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To
be successful in the modern world, as a student, worker or
citizen, most people need at least basic competencies with
Information and Communications Technologies (ICT). How do they
get that?
Ideally, that would begin in K-12 educational systems for
young people. They would have access to current ICT equipment,
software, services and instruction, and they would be taught
to use and maintain it all safely, productively, efficiently
and ethically. Unfortunately, many K-12 systems are tragically
underfunded and do not have adequate ICT infrastructure or
instruction. Because ICT is not adequately defined as part of
high stakes testing, which drives much of what is taught and
emphasized in school, many schools do not teach ICT.
There are many misunderstandings and different beliefs about
kids and ICT. Some have access to great ICT infrastructure at
home, carry smart phones, and are more technically
sophisticated than their teachers. Some are just assumed to
be. Just because a kid has 500 friends on Facebook and sends
3,500 text messages a month does not mean he or she knows how
a computer works, can fix it when it breaks, update software
and systems, hook it up to peripherals like printers and
scanners, connect it to the Internet or other computers,
navigate the Internet safely, or use ICT productively. Many
kids do not have access to ICT infrastructure at home. Many do
not have access to adequate ICT resources at school and may
not be taught how to use them even if they exist. As discussed
in the Digital Literacy article, our society needs consistent
and adequate methods of conveying essential ICT knowledge and
skills to all students.
Another issue, though, is how we as a society attract and
prepare young people to participate in the ICT workforce. For
those with an interest in “computer stuff,” especially for
those without access to ICT infrastructure at home, how do
they learn more about ICT, build passion for ICT fields and
cultivate those interests in school? There are simply no ICT
related courses in many schools. In others, there may be only
a stale programming course in a no longer relevant programming
language, which is almost guaranteed to alienate students from
the field for life. Many teachers‟ discomfort with
“technology” is transferred to students, alienating them.
As a society, we need to provide adequate ICT infrastructure
in all schools, teach ICT literacy to all students, from K-12
through graduate schools, and have more advanced ICT course
options for students interested in ICT. Until we do, however,
there are opportunities for community college ICT related
programs to help local high schools better serve students
interested in “computer stuff” and develop a pipeline from
high school to college to the ICT workforce.
Most community colleges have computer labs, great Internet
connections, and ICT related programs and courses. MPICT would
like to encourage and support community college administrators
and ICT related program chairs and faculty in working with
local high schools to develop ICT pathways, from K-12 to
college to work.
Worst case, a truly motivated high school student with support
could navigate local exception processes to take a community
college ICT course, even without formal supporting
relationships.
Articulated
Courses:
Better, community colleges and high schools can work together
to create and articulate high school and community college ICT
courses. These are typically taught and funded by high school/
Regional Occupational Program (ROP) teachers. Students pass
community college course or industry exams to earn college and
high school credit, and students do not have to pay community
college enrollment fees. These can be established for any
course offered at both the college and high school, but they
may be easiest to set up through industry academy courses and
certifications, like Cisco Academies, Microsoft Academies, and
CompTIA.
Dual or Concurrent Enrollment:
In dual enrollment arrangements, a high school teacher often
qualifies as community college faculty and offers the college
course at the high school, paid by the high school/ROP or
community college. In concurrent enrollment arrangements,
community college instructors deliver the course at a high
school or community college site, as long as enrollment
minimums are met. Students outside the high school may be
allowed to attend. High school students get college credit.
There are many variations on how this works locally, but every
community college has a CTE or Tech Prep Coordinator adept at
navigating these arrangements locally. It all begins with
community college faculty, chairs and CTE Coordinators getting
together with high school administrators and teachers to talk
about possibilities and finding common ground. That common
ground is often agreement that we need a way to attract and
serve high school students interested in ICT, so they become
excited, grow and find a pathway forward into ICT higher
education and the ICT workforce.
 One
of MPICT‟s Regional Partners is delivering interactive,
real-time college ICT courses to local high school students in
high school computer labs through the Internet! Another offers
summer camps and programs for high school students, a computer
recycling program in which college students refurbish donated
equipment and donate it to needy K-12 schools, is working on
getting high school ICT courses to meet California A-G
requirements and has co-developed high school ICT curriculum.
Try ICT open houses!
There are many ways for community colleges to help high school
students find their way into ICT educational and career
pathways. If you have ideas or interest in exploring
possibilities, feel free to contact MPICT for help at
info@mpict.org.
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