in Schools

June 2004

Sponsored by Apple Computer, Inc.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

Table of Contents

Introduction 1

Roles for Youth in the Technology Support Structureof School Systems 4

Features of Youth Technology Support Programs 6Benefits of Youth Technology Support Programs 8Profiles of Select Youth Technology Support Programs 11

Apple OS Help Desk 11C·R·E·A·T·E for Mississippi 11Generation TECH 12MOUSE Squad™ 13Student TECH CORPS 14Conclusion 15

Background and Acknowledgements 16Resources and References 17

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

Introduction

School district technology programs revolve around a host of

important activities and people, including technology planning andbudgeting, technology staff responsible for providing technology-related employee training and professional development, andenterprise-wide technology support strategies and systems. Withthe increasing reliance on technology for both educational andadministrative purposes, the quality of enterprise-wide technologysupport strategies directly and immediately impact how studentsand teachers use information age tools in their schools.

Indeed, empirical studies on school technology programs suggestthat the provision of high-quality support (defined as forwardlooking, responsive technology support that addresses bothinstructional and technical needs) can lead to a whole host ofbenefits for students, teachers, schools, parents, and communitymembers. These benefits include cost savings, an increase in thefrequency and variety of use of school technology resources, and adecrease in economic and racial/ethnic disparities in the use ofschool technologies (Mulcahy, 1995; Ronnkvist, Dexter, andAnderson, 2000; U.S. Department of Education, 2000; VermontInstitute for Science, Math, & Technology, 2000).

For many districts, providing high-quality technology support is achallenge: Only one-half (49 percent) of schools report havingaccess to a full-time computer maintenance/technical supportperson at either the school or district level (Editorial Projects in

Education, 2003). In addition, according to a 2001 U.S. Departmentof Education survey, one in five (21 percent) teachers nationwidereported that their support needs for installing and maintainingequipment, software, and networks were not at all well met, andfully half (50 percent) of all teachers reported that their support needfor help with the integration of computer activities and curriculumwere not at all well met (Adelman, Donnelly, Dove, Tiffany-Morales,Wayne, and Zucker, 2002). The failure to provide necessarytechnical support can undermine the investment in technology,reduce the effective use of existing school technology resources,and seriously weaken the prospects for leveraging future school ITinvestments. (See, for example, Adelman et al.,2001; AIR, 2002;Fishman, Soloway, Krajcik, Marx, and Blumfeld, 2001; NetDay,2001; Ronnkvist et al.,2000.)

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

2

Recognizing the Value of Youth Technology Supportin Mississippi: C·R·E·A·T·E for Mississippi

The value of the C·R·E·A·T·E forMississippi model has beenrecognized at the state level inMississippi. Under the StateTechnology Plan 2003-2008, an Instructional TechnologySpecialist should be in place ineach public school by the 2005-2006 school year. By 2008, 70percent of the middle and highschools are to have Student TechTeams (STT) “to assist in offeringinstructional and technical

support to teachers and students”(p. 17). Through the years,

principals of participating schoolshave recognized the positive

impact that STT can have in theirschools and among the studentsthemselves.

In response to the challenges of providing high-quality technologysupport, enterprising districts are employing a complete system ofconnected solutions, including the use of online support, deployingcommunity volunteers, outsourcing some of the more technical

services and—in increasing numbers of districts—solutions that relyon enlisting the aid of students (Bailey, 2003; Griffin Good, 2001;Kongshem, 2001; Shorr, 2003). Some technology directors will

admit that such an approach makes them nervous. Yet, it shouldn’t,if for no other reason than the fact that many students are far morefamiliar with technology and conversant with its uses than manyadults in schools. Also, students tend to have more time to

troubleshoot and learn new technology skills (Harris Interactive &Teenage Research Unlimited, 2003; Leach, 2004; Levin and Arafeh,2002; Prensky, 2001).

It is important to understand the initial reticence some have aboutstudent involvement in technology support programs in schools. Forinstance, some are concerned that the security of school computersystems might be compromised or that unscrupulous students

would violate the privacy of their classmates and school employees.Others are concerned that students themselves might miss out ongaining important academic skills by participating in these programsduring the school day. While well intentioned and understandable,these concerns are being addressed and solutions have beendeveloped by a growing number of youth technology support

program providers. Those reviewed for this paper include Apple OSHelp Desk, C·R·E·A·T·E for Mississippi, Generation TECH, MOUSESquad, and Student TECH CORPS. In these programs, the benefitsare substantial and long lasting:

■Students have meaningful technology support roles and learn

relevant academic and real-world skills.

■Existing technology support teams have more time to focus on

systemic technology support and implementation tasks.

■Schools see increased use and integration of school technology,

along with cost savings on maintenance, troubleshooting, andon-the-spot support for teachers.

■Schools see a more positive school environment that comes with

greater student involvement.

■Teachers have reliable technology that supports the teaching and

learning environment.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

3

“MOUSE Squad is teaching all ofus not only how to repair iBookcomputers, but also how to beresponsible and work as a team.Joining MOUSE Squad was anopportunity I’m glad I did notmiss.”

—Student Information Manager,IS 30 MOUSE Squad, District 20,Brooklyn, NY

For these reasons, technology leaders in a substantial number ofdistricts and schools across the country see the possibilities for awin-win partnership with having their students help them providehigh-quality technology support. More than half ( percent) ofdistricts reported that students are providing at least sometechnology support in one or more of their schools, includingtroubleshooting problems, setting up equipment and wiring,maintaining IT equipment, and—to a lesser extent—assisting

teachers, installing and maintaining software, and managing schoolnetworks (National School Boards Foundation, 2002).

For those interested in learning more about the growing trend ofinvolving youth in technology support programs, this paper servesas an introduction. In the sections that follow, you will finddescriptions of the various roles that students play in thetechnology support system, key features of leading youth

technology support programs, and a discussion of the benefits ofsuch programs for students, teachers, and their schools. In

addition, five youth technology support program profiles and anextensive list of resources and references are included for thosewho want to further explore the many ways to engage andempower students in technology support.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

4

Roles for Youth in theTechnology SupportStructure of SchoolSystems

TECH CORPS VolunteersWhile parents frequently volunteerto share their time and expertisein their children’s schools, adultswithout children in the schools areoften an untapped resource withinany community. Representingnearly two-thirds of the

households in this country, manyof these individuals are eager tofind ways to help the schools.For 9 years TECH CORPS hasengaged over 10,000 IT

volunteers across the country tobe tech buddies for teachers, ITmentors for students, andtechnical support helpers forschool technology coordinators.

Student involvement in providing technology support in schools ismost effective as part of an integrated district-wide technologysupport strategy—not as a separate, standalone initiative. A typicaldistrict technology director has a wide array of responsibilities thatinclude:

■Technology planning, budgeting, and implementation of the total

technology program across multiple school buildings and/orcampuses

■Keeping abreast of emerging technologies and education

technology trends

■Frequently serving on the Superintendent’s administrative team

District technology directors often rely on site-based individuals orteams to provide responsive technology support at the school level,including troubleshooting assistance, installation of newtechnologies, and frontline support for students, teachers,

administrators, and others at the school. These teams might includea school technology coordinator, the library/media specialist,

technology, business, or subject area teachers, parents, tech savvyvolunteers from the community, vendors and consultants, and—increasingly—students.

Student involvement on these school technology support teams cantake a variety of forms, as befits the needs and preferences of thetechnology director, site support team, and principal—fromsupporting the needs of individual classrooms to providing

assistance with school-wide or even district-wide efforts. In manycases, involving students in providing technology support allowsother IT support staff and technology leaders in schools to focus onsystemic issues, such as providing instructional and curriculum

integration support, negotiating district-wide technology purchases,developing technology policies and procedures, seeking andmanaging grants, and keeping up with the constant changes.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

5

Expanding the Capacity of ITSupport Staff: MOUSE SquadTechnicians

Students serving as MOUSESquad Technicians are typicallywell integrated into a school ordistrict’s existing technologysupport strategy, providing thefirst stage (level 1) of a system oftrouble ticket escalation. MOUSESquad Technicians receive

technical support ticket requestsand conduct service calls. If theyare unable to resolve the ticket, itis referred to the next level ofsupport, which is usually the

school’s technician or technologycoordinator. In some instancesMOUSE Squad Technicians refertickets via phone to a centralizedhelp desk. By providing level 1technology support services,MOUSE Squads significantlyexpand the capacity of the

school’s and district’s professionaltechnology support staff so theycan focus on higher-level issues.

With training and supervision, activities that students can performvary from student to student, but most programs can allow studentsto perform the following tasks:

■Inspect and clean equipment

■Staff help desks and provide frontline support and

troubleshooting

■Update or upgrade hardware and software, and install new

operating system versions

■Add or delete users from systems, or modify user rights and

properties

■Back up files on school networks

■Monitor the condition and functionality of networks and

equipment

■Test web site accesses and links

■Install and remove equipment and applications

■Create or update IT frequently-asked-questions databases or

newsletters

■Provide initial training and familiarization tours for equipment and

software

Indeed, schools and youth technology support programs take avariety of approaches to finding the appropriate balance of studentinvolvement. To meet the need for additional technology support,for example, C·R·E·A·T·E for Mississippi’s Student Tech Teams (STT)work within the middle school environment to provide the first or“frontline” level of support. This relieves onsite technology leadersand district technology coordinators of many hours of work while atthe same time providing teachers continued access to workingtechnology in their classrooms. This support is offered to teachersand other students throughout the school day in team members’regular classes, before school, after school, during lunch, andduring the STT’s regular training time. Tech Team students meet aminimum of twice a week with onsite technology leaders whoprovide training that includes units on character education,

professional workforce skills, technical skills, and instructional skills.Within the school setting, STT members assist teachers,

administrators, and other students by providing technology supportthat includes: routine maintenance and cleaning of computers;

delivery and setup of equipment in classrooms; routine updating ofsoftware; installation of new software; ghosting computers;

troubleshooting problems with equipment; and providing in-class,just-in-time support during instruction.

“Without the students, we

couldn’t possibly afford the levelof technical support our teachershave come to rely on.”

—Jeff Waddington, TechnologyCoordinator, Olympia, WAGeneration TECH

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

6

Features of YouthTechnology SupportPrograms

Supporting School Staff toSupport Students: Apple OSHelp Desk

IT staff participation and

supervision are essential to thesuccess of the Apple OS HelpDesk program. In this program,students work with instructors in a classroom environment to gainthe necessary skills to work withIT Support staff in the operationof a help desk. Apple providesprogram instructors with trainingdivided between Apple technicaltraining and implementation of thecurriculum and Help Desk project.This instruction is followed upwith “Ask The Expert” sessionsand ongoing online support.Additionally, teachers areencouraged to share their

experiences with other teachersthrough a variety of methods

including email, conferencing, andsynchronous communication viaApple iSight instant messaging.

Any given approach to involving youth in providing technologysupport in schools may accommodate or be designed to involvedifferent types of students (for example, at-risk students, girls, orother populations typically underrepresented in math, science, andtechnology careers; technology-savvy students; middle vs. highschool students, etc.) and will emphasize the importance of theacquisition of slightly different skills (such as communication andinterpersonal skills, organizational skills, technology skills, etc.).However, comprehensive programs will also include curricula andinstructional materials, professional development, and tools andresources to manage technology support requests.

Curricula and instructional materials included in youth technologysupport programs are often aligned to a variety of state and nationalstandards, including national IT skill standards, technology literacyskill standards, and content area standards. The curriculum website of the Apple OS Help Desk program, for instance, includes, inaddition to the course units, help desk project support links, a ticketmanager system, and assessment resources. Each curriculum unitis mapped to standards (21st Century Skills/MCREL,Career/NWCET, and NETS/ISTE).

Professional development programs for school staff and

administrators overseeing student involvement in technologysupport initiatives are critical to ensuring that students are well-trained, supervised, and are able to obtain the myriad real-worldskills necessary to perform technology support work in schools. Forexample, at program startup, Generation TECH offers a workshopfor school staff, including all those who will be key to the success ofthe program: the teacher or advisor for the Generation TECH classor club, the school or district technology coordinator, the principaland other administration staff, students, all existing technologysupport personnel, other interested teachers, and counselors whowant to understand the nature of the new class. The workshop alsoserves to facilitate discussion among school personnel about thenew roles and expectations surrounding student technical support.It consists of presenting a program overview, information about theuse of the online tools, and information designed to address theindividual issues that are unique to the school. Supplied print and

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

7

online materials reinforce these concepts and provide instructionafter the workshop is over. In addition, Generation TECH offers atoll free telephone support line, unlimited email support, andmonitored message boards.

“When teachers realized that our class would immediately fixtheir computers, they became a lot more adventurous withtechnology. While we had moreto fix, the teachers were morecomfortable.”

—Generation TECH Student,Washington Middle School, Olympia, WA

Youth technology support programs also include tools andresources to help school-based student teams to manage

technology support requests, including local and/or web-basedsoftware, hardware, and other print-based materials. For instance,in addition to hardbound curriculum materials and professionaldevelopment services, MOUSE provides participating schools anddistricts with extensive materials, tools, and services. Each

participating school receives an Access 2000 Help Desk databaseused to track ticket and maintenance work, weekly data collection,and annual data reports. They also receive ancillary materialsincluding a poster set, student I.D.s and lanyards, and access toonline resources, including printable versions of all curriculummaterials, MOUSE Squad FAQ & Forum, and the MOUSE SquadWeekly Wire email newsletter. Students have opportunities to go onfield trips, participate in industry “shadowships,” take part in amonthly and annual awards program, and compete in an annualproject-based applied data contest. Moreover, districts are providedwith ongoing technical assistance, biannual data reports, and anannual site visit and program evaluation.

One added feature of youth technology support programs that canbe particularly beneficial for participating students is the enrichmentadded by IT mentors from the community. Programs such as

Student TECH CORPS come with a team of community volunteersdedicated to helping both the lead teacher and the students withongoing professional development. Meeting with student teams asfrequently as twice a month, these mentors provide instruction andassistance with unresolved problems as well as advice on howresolved problems may have been fixed more easily. Mostimportantly, these adult IT mentors serve as role models for

students, offering workplace experiences and expectations that canbetter prepare students for success.

“We aren’t treated as kids—weare treated as adults—and peoplelook up to us for being part ofStudent TECH CORPS. We havea say in almost everything and wetake care of things. When wehave a problem that we areunable to solve, we are taughtnew things that we use in thefuture.”

—Christine, age 14

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

8

Benefits of YouthTechnology SupportPrograms

Meeting Individual LearningGoals While Balancing

Workflow: Generation TECHLearning Contracts KeepStudents Focused

When a student joins GenerationTECH, a learning contract is

created between that student andtheir advisor. A learning contractmay involve, for instance,

programming a web site, creatinga set of help guides, using aparticular piece of software, orcreating a reusable resource onhow to install a softwareapplication from the schoolnetwork. This project is for thestudent to work on whenever

there is a lull in solving technologysupport issues. Recognizing theimportance of a balance betweenproviding just-in-time technologysupport and pursuing more

personal technology interests, theGeneration TECH advisors workwith their students to balance thetechnology support work andlearning contract projects so thatstudents reach both their personallearning goals while helping meetthe technology support load intheir school.

When well implemented, the potential benefits of youth involvementin school technology support programs are numerous and can

accrue to participating students and their schools, if not also to thewider community in which the school is located. Variation inapproaches notwithstanding, students participating in suchprograms can benefit by:

■Acquiring 21st century skills through increased fluency in

applying information technology in authentic, meaningful ways,and developing the necessary interpersonal and teamwork skillsto interact with teachers and other school staff

■Improving academic achievement, as evidenced by improved

grades and academic test scores in related subjects, such asEnglish/language arts, science, and mathematics

■Increasing confidence and engagement in schooling through

meaningful involvement in school operations as evidenced byimproved attendance, better relationships with peers andteachers, and improved citizenship

■Gaining workforce skills, including skills for IT or IT-intensive

science, technology, math, and engineering careers, as well asinterpersonal, communication, leadership, and organizationalskills

■Obtaining industry-recognized IT certifications, including

opportunities to obtain both vendor-neutral and vendor-specificcertifications

■Engaging in a service learning initiative by sharing their time

and skills within their school community

■Earning course credits toward graduation, including

community service credit, as determined by participating schoolsand districts

To take one example, students participating in the C·R·E·A·T·E forMississippi program are expected to maintain standards set by theschools for academics, conduct, and professional behavior. Theseexpectations have encouraged many participating students toimprove their academic standing and maintain good conductrecords. In addition, participating students are developingleadership and technology skills that reach far beyond the

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

9

“We have had no computer

downtime since the Student TechTeam began at our school.”

—Linda Clifton, Tupelo MiddleSchool, Tupelo, Mississippi

classroom. Service projects in the South Delta, Hollandale, and

Tupelo school districts expanded the impact of the program beyondtheir schools and into their communities through parent workshopsand technology support for community organizations. Their workwith senior citizens won the Tupelo Middle School team a YouthEntrepreneurship Education Springboard Award from the

Appalachian Regional Commission. A sixth grade student in WestPoint won second place in the Mississippi Educational ComputingAssociation’s multimedia presentation design contest, and a ninthgrade student in South Delta has established a business called“Stephen’s Creations” designing business cards, presentations,flyers, and other products using a computer that he helped rebuild.Students using their new technology skills to springboard intotoday’s workforce is just one of the positive outcomes of

participation. Program leaders report that when talking with thestudents and observing them at work in their respective schools, itis obvious that participation is valued by the students. Additionally,they report that conversations with parents, teachers, and

administrators affirm that the presence of the support teams in theschools is equally valued by the students, the teachers, and thecommunity members receiving support.

One of the most exciting features of youth technology supportprograms is that students of all academic levels and of different

ages are participating in them. Because such an array of students isreaping the benefits of participation, changes to the schoolenvironment should be expected. The potential benefits of

operating such programs and initiatives for schools and districtsinclude:

■Changing the school culture,through empowering students to

lead by example and encouraging increased technology use bypreviously reluctant staff members

■Engaging a broader group of students in playing an active role

within their school community

■Improving the responsiveness of the overall school

technology support system by adding competent studentassistance

■Improving the effectiveness of technology coordinators, who

can spend more of their time to pursue the “higher order” goalsof long-range technology planning, providing intensive staffdevelopment, curriculum consulting, and follow-up support toteachers and other school staff

■Providing cost savings relative to the costs to provide such

support through other mechanisms internal or external to theschool

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

10

For instance, as a component of its 2002-2003 program yearevaluation, MOUSE worked with industry partners to establishmetrics to attach a financial value to the work that participatingstudents performed in their schools. By analyzing weekly help deskdata, MOUSE was able to determine that an optimally operatingMOUSE Squad provides an estimated $14,400 of technologysupport services to its school community. In 2004, New York CityMOUSE Squad students will provide technology support servicesvalued at an estimated $770,000.

The investment schools make in their students through technologysupport programs is reciprocated by the students as they put theirnewfound skills and knowledge back to work in their schools.Schools are helping students gain greater self confidence andvaluable skills as they successfully complete tasks and see howtheir work benefits the school community, while at the same timeschools are receiving the assistance they need to make effectiveuse of their technology investments.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

11

Profiles of Select YouthTechnology SupportPrograms

Programs profiled in this paper include Apple OS Help Desk,

C·R·E·A·T·E for Mississippi, Generation TECH, MOUSE Squad, andStudent TECH CORPS. Following are brief overviews of each ofthese programs, including links to each organization’s web site. Apple OS Help Desk.In the spring of 2003, Apple launched aprogram targeted to schools interested in developing a student-based tech support component, either as an extracurricular projector as a one-semester course for credit. Specifically developed tosupport schools and districts implementing a “1 to 1 Learning”

environment (each student using a laptop to support their educationprogram), this program is useful for all schools that want to ensurethat students engaged in tech support benefit fully from the

experience. Students gain real-world experience working as helpdesk technicians and assisting the IT support staff in resolving levelone issues. Students are provided lessons developed from thematerials used to train AppleCare support technicians. Studentslearn to respond to end-user issues by asking key questions,

researching problems in the Apple Knowledge Base, processing thesolution with the user, and documenting the process using Applemethods. Students learn to manage and use a support database,write problem reports, and post FAQs to an intranet web site, asthey learn professional skills from the recognized industry leader incustomer support (Consumer Reports,2002, 2003). In addition tofoundational customer support skills mapped to industry standards,students may gain certification in Apple Mac OS X troubleshooting.Professional development for the teacher or adult supervisor is

provided for each participating school. In some cases, high schoolsand middle schools are working together to create a tech-ed pathfor students. More information about Apple OS Help Desk can beobtained at http://www.apple.com/education/oshelpdesk.

C·R·E·A·T·E for Mississippi,a consortium of school districts,organizations, and Mississippi State University’s Center for

Educational and Training Technology (CETT), is a collaborative effortdesigned to prepare students in Mississippi for successful careersin the 21st century. Consortium members developed a workingSchool Mentor Model (SMM) for technology integration thatcontains the elements identified through research as critical for

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

12

stimulating teachers’ technology use in their classrooms with theultimate goal of enhancing student performance. The SMM

addresses the barriers that hinder technology integration, includingteachers’ lack of access to technology, lack of adequate

professional development training and time to hone their technologyskills, and lack of just-in-time technology support. Student TechTeams implemented at all participating schools provide a majorsource for this technology support as well as instructional supportin many cases. These middle school students (grades 5-8) serveunder the direction of Educational Technologists who providebuilding-level technical and instructional support for teachers andadministrators. Operating under the direction of CETT with theTupelo Public School District serving as the lead educationalassociation, C·R·E·A·T·E for Mississippi, now in its fourth year ofoperation, has had an impact within the state of Mississippi andbeyond through its work in 23 Core Schools and by presenting itsmodel for technology integration at numerous state and nationalconferences and on its web site at http://create4ms.org.

Generation TECH is an outgrowth of the exemplary Generation YTechnology Challenge Grant model of students working withteachers to integrate technology into classroom curriculum. Thegoal of Generation TECH is to create a rich, academically-orientedexperience for students involved in tech support in their school, andat the same time provide the school with a sustainable program thatsupports technology integration and the learning community.Generation TECH has been implemented in middle and high

schools, and provides these schools with a flexible set of training,tools, and curriculum resources that can support a class, club, orT.A. setting.

Generation TECH provides:

■Professional development and support for the teacher/advisor

and other tech team members at the school or district

■Staged curriculum focused on creating a multi-semester learning

continuum where advanced students mentor beginning studentsand create reusable resources for the school

■Online student project management tools

■Online teacher class management and assessment tools■Free unlimited use of a full-featured, customizable browser-

based help desk and trouble ticket tracking system designedspecifically for schools

■Access to a database of all Generation TECH student-created

help resources and learning modules

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

13

The dual focus of Generation TECH insures that the academic andpersonal learning goals of the student are balanced with the

support needs of the school. The curriculum offers a one semesterbeginner course covering basic computer and network operations;intermediate units covering troubleshooting, help desk, andcustomer service; and advanced units covering advanced tech

skills, help and learning resource creation, and mentoring beginningstudents.

To support long-term sustainability of the Generation TECH studenttech support program, students are offered opportunities forgrowth, personal development, and learning correlated to theirpersonal interests. Going beyond simple tech support to being aleader and teacher means that students will stay in the program formany semesters, providing the basis for a positive tech support

culture that is nurtured by veteran mentor students as they move upthe ranks in responsibility and prowess.

More information about the Generation TECH training, curriculum,and pedagogy can be found at http://www.genyes.org.

MOUSE Squad™,now in its fourth year of operation, provideselementary, middle, and high school students with opportunities tobuild 21st century skills, and to apply this learning to solve

technical problems faced by their schools. The program, modeledon help desks that have become standard in business and industry,prepares and supports participants in the creation and operation ofa student-run, school-based, data driven, technical support helpdesk. The core elements of the program include: student andteacher computer repair, database and help desk operations

training, a comprehensive standards-based curriculum, online toolsand information communication technology (ICT) career pathwaydevelopment programs for participants, and an awards program.The MOUSE Squad help desk operates during the school dayand/or after school and provides teachers, administrators, andstudents with a trained support staff to troubleshoot and solvetechnical problems. By the conclusion of the 2003-2004 schoolyear, MOUSE Squads will operate in 55 New York City publicschools serving 4,500 teachers and 65,000 students, as well asover 20 schools in Michigan, Connecticut, and Washington D.C.MOUSE Squad is operated by the New York City based nonprofitMOUSE (Making Opportunities for Upgrading Schools & Education).More information about MOUSE Squad can be obtained athttp://www.mouse.org.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

14

Student TECH CORPS,a program from TECH CORPS®, deliverscore technology training and certification to middle and high schoolstudents, and then harnesses this newly acquired student

knowledge to power Student-Run Help Desks designed to providevaluable technology support in their school buildings. StudentTECH CORPS provides:

■Basic technology training: 30 hours of online training in hardware

repair, operating systems, software applications, networking,computer peripherals, and customer relations—designedspecifically for the middle and high school student

“Our school system has had astudent “tech team” for severalyears; however, Student TECHCORPS provided us with

recruitment tools, grading rubrics,and baseline training for

beginners. In addition, the ServiceCall Tracker software has helpedfocus our efforts and made usmore efficient when doing repairs.We were easily able to adapt theStudent-Run Help Desk model tomesh with the systems we alreadyhad in place. I believe ourstudents feel a new sense ofprofessionalism and our staff hasreacted favorably to this newsense of customer service.”

—Lisa Berry, TechnologyCoordinator

■Testing and Certification: online and performance-based testing

of each student’s knowledge, requiring 80% mastery to achievebasic-level certification

■Student-Run Help Desk: all procedures, training, and call

tracking software required to successfully implement a Student-Run Help Desk to support the school’s technologyinfrastructure

Like all TECH CORPS programs, Student TECH CORPS comeswith a team of community-based IT volunteers who share their time and expertise with students and school personnel. During the2003-2004 school year, Student TECH CORPS was deployed in 55middle schools across the country. And, by combining technologyskills with service learning experiences, more than 50% of thestudents enrolled in Student TECH CORPS programs are girls! For more information about Student TECH CORPS, visithttp://www.techcorps.org/student.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

15

Conclusion

“I think this experience will

broaden their horizons and givethem the self confidence theyneed to accept the challenge ofworking with new technology.”

—Kevin Cheatham, WestLauderdale Middle School,Collinsville, Mississippi

There is little doubt that youth involvement in providing technologysupport in schools could become commonplace. Indeed, there ismuch about this approach that suggests that the benefits to

participating students and schools could be real and substantial. Asone component of a well-run, locally managed technology supportprogram, these programs can offer meaningful opportunities forstudents to be involved in the operations of schools and to benefitfrom meaningful and challenging work. While addressing manycommon implementation barriers, existing programs—such as

Apple OS Help Desk, C·R·E·A·T·E for Mississippi, Generation TECH,MOUSE Squad, and Student TECH CORPS—are helping schoolsand districts to rise to the challenge of providing high-qualitytechnology support. In so doing, they directly and immediatelyimpact students’ and teachers’ ability to make effective use ofexisting school technology.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

16

Background andAcknowledgements

This paper was prepared by Douglas Levin of the American

Institutes for Research in Washington, D.C., with the assistance ofMike Friedman and Hilary Cederquist and with the support of AppleComputer, Inc.

David Byer, Karen Cator, Calvin Hastings, Betty Latimer, Sylvia

Martinez, Jack Podell, Linda Roberts, and Karen Smith all providedhelpful material and/or comments that substantially strengthenedthe paper.

The Youth Technology Support Collaborative (YTSC) is comprisedof organizations working together to enhance the important role ofstudents in supporting 21st century learning communities. TheYTSC was established in 2003 through the leadership of Apple,CoSN, and MOUSE. This paper benefited from the insights of theYTSC, including:

•Bretta Beveridge, TECH CORPS•Karen Bruett, Dell•David Byer, Apple•Karen Cator, Apple•Norris Dickard, Benton••••••

•Sylvia Martinez, Generation YES•Bob Moore, CoSN•Jack Podell, Apple•Steve Rappaport

•Dennis Harper, Generation YES•Linda Roberts, Consultant•Camilla Saly, NYCDOE •Robert Satriano, NYCDOE•Mary Setteducati, Microsoft•Karen Smith, TECH CORPS•Thessaly Startzel, Dell

•Elizabeth Stock, Computers for

Foundation

Julie Evans, NetDay Troy Fischer, NYCDOECalvin Hastings, MOUSE

Keith Krueger, Consortium forSchool Networking (CoSN)Betty Latimer, C·R·E·A·T·E forMississippi

Daniel Light, Center for Childrenand Technology

Youth

•William Taylor, AOIT Lead•Carole Wacey, MOUSE

The American Institutes for Research (http://www.air.org) is an

international leader in the behavioral and social sciences. Since itsfounding in 1946 as an independent, not-for-profit corporation, AIRhas delivered on its commitment to having a positive impact onsociety through quality science. With a staff of over 800, AIR

maintains programs in such areas as education, health, workforceanalysis and human factors, assessment, and international

development. Our work on educational technology issues includesstrategic planning and policy/program development support,

research and evaluation, usability testing, and technical assistance.

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

17

Resources and References

Adelman, N., Donnelly, M. B., Dove, T., Tiffany-Morales, J., Wayne, A., & Zucker, A. (2002). TheIntegrated Studies of Educational Technology (ISET): Professional Development and Teachers’Use of Technology.Washington, DC: SRI International. Available online at:

http://www.sri.com/policy/cep/mst/SRI_Professional_Development_Report_2002.pdf American Institutes for Research [AIR] (2002). Integrated Studies of Educational Technology(ISET): Implementing the Technology Literacy Challenge Fund Educational Technology StateGrants Program.Washington, DC: AIR.

Available online at: http://www.air.org/pubs/EdTech/ISET_AIRdraft.pdf

Bailey, J. (2003). “From the Beltway: Tech Support that Works.” Scholastic Administrator,April/May. Available online at:

http://www.scholastic.com/administrator/aprilmay03/articles.asp?article=beltway Barnes, P. (2002). “Teen Tech Teachers Make Grade,” Tech Live,June 7.

Available online at: http://www.techtv.com/news/culture/story/0,24195,3387398,00.html California Department of Education and the California Technology Assistance Project (2002).Summary of Statewide Results from the 2002 California School Technology Survey.Available online at: http://www.cde.ca.gov/edtechsurvey/2002statewideresults.pdf Carmody, C. MOUSE Squad 2002-2003 Evaluation.New York, NY: MOUSE.Czegel, B. (1998). Running an Effective Help Desk.2nd Edition. New York: Wiley.Czegel, B. (1999). Help Desk Practitioner’s Handbook.New York: Wiley.Dean, K. (2002). “Schools’ Tech Support: Students,” Wired News.June 19. Available online at: http://www.wired.com/news/school/0,1383,53278,00.html

Editorial Projects in Education (2003). “Pencils Down: Technology’s Answer to Testing—Technology Counts 2003,” Education Week,22 (35), May 8. Bethesda, MD: Author.Available online at: http://www.edweek.org/sreports/tc03/

Fishman, B., Soloway, E., Krajcik, J., Marx, R., & Blumenfeld, P. (2001). Creating Scalable andSystemic Technology Innovations for Urban Education.Paper presented at 2001 AERA annualmeeting, Seattle, WA. Available online at:

http://www-personal.umich.edu/~fishman/papers/Scalable&SystemicTech.pdf

Gartner, Inc. (2003). A Report and Estimating Tool for K-12 School Districts: Why Total Cost ofOwnership (TCO) Matters.

Available online at: https://k12tco.gartner.com/home/homepagepromo/files/TCO_Overview.pdf George, T. (2002). “Teens Get the Tech Lowdown,” Information Week,April 29. Available online at: http://www.informationweek.com/story/IWK20020425S0010 Griffin Good, D. (2001). Investing in K-12 Technology Equipment: Strategies for StatePolicymakers.ECS Issue Paper. Denver, CO: Education Commission of the States. Available online at: http://www.ecs.org/clearinghouse/23/39/2339.htm

Harper, D. & Moore, B. (2003). “The Tech-Support Kids,” Scholastic Administrator,April/May.Available online at:

http://www.scholastic.com/administrator/aprilmay03/features.asp?article=techsupport_kids

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

18

Harris Interactive & Teenage Research Unlimited (2003). Born to be Wired: Understanding theFirst Wired Generation.Research commissioned by Yahoo! and Carat Interactive. Executive summary available online at:

http://us.i1.yimg.com/us.yimg.com/i/promo/btbw_2003/btbw_execsum.pdf

Kellman, L. (2002). “Teachers Need Tech Training, Study Finds,” Chicago Tribune OnlineEdition,June 6.

Available online at: http://www.chicagotribune.com/technology/local/profiles/chi-020606education,0,1266147.story?coll=chi-shopping-hed

Kongshem, L. (2001). “Help for the Help Desk: School District Technology Managers Learn toDo More with Less,” Electronic School,June.

Available online at: http://www.electronic-school.com/2001/06/0601helpdesk.html Leach, C. (2004). “And the Children Will Lead Them,” i.t. Link K-12 Edition,Winter.Available online at: http://www.course.com/itlink/ktwelve/childrenlead.cfm

Levin, D. & Arafeh, S. (2002). The Digital Disconnect: The Widening Gap Between Internet-Savvy Students and Their Schools.Washington, DC: Pew Internet & American Life Project.Available online at: http://www.pewinternet.org/reports/toc.asp?Report=67

McLeod, S. (2003). National District Technology Coordinators Study.Technical Report 1:Personal and Professional Characteristics. Available online at:

http://www.tc.umn.edu/~mcleod/pdf/NCREL%20-%20Technical%20Report%2001.pdf Michigan State Board of Education (2000). Michigan Technology Staffing Guidelines.Projectimplementation led by Merit Network and Western Michigan University.Available online at: http://techguide.merit.edu

Mulcahy, S. (1995). “Providing Computer Support,” UTAS,, December.Available online at: http://www.utas.edu.au/docs/info/utas/Editorial.html

National School Boards Foundation (2002). Are We There Yet?Research and Guidelines onSchools’ Use of the Internet.Alexandria, VA: Author.

Available online at: http://www.nsbf.org/thereyet/fulltext.htm

NetDay (2001). The Internet, Teachers, and Technology Survey Results. Available online at: http://www.netday.org/anniversary_survey.htm

Wiescinski, D. (2000). Technology Support Models & Contrasting Education with CommercialEnterprises.Plante-Moran. Available online at: http://techguide.merit.edu/plantemoran1.htmPrensky, M. (2001). Digital Game-based Learning.New York: McGraw-Hill.

Prouty, D. (N.D.). Using Students as Campus Technical Support.Pleasant Hill, CA: ContraCosta County Office of Education.

Available online at: http://www.thesnorkel.org/PDF/StudentsTechnicalSupport.pdf

Quality Education Data (2002). QED’s School Market Trends: Internet Usage in Teaching 2002-2003.Denver, CO: Author.

Reilly, R. (1999). “The Technology Coordinator: Curriculum Leader or Electronic Janitor?”MultiMedia Schools, May/June.

Available online at: http://www.infotoday.com/MMSchools/may99/reilly.htm

Youth Technology Support Programs:

Meeting the Challenge of Technology Support in Schools

19

Ronnkvist, A., Dexter, S., & Anderson, R. (2000). Technology Support: Its Depth, Breadth, andImpact in America’s Schools. Teaching, Learning, and Computing, 1998 National Survey Report#5. Center for Research on Information Technology and Organizations: University of CA, Irvine& U of Minnesota.

Available online at: http://www.crito.uci.edu/tlc/findings/technology-support/

Serim, F. (ed.) (2001). Survivor’s Guide to Technology Coordination.Available online at:http://oii.org/ferdi/SurvivorsGuide/TOC.html

Shames, S. (1996). “A Technology Turnabout: Students Teaching Teachers,” Principal, 75(43),January.

Shorr, P.W. (2003). “Tech-Support Success Stories,” Scholastic Administrator,April/May.Available online at:

http://www.scholastic.com/administrator/aprilmay03/features.asp?article=techsupport_success Solomon, L. (1998). Progress of Technology in the Schools: Report on 21 States.SantaMonica, CA: Milken Family Foundation.

Available online at: http://www.mff.org/edtech/project/21state/ME110.pdf

Solomon, L. & Wiederhorn, J. (2000). Progress of Technology in the Schools: 1999—Report on27 States. Santa Monica, CA: Milken Family Foundation.

Available online at: http://www.mff.org/pubs/Progress_27states.pdf

Strudler, N., Falba, C., & Hearrington, D. (2001). The Evolving Role of School-based TechnologyCoordinators in Elementary Programs.Paper presented at the 2001 National EducationalComputing Conference, Chicago, IL.

Available online at: http://confreg.uoregon.edu/NECC2001/program/research_pdf/Strudler.pdf U.S. Department of Education, National Center for Education Statistics (2000). Beyond School-Level Internet Access: Support for Instructional Use of Technology.NCES 2002-029.Washington, DC: U.S. Government Printing Office.

Available online at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002029

U.S. Department of Education, National Center for Education Statistics (2002). Technology inSchools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary andSecondary Education.NCES 2003-313. Washington, DC: U.S. Government Printing Office.Available online at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003313

Vail, K. (1999). “Kids at Work: The Pros and Cons of Using Students as Technology Workers,”Electronic School,June. Available online at:

http://www.electronic-school.com/199906/0699sbot.html

Vermont Institute for Science, Math, & Technology (2000). VISMT/Bell-Atlantic: Tech SupportGrant Findings and Recommendations.Montpelier, VT: Vermont Institutes. Available online at:http://www.vermontinstitutes.org/tech/research/tech_report.html

Wooten, B. (2001). Building and Managing a World Class IT Help Desk.New York: Osborne.Zhao, Y. & Frank, K. (2001). Technology Uses in Michigan Schools: An Empirical Study.Collegeof Education, Michigan State University. Center for Information Development, MichiganTechnology Implementation Project (MTIP). East Lansing: Michigan State University.Available online at: http://www.michigan.gov/documents/techusestudy_50318_7.pdf