Team 8 - Ryan Barrett, Matthew Taylor, Rowena Terrado

Appendix A

Interview with Amira Flores, director of the STARBASE Edwards program

Do you base your curriculum on the availability of technology at students’ homes? For
example, the viewing of videos or articles online, assigning projects that require
computer access (PowerPoint, etc.), and high vs. low bandwidth engagement (live video
vs message boards).
We have modified all of the technology essentials to fit the needs for our targeted population.
We purchased additional laptops to meet the criteria for student’s remote learning. In addition,
we collaborate with school districts to provide the technology necessities needed in a 21st
century.

Have you noticed a difference in performance between students who have access to high
quality technology and internet connections and those who do not?
Yes, students with high quality technology skills perform better at advanced programs and
softwares that we offer versus students with no exposure. For example, we provide a 3D
modeling program called onshape and it resembles Minecraft, students who are familiar with
navigating the software have a pleasant and successful experience compared to those who
have not had the exposure. Most students struggle with technology if they are not acquainted,
which unfortunately shifts their mentality into a negative view of technology.

Have there been any cases in your experience where lack of access to technology has
been a major obstacle for a student?
Yes, currently with remote learning has tampered with our efforts with communicating to
students in technology enhancements and performance. It’s a challenging experience to teach
younger students programs and softwares from a distance learning perspective versus in
person. Most of the students that our program enrolls are underserved at-risk students.

How much, if at all, has your interaction changed with students during the pandemic?
It’s 180 degrees from what we are used to prior to the pandemic. Our teaching philosophy,
engagement, and delivery has changed but I do admit that we’re reaching more students
virtually versus in-person. Prior to COVID we hosted about 1000 students per year and after
COVID we have already reached 2600 students.

What barriers did your organization face while converting to online learning or
distance-based communication due to the pandemic?
We took the program on wheels to various educational settings and it was tiring for all staff
members to pack and unpack and move to a different learning facility within weeks. Our
curriculum is based on hands-on, minds-on, so the majority of it is bulky and heavy.
In your current role do you notice a difference in engagement between students with high
levels of technology access and students with lower levels of technology access?
No,I have not noticed a difference. Middle school students refuse to turn their camera on so we
can accurately measure the engagement level. About 5-6 students will turn on their camera
from a single class.

Appendix B

Interview with Kyle Peacock, instructor for Code Tenderloin’s Code Ramp program

Do you base your curriculum on the availability of technology at students’ homes? For
example, the viewing of videos or articles online, assigning projects that require
computer access (PowerPoint, etc.), and high vs. low bandwidth engagement (live video
vs message boards).
Yes - we record all lectures, offer a slack forum, and use platforms that can be completed
without a laptop

Have you noticed a difference in performance between students who have access to high
quality technology and internet connections and those who do not?
non scientifically yes, I'd say I've seen a correlation between students being able to follow along
on a laptop and success in the program

How much, if at all, has your interaction changed with students during the pandemic? *
I started teaching since the pandemic started

Have there been any cases in your experience where lack of access to technology has
been a major obstacle for a student?
Our classes have transferred fairly successfully, but Code tenderloin had a host of walk-up
services that online resources don't really replace

What barriers did your organization face while converting to online learning or
distance-based communication due to the pandemic?
I started teaching since the pandemic started

In your current role do you notice a difference in engagement between students with high
levels of technology access and students with lower levels of technology access?
Not always. I've had engaged students who listened to lectures while commuting home from
work who could still be engaged