Tech Scouts Curriculum


What follows is a brief description of the Tech Scouts course, developed in process during 1997 for the Senior Institute of Central Park East Secondary School. The course was taught by Joe Walter (CPESS) and Bram Moreinis (then K-12 Project Coordinator for the Institute for Learning Technologies), and is presented as a possible model for other small schools in the CCE Network and elsewhere. This course can be a component of their technology planning.

A COSN presentation entitled Youth Involvement in School Technology Support Programs: Issues and Considerations provides an educational rationale for Tech Scouts and similar programs in schools.

A more thorough and updated description is available here in Rich Text Format.


APPLICABLE STANDARDS: CDOS Standards 1, 2, 3a, 3b): See also CDOS (PDF).


Preparation for school technology support requires immersion in a technology-rich environment and an authentic context for practice. Readying students to provide timely and effective service delivery requires the development of a host of work-related competencies, articulated by the Secretary's Commission on Achieving Necessary Skills as follows:

  1. RESOURCES--They know how to allocate time, money, materials, space, and staff.
  2. INTERPERSONAL SKILLS--They can work on teams, teaching others, serve customers, lead, negotiate, and work well with people from culturally diverse backgrounds.
  3. INFORMATION--They can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information.
  4. SYSTEMS--They understand social, organizational, and technological systems; they can monitor and correct performance, and they can design or improve systems.
  5. TECHNOLOGY--They can select equipment and tools, apply technology to specific tasks, and maintain and computers to process information.

The Tech Scouts Class is designed to develop these necessary skills in students, while at the same time providing necessary support services to the school.


The class begins with a group survey plotted on a spreadsheet which identifies strengths and skill levels in the team. Students develop or refine "Merit Badges" which describe specific hardware/software/networking skills they will specialize in, situating these in relation to school community needs.


Working towards the Cyberfair, students familiarity with software, hardware, independent and team work, the network environment. The Cyberfair is an opportunity to Present exhibits and gain confidence as technology experts and product designers, advertising student capacities to serve the school.


Student-Directed Work Teams implement technology service model to support the needs of CPESS (and, if approporiate, the CCE community). A Student Management Team, supervised by the instructor(s), uses the school BBS to define jobs, prioritize, organize track and provide timely feedback on technical support needs. Students work on individual projects and interests when not deployed by the management team.


Here is a description of the evaluation structure used at Central Park East Secondary School, with examples: Class Evaluations.