computer seminar student at the academic banquet this year. Although he struggles in the classroom with written assignments he does a fantastic job as a technical assistant and is always willing to go above and beyond what is required. The increased self-esteem he receives from this program is incredible. The school receives daily technical support for staff and students through a cost effective program. However, there are areas of concern when implementing such a program. The students' knowledge of passwords and network procedures can increase security risks. Students must be educated and constantly reminded about the ethical standards surrounding the use of technology. Another concern is when students create additional and/or more serious problems than the original. Sometimes a simple procedure can become a time consuming task but students learn from these situations. Another difficulty is the technology coordinator allotting adequate time to train students. To implement this program the technology coordinator must be able to relinquish paperwork and other administrative tasks to other times of the day until student technical assistants are properly trained. The qualities and skills students need in order to have a successful and enjoyable experience as a student technical assistant include have a positive attitude, be self-motivated, have the ability to learn independently, possess basic computer literacy skills, possess a strong work ethic and a willingness to take risk
-
What process and instruments are used to evaluate the effectiveness of the program?
Top
-
The overall evaluation of the program is conducted by the district technology coordinator with feedback solicited from faculty and support staff. Students are given a self-evaluation form and the technology coordinator completes a similar form. An individual meeting is held with the student to discuss their strengths, areas of improvement and goals for the future. Although the student technical assistant program is a fundamental part of daily operations, it does not take the place of a well-trained school technology coordinator, remove the need to continually train school staff, teachers and students, or allow students to run the program without supervision.
-
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 model used by the RULH School District is a cost effective, practical program that requires few resources to implement. The key to the program's success is a technology leader dedicated to recruiting motivated, dedicated students and providing thorough training and supervision. Training and evaluation are an ongoing process and are key to the program's success. A training matrix using the ISTE students technology standards can be used to ensure the inclusion of all skills students should possess. The general areas for the standards include basic computer operations, social, ethical and human issues, productivity tools, communication tools, research tools, problem solving tools and management tools. A reference manual can be used to outline each of the above skills and issues and provide a wealth of other resources such as web site for finding drivers and error documentation. Students must learn to be resourceful and develop strong problem solving skills when working with technology.
-
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 RULH Assist Project provided the opportunity for the student technical assistants to create a deliverable product about their program through an interactive, informational CD-ROM and the school and state web site. The students that participate in this program are proud of it and are extremely excited to share the information with others. The web site can be accessed at http://www.ripley.k12.oh.us/assist or submit an email to techhelp@ripley.k12.oh.us to request an informational CD-ROM. The students currently use Claris Home Page and Microsoft FrontPage to maintain the school web site. The students were professionally trained in the use of Macromedia Flash to produce their deliverables. This proposal not only allows the students to share their program with other schools in the state of Ohio but also allows the students to develop a new set of technical skills. The skills learned through this project will allow the students to create other projects to benefit the district and use once leaving high school. One anticipated project will be to create an informational CD about the school district that can be used for a variety of purposes including recruitment of new staff. The created CD will include an introduction from the superintendent and principals, short video segments showcasing the schools and information about each program at RULH Schools. It will also include live links to web sites about the local area and towns, real estate agencies, apartment information and downloadable PDF files of job applications. The success or failure of school programs and their enhancement of the regular instructional program using technology is more dependent on staff and contextual issues than on hardware, software or connectivity. The need for thoughtful and appropriate selection of how and where programs and technology should be integrated is essential. Integrating technology into the daily school programs will not by itself improve academic performance. However, using this tool in a dynamic manner with a combination of many other existing programs will help RULH staff meet the needs of students, parents, staff and community members. The RULH Student Technical Assistant program opens doors as students and staff work together to provide powerful learning opportunities for an entire community.
|
|
|
