New Jersey Schools
Challenge Students and Teachers
You don’t have to be a computer genius to be a good Cisco Academy
Instructor according to Chris Widmer, Director of Technology
and Cisco Regional Academy Coordinator, Monmouth County Vocational
School District. Widmer has trained over 24 instructors in two
years and describes the ideal teacher as “a person who wants
to try something new.”
Background
Widmer’s Regional and Local Networking Academies are located
at the High Technology High School in Monmouth County, New Jersey.
The region needs workers with networking experience and Cisco
Networking Academies have multiplied quickly to meet the demand.
In 1998, Widmer trained instructors for six Local Academies,
the next summer the number grew to 12, and this year he supports
20 Local Academies with an additional Regional Academy. A technology
education teacher with no prior experience in networking, Widmer
began his Cisco training in 1998. “I was there from the start
and I enjoyed being a part of the experience,” he says. “They
focused on education and support.” Teachers from the schools
Widmer supports describe him as someone who “knows his stuff.”
The instructors come from a variety of backgrounds: math, special
education, special projects, and others. They have an interest
in technology and a dedication to their students. “I do it for
my school and for the opportunity the kids get out of it,” says
Michael Davidson, math and computer teacher, Rutherford High
School, New Jersey.
Challenge
The rigorous training and curriculum requires extra time and
dedication from both instructors and students. To recruit Local
Academies, Widmer held open houses and information sessions.
He also set up a Web site (http://www.hths.mcvsd.org/HTHS_CCNA/)
to describe the program and explain its benefits. Local Academies
in the region receive one-on-one support from Widmer through
email, telephone calls and on-site visits.
Unlike other academic subjects, technology is always changing.
Teachers need to stay current and may not always be the expert
in the room. “It requires a lot more collaboration,” says Ray
Candiloro, Teacher and Department Chair of Special Subjects,
Rahway Public Schools. “If you’re an expert, stick around 10
minutes, it changes. You can’t know it all in this particular
subject.” Candiloro introduced an application process for students
at his school. During the first year with open enrollment, many
students dropped out of the program due to the workload. When
they take the time to apply and interview, the students selected
are truly interested in the curriculum and motivated to learn
it.
Candiloro asks potential members what they will bring to the
program, how they work in groups, how they feel about teaching
others, and whether they can commit three or four extra hours
per week. He also asks what they find most exciting about technology.
Results
Each year, the number of students interested in learning about
networking and schools looking for networking curriculum expands
in New Jersey. The students hear about it from peers, parents,
and through orientation sessions. For schools, the curriculum
is aligned to standards and offers a complete package with an
education focus and quality assurance.
Candiloro found that the best students are interested in how
networks function. From playing games, they know about “pinging”
and data transfers; they want to know how to make the network
faster and better. Then they realize that they can be paid good
money for networking skills. “The kids have such a good knowledge
of how a computer operates,” says Candiloro, “but I’m the ticket
to get them into networking.”
Students receive more than classroom training at these New Jersey
schools. At High Tech High School, students benefit from hands-on
experience at their school and in the community. During the
summer, one of Widmer’s classes wired a local church building.
They have also held internships and mentorships with small Internet
companies, larger companies, and community organizations. “They
are gung ho about getting into the field,” according to Widmer.
Rahway School students work on their school’s network and have
volunteered to wire a parochial school.
Future Plans
All three New Jersey teachers enjoy learning. Mr. Davidson teaches
the program with Ms. Barbara O’Donnell and values sharing ideas
with another instructor. Chris Widmer commends Cisco on its
ability to revise and improve training materials. “They responded
quickly to our needs with the roll-out of the community server,
an ftp site, and lesson plan templates,” says Widmer.
Candiloro teaches two sections of the curriculum at once due
to space and schedule constraints. He enlists the support of
his second year students to mentor his first year students.
By helping others understand concepts, they reinforce their
own learning. They provide maintenance and support for the lab.
Candiloro enjoys the challenge of keeping up with his students.
“Teaching in such a dynamic area keeps you on your toes,” he
says.
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