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 | Digital Divide Best Practices |  | |
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Training
There are two types of training to consider:
Cisco provides instructor training through Regional Networking Academies
and CATCs. In 22 days of classroom didactic and practicum, instructors
cover all four Cisco courses. To become a Cisco Certified Academic
Instructor (CCAI), the instructor must complete all four courses,
pass the CCNA certification exam, and complete additional Cisco
requirements.
"We make it clear to instructors that they
need to attend all the training sessions. In order for them to pass
the certification test, it is necessary for them to understand the
material. They need to be there to learn it."
Phil Benfield
Santa Clara County Office of Education
San Jose, CA
Networking Academies recommend sending at least
two people to Cisco training. If one person leaves, the program
can continue. Also, team teaching helps instructors learn the curriculum
better.
"We have one Networking Academy where
the school sent only one teacher and before he could begin teaching,
he left. As a Regional we now ask schools to send at least two teachers."
Dennis Quatrine,
Henry Ford Community College Regional Academy
Detroit, MI
Regional Academies are responsible for a minimum of 16 hours of
professional development that follow the mandatory 22 days of Cisco
training. Some Regional Academies are creative about how they provide
it so that those who need more have access.
"We have Summer Boot Camp and, if necessary,
Christmas Boot Camp. During the year, I hold an open lab for instructors
every Wednesday from 6 to 9 p.m. and Saturday from 9 a.m. to 12
p.m. They practice, they bring their technology questions and their
teaching technology issues."
Anne Urevick,
Philadelphia Public Schools
Philadelphia, PA
In non-traditional environments, the extent of instructor training
depends on the person selected to deliver the instruction. Traditional,
experienced faculty have had education courses and participated
in a teaching internship. For these individuals, the Networking
Academy preparation is sufficient. Instructors recruited from industry,
the community, or from within the organization may not have pedagogy.
"We help Local Networking Academies
achieve success. We had to implement new strategies and classroom
management. How do you teach Cisco to 30-year-old inner-city kids
who don't want to be there? How do you deal with difficult situations,
for example, language learners who have a hard time with the text?
How do you do more hands-on? Those are things we've learned to make
accommodations on. Our instructors are great."
Mark Alvarado
Mission High School
San Francisco, CA
In addition, to strategies for working with underserved
individuals, Networking Academies in non-traditional academic settings
work with a faculty that has diverse backgrounds and skill sets.
"I have had people with extensive computer and networking
knowledge so they can rapidly adapt to ... the subject matter, but
they need a lot of instruction on instructing vs the person with
extensive teaching experience and minimal computer/networking knowledge.
At ITC, we use a model of teaming an instructor with a teaching
assistant (TA). This enables a person to start as a TA working along
with instructor thru the whole curriculum. It gives us an opportunity
to evaluate the TA in our program before enrolling them in instructor
training. "
Linda Hanks
Focus: HOPE
A "train-the-trainer" program or instructor
training covering basic pedagogy, teaching methods, and strategies
helps instructors with class management skills and provides insight
into different learning styles. The
American Society for Training and Development (ASTD), Training
Magazine and the Regional Networking Academy can assist with
this.
"We wait until there's a break in semesters.
We look for a one day Train-the-Trainer workshop offered in the
area, and we invite our instructors both new and experienced to
brush up on their platform skills."
Acte Maldonado
Borough of Manhattan Community College
New York, NY
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