THE first ever "site visit" of BTEC's Community Education and Development Sub-Committee this week afforded BTEC'S Marisa Hall and committee member Diane Gordon the opportunity of learning from some of the Berkeley Institute's "best and brightest".

BTEC, a public / private centre initiative with more than 40 private sector "partners in progress", listed alphabetically from Ace to XL Foundations, has been supporting a range of technological and other courses for five years, and the upper school S3 and S4 students in computer science teacher Michael Reid's class were keen to demonstrate the extent of their knowledge, and the positive use of the educational support provided by BTEC over the years.

Mr. Reid explained that the two sets of students in class that day had either almost finished the "Introduction to Programming" class or the "Intermediate Programming" class.

"The students are being taught basic programming constructs. One programme controls a robot, using limited commands, and it helps enhance a student's critical learning skills. The next level uses more mathematics to control the programme. So, by the time that they have completed the second level course, they have a good understanding of what programming is, and what it does."

Mr. Reid has taught in Bermuda, at Berkeley, for three years, and for eight years before that in England. He earned a BSc in Electronics and Computer Science from Dundee University in Scotland, and a Master's in Computer Science from the University of London. After four years at British Aerospace and going through its graduate training scheme, emerging as a software engineer, he set up banking systems in London and Paris, latterly for Mitsubishi Bank, working on networks linking markets.

"I needed a break from that, and thought that I would try teaching. It is quite a change, but interesting. Different challenges suit different times of your life. Teaching takes different skills, and patience. With adults, you simply explain the project, and give them the parameters and the time frame.

"With students, you have to motivate and encourage and advise, and personality comes into play more. This is a very good course. In the UK, we teach GCSEs on a more academic basis, whereas this course is more hands-on."

Mr. Reid was very positive about the assistance and support provided by BTEC.

"BTEC has helped us out financially, with particular software we need for a special project, and annual funds to help us with the actual course. It is a great way for business to contribute directly to projects for schools, and a great way to advertise to Bermuda what the public schools are producing. I emphasise using computers as problem-solving tools. In this world, students have got to have some understanding of what software and programming are all about. We will be designing web sites for Bermuda companies. I explain to the students that you are not a professional until you have had your first salary cheque!"

The students were keen to describe their projects to a technologically-challenged visitor. Sheldon Fox was working on a 'miniJava' program on mathematical probability, graphically charting the probable results of the computer randomly rolling dice 36 times.

"The computer proves, and the chart shows, basically, that there is only one way for the dice to total two or 12, whereas there are six combinations of rolls which result in seven. We learn the advantage of using programs to solve or analyse mathematical problems and find solutions."

TAQWA Talbot, a 16-year-old S3 student in the Introduction to Programming group, was using Karel the robot to randomly balance scales, and to describe Taqwa as enthusiastic would be an under-statement. "I really like this class, and it's more like play than work, but that doesn't mean that it's easy. Once you finish a project like this, you really feel as if you have accomplished so much. It's challenging, and that's one of the reasons I like it.

"It teaches more than programming. It teaches me patience, problem-solving, and critical thinking, which is important in math and science. If someone takes this class, they will learn a lot. It helps you with so many other things."

Kennette Burgess was also using the miniJava program on mathematical probability using random dice throws, and shared her classmate Taqwa's view that the computer classes taught patience and discipline.

"I don't know if I will go into computer science after school. My first choices are occupational therapy, and I am interested in advertising and marketing. You need to be good with computers whatever you choose to do. Depending on what I am working on, I will be here sometimes at lunch break and after school."

Mr. Reid described the extent of the computer science curriculum at Berkeley Institute.

"They start in S1 at a basic level, with the history of computers and introduction to Word and introduction to spread sheets. I have noticed that when they come here from middle school, they still think of the computer as a fun tool for playing games, and suddenly they have to think of the computer as a serious tool for problem-solving. Now here they are, in this class, using the computer to solve Pythagoras' theorem.

He noted that the students are sufficiently motivated that they use the computer room at lunch-breaks and after school hours to complete class work and undertake extra-curricular projects. Of course, that means that teacher must be in attendance, and Mr. Reid's day often lasts from 8 a.m. until 5.30 or 6 p.m.

MARISA Hall, project manager of BTEC, is an alumna of Berkeley who remembered studying in that computer science room, and she is delighted by the progress that she sees at Berkeley and CedarBridge, and by BTEC's opportunity to participate in the effort.

"They are doing a great job with the facilities they have here. These students are amazing, but it's not just a function of better computers and software. The teachers are an important part of the equation, and the students see how important computers can be in careers that are not directly related to information technology, and they are learning skills that they can use if they become accountants or actuaries, or occupational therapists like Kennette.

"When the BTEC initiative began, the idea was to produce graduates with the skills that the business community needed. And they found that the piece of the equation that was missing was students who were schooled in IT.

"Not all students are going to go off to college, and technology is everywhere. If you work in a garage or in a shop, you are dealing with computer systems. We thought that the development of an appropriate curriculum was more sustainable than just donating some computers and software that will be obsolete in three years.

"BTEC has a task force, including technical and professional development and infrastructure committees. We have volunteers from the business community and from the Ministry of Education and Development, and we work together to identify what is needed. The teachers give input as to what will help improve the curriculum on a yearly basis."

Ms Hall emphasised the importance of partnership, one of the more valuable being with the University of Virginia at Charlottesville, for teacher training and the integration of technology into all subject areas. "And the partnership with Stanford University helped with the revision of the curriculum. It's moving, and growing, it keeps evolving. If you look at the curriculum today, it's nothing like five years ago, because the teachers and students look at it every year, and find some new way to improve it. When you look at digital video, and web-design software, the application of what you teach in class changes so much, even if some of the basics stay the same.

"We try to help keep the teachers and students motivated, because unlike some traditional subjects, the changes in technology curricula are never-ending. It's so important to keep the teachers engaged, because they have skills that are very attractive to the private sector.

"It is such a commitment on their part, to want to give back and help those students develop. One of the most important parts of BTEC is the teacher component. These are committed individuals who are there at lunch-time and after school and weekends, and they show dedication across the board."

Ms Hall, having been with the BTEC initiative from the outset, firstly with the Ministry of Telecommunications and E-Commerce, is particularly impressed by the improvement in students' presentation skills. "They can sell themselves, and they can explain their work. They are not afraid, but even when they seem a little nervous, they are more composed than most business people. Many business people have to go on a course to handle Powerpoint presentations, but these students are already there.

"When they are explaining miniJava to me, they become teachers. Then, I find that they transport these skills into other disciplines. I find some kids using miniJava to solve quadratic equations.

"We focused a lot of energy on teachers and students, and then we decided that the administrators at the Ministry of Education needed these skills, so they were trained as well, and then we thought that many parents must be feeling left behind, so we did a BTEC parents night on April 1, and we will do more."

Diane Gordon, executive vice-president of the Bermuda Chamber of Commerce, reported that she was impressed by what she had seen and heard at CedarBridge and Berkeley, and that the Chamber was very supportive of the BTEC initiative at these schools, and generally.

"The visit indicated that the students here at Berkeley are very enthusiastic, as well as knowing more than most adults. The initiative is one that all of the stakeholders are very committed to, and one that deserves the support of the whole community, and certainly the business community.

"Especially when an initiative supports education, I want to hear about it directly from the students themselves. It's their feedback that lets us know how committed they are to the project, and these students have clearly indicated to all of us how keen they are to take advantage of the opportunities presented to them.

"As with the visit to CedarBridge, it was direct eye-to-eye contact, which is so important, and these Berkeley students also really communicated their passion for the project. That's what we want to see, and we want to know that it is worthwhile, and that they are understanding the process of what we are trying to do. Their chance to present their skills and to network is so important. It's all good."

Mrs. Michelle Gabisi, principal of Berkeley, is grateful for the support of BTEC, and points out that the effect of its efforts go well beyond improved technological education.

"BTEC's strongest impact has been on student learning, and for me that means it has been a major success. First of all, BTEC has helped us put in place the most advanced computer science curricula for both senior schools, developed by Stanford University, and there are on-going revisions of those curricula, to ensure we stay current.

"BTEC has also supplied us with some specialised scientific equipment, as well as computer hardware and software. There has also been substantial input into our staff development plan, so that the University of Virginia faculty have come here to work with teachers in various subject areas, and our teachers have gone to UVA in Charlottesville for professional development.

"People from Stanford University have come down to work with our IT teacher. We have had interns come from Stanford, who have done periods in residence from six weeks to six months. They have been here on-site, providing support to teachers as they implement new programmes and new curricula.

"All of that has been sponsored by BTEC, but for me, the thing I like best is the positive impact it has had on learning. Students are excited by many of these innovations, and you can see how the students are looking ahead to see how they can make use of this learning when they go on to college or into their respective career choices.

"It's been a godsend. If you can get students interested in what is happening in the classroom, and have them share their interest, and make that part of the learning process as well, it is a win-win situation.

"Teachers are stimulated when they see their students learning. So, BTEC has had an impact on student learning, on how we go about teaching, and on what we offer in the curriculum, so we have nothing but praise for the entire initiative. It's my understanding that it continues to grow, as more private partners decide to get involved."

MRS. Gabisi would encourage visits from any company or person interested in BTEC to visit Berkeley and talk to teachers and students, to get a first-hand view of the changes that are taking place, even before the much-anticipated move to the new school in 2005.

"It is not just in the area of IT, it is in maths and sciences, it's in social studies and English, in fact, in most of our curriculum. We are working together to ensure that all teachers are integrating technology into their classrooms. We now have on staff a director of technology-assisted instruction, Chris Swan, and it is his responsibility to assist teachers in that effort.

"Technology should be used by teachers and students wherever it's appropriate, in terms of making instruction or learning more efficient."