In work with a non-profit service agency in the U-District, Seattle, WA, we developed a curriculum on developing life skills for technology. The New Tech for Youth Sessions curriculum comprises a series of classes on tools and technologies related to finding work.
The overarching approach was to adapt the graduate reading seminar and make it appropriate for homeless youth and volunteers. In the spirit of reflective practice, youth and volunteers worked together, learning from each other.
Youth were positioned to develop skills for technology by meeting challenges. By positive communication with adults, and by reciprocal peer support, we sought a curriculum that will help youth appreciate their skills and abilities.
The curriculum — including learning objectives, activities, instructor notes, and critical reflections — was published so that others might draw upon our approach (1).
We found that many of the conversational approaches of the graduate reading seminar can be appropriated to a radically different context, demonstrating, I think, the deeply human character of reflective practice.
Hendry, D. G., Woelfer, J. P., Harper, R., Bauer, T., Fitzer, B., & Champagne, M. (2011). How to integrate digital media into a drop-in for homeless young people for deepening relationships between youth and adults. Children and Youth Services Review, 33(5), 774-782.