The MySTL program is unique in that it involves students so directly in the process. In many other programs (generally in school itself) students are thought of as receptors or recipients of knowledge. In the MySTL program students are thought of as contributors alongside teachers and other staff in the school to develop ICT solutions to problems in the school and even the greater community beyond the school walls.

Students comprise 90% of the school’s population. If untapped, that is 90% of the creativity, manpower, and even experience, which is wasted. The skill, experience, and authority of the teacher cannot be dismissed, however, it can be redirected towards facilitating and guiding students as they learn ICT skills on their own. Teachers can use their skills and experience to direct students towards using ICT for the betterment of the school and community in meaningful ways . Working alongside teachers in this way better prepares students for life beyond the school environment.

Although the idea may seem nontraditional, research validates this method of learning ICT. To a student, technology is similar to a toy- in fact, it IS a toy for many students. The teacher’s role in learning ICT needn’t be teaching the student to use a “toy”, but rather to use it in a meaningful, responsible way. ICT quickly becomes boring if it is broken down into Step #1 do X, Step #2 do Y, Step # 3 do Z etc. On the other hand, authentic and natural learning happens when a student is allowed to freely play with the “toy” and the teacher directs the student toward a useful goal. This is why taking the student-centered approach is so crucial to the success of learning real ICT skills.

The student-centered approach is sustainable. ICT simply changes too quickly for any single person to be knowledgeable about it all; this is one reason social networking is so attractive to everyone- information is so varied and there is so much that we depend on our peers to validate and filter it as we do for them. The classroom is no different. ICT depends on the collective knowledge of the school community. Without it, one teacher could leave the school or change positions and all the ICT knowledge in the school leaves with him or her. A schools info-culture could disappear overnight. The best way to prevent this is to involve students in the conversation.

The following example describes a typical problem the teachers are faced with when integrating ICT in the classroom.

Imagine a situation in a fictional school where a history teacher would love to use Google Earth in a lesson. He has heard of Google Earth, but has no real experience at using it. It also has to prepare tomorrow’s lesson and grade yesterday’s assignment. He could ask the ICT teacher in the school (who may or may not know how to use Google Earth), but he knows the ICT teacher is as busy as him.

This is a familiar challenge many teachers face. The teacher has a choice to either spend time learning about Google Earth himself, or simply use the same old globe he has always used to teach the lesson. Often, the teacher will opt to use the old globe because that is what they have always done- it worked before, so why not now? It doesn’t work now because a 21st century student will never use a globe for anything academic for the rest of their life. The old way no longer applies so the teacher has to learn the technology if he wants to legitimately teach his students relevant skills. This history teacher’s problem remains the same.

Now, by involving students in the process, the teacher has some time-saving options. The student could come to the teacher and provide him an overview of Google Earth highlighting only the key points the teacher needs to know to teach his lesson. If the teacher has absolutely no time, the student can come to the history class which is learning this particular lesson and teach the students how to use Google Earth alongside the teacher as he guides students towards fulfilling their history lesson.

Having students support ICT ensures that any technology can be used in the class. By using the online MySTL Technology Assistance Project (TAP) system, the history teacher can request help before his planned lesson. This gives the student time to meet with the teacher so he or she can understand the parts of the technology that are relevant to the lesson. If the student doesn’t know about a particular technology they can learn about it. Teaching oneself is why technology literacy is so important for students- they must learn the value of life-long learning. Engaging in student-centric activities in one of the best ways to instill that value in students.

‘Insanity is doing the same things over and over again and expecting the different results’ Albert Einstein