NEWINGTON, CT, Jan 27, 2004--Since coming onboard as ARRL Amateur Radio Education and Technology Program Coordinator some six months ago, Mark Spencer, WA8SME, has seen the number of "Big Project" pilot schools rise from 50 to 70. Fourteen schools came aboard last fall, while another three schools already in the program received progress grants of up to $500 to help them continue their Big Project activities.
"The new schools coming onboard are approaching this program with a lot of enthusiasm that I hope will continue," Spencer said. He also hopes their upbeat attitude will be infectious, and that other schools will follow the lead of the ones that have experienced the greatest success.
 Youngsters at Stehekin School in Stehekin, Washington, get an introduction to Amateur Radio from Dick Bingham, W7WKR. The remote, one-room school employs ham radio as a primary connection with the "outside world." Stehekin School has been a Big Project school since May 2002. |
 This young man is a student at Gowanda Middle-High School in Gowanda, New York--a Big Project school since May 2002. The Gowanda Central School District Amateur Radio Club's call sign is KC2KJN. |
 Two youngsters at Iowa Street School in Fallbrook, California, show off their handheld transceivers. Iowa Street has been a Big Project school since February 2002. |
 Bill Carter KG4FXG (right), helps students at J. E. Richards Middle School in Lawrenceville, Georgia, get acquainted with wireless technology via Amateur Radio. |
"The success of a project school boils down to the teacher, community and administration support and local Amateur Radio club support," Spencer says. "Those schools that can get all these things together are really doing well."
The Big Project subsidizes the cost of an Amateur Radio station for each participating school--typically about $2800, Spencer says. To better spell out the League's expectations, lead teachers and principals now must agree in writing to make a good-faith effort to integrate Amateur Radio and wireless technology into their curricula for at least three years.
"This is not a giveaway," Spencer said. "We have a responsibility to our donors."
Spencer sees his role as supporting project schools by helping teachers to integrate the Education and Technology Program's curriculum--available on the League's Web site--into their classroom pursuits. "This has to be a grassroots activity," he says. What he looks for is a plan from the school that provides hands-on learning for the students that's realistic and optional.
On the other hand, he recognizes that schools in recent months have faced heavy budget cuts that have compelled school administrators to pull back on enrichment activities. "Our program has mitigated the costs for schools," said Spencer, who has experience himself in using Amateur Radio in the classroom. But since the ARRL cannot provide much more than the initial seed money for equipment, an affiliation with a local club becomes all the more essential.
Not just money but time is at a premium for today's educators, especially when it comes to managing extra-curricular activities. "Teachers are already stretched too thin," he says. That's where local Amateur Radio clubs come in. "Sometimes the clubs do a better job than we can do from here in supporting a participating school's program." Spencer points out that some clubs cooperating with Big Project schools also have provided additional equipment to the schools. Even more important: Club members often offer their ham radio experience and expertise to mentor youngsters in Big Project Schools. Spencer says it's hard to put a price tag on that kind of contribution.
The Amateur Radio Education and Technology Program is an after-school program at most schools, but Spencer says more and more schools are integrating Amateur Radio into their science curriculum. "There's some movement in that direction," he said, "and I think it's positive." He also notes that more private schools are applying to participate--and even home-schooled youngsters are making use of the Big Project curriculum.
"Making the curriculum available on the Web has been a positive thing," Spencer said. He reports more than 1200 downloads so far.
A third factor is a movement in many states toward more rigid standards of learning and standardized testing. "Amateur Radio and wireless technology can fit into this trend because it's hands-on," Spencer asserts. "The kids really do learn better than if you teach to the test."
While licensing students is not a primary goal of the program, many youngsters have become Amateur Radio operators as a result of their involvement in the Big Project. The number varies from school to school, and Spencer says the trend is encouraging. More important in his mind is the exposure to technology the program provides--an average of 3500 contact hours per school each year. "They're spending an average of five hours per week talking about wireless technology and Amateur Radio," he says.
The Big Project will start placing more emphasis on teacher training in the future. "Teachers are really the backbone of this program," Spencer said, although he notes that not all of them are amateur licensees. He envisions a five-day ARRL Education and Technology Program in-service teacher-training opportunity at ARRL Headquarters, if funds can support the endeavor.
"We're going to teach teachers how to teach wireless technology in the classroom," he said.
Launched in 2001 as an initiative of ARRL President Jim Haynie, the ARRL Amateur Radio Education and Technology Program employs ham radio to enhance student learning through the application of mathematical and scientific concepts. The project emphasizes integration of math, science, writing and speaking, geography, technology and social responsibility within a global society.
There's more information about the ARRL Amateur Radio Education and Technology Program on
the ARRL Web site. The ARRL Development Office invites support
for this initiative.
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