[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590507-105":59,"doc-detail-590507-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","bringing-in-the-tech-using-outside-expertise-to-enhance-technology-learning-in-youth-programs","Bringing in the Tech - Using Outside Expertise to Enhance Technology Learning in Youth Programs","","Bringing in the Tech examines how afterschool programs can strengthen STEM learning by integrating outside expertise, especially for technology-focused digital literacy. It explains why technology is less commonly delivered than science or math in youth programs and presents a framework for “insert programs,” where external providers bring facilitators, content, and often curriculum into existing settings. A case study illustrates opportunities, professional development needs, recruitment questions, and implementation challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/bringing-in-the-tech-using-outside-expertise-to-enhance-technology-learning-in-youth-programs/590507/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/bringing-in-the-tech-using-outside-expertise-to-enhance-technology-learning-in-youth-programs/590507.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does “insert programs” mean in this article?","Question",{"text":112,"@type":113},"An insert program is a practice where an outside provider brings facilitators, content, and usually curriculum into an existing afterschool program to enhance specific learning areas.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is technology less commonly offered in afterschool programs compared with science or math?",{"text":117,"@type":113},"The article suggests youth workers often lack the technology expertise required to produce high-quality learning in digital literacy, which affects how often technology and engineering are included.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits does the article associate with bringing outside expertise into afterschool settings?",{"text":121,"@type":113},"Outside expertise can expand opportunities for engaging STEM and strengthen digital literacy experiences, while a countywide intermediary system can help manage and deliver enhancements across sites.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590507,1792872512,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Bringing in the Tech:  \nUsing Outside Expertise to Enhance Technology Learning in Youth Programs  \nThomas Akiva, Kaleen Tison Povis, and Ani Martinez  \nAfterschoolcontinuestobe promotedasacomplementary setting to school for strengthening science, technology, engineering, and math (STEM) education (for example, Krishnamurthi, Bevan, Rinehart, & Coulon, 2013) . This is a reasonable idea: 10.2 million children and youth in the U.S. participate in structured afterschool programs (Afterschool Alliance, 2014), and the flexibility of afterschool settings allows for innovative approaches to STEM exploration and engagement.  \nWithout the curricular constraints of school, afterschool has great potential to expose youth to new ideas orto old ideas in novel, engaging ways. As Freeman, Dorph, and Chi (2009) suggest, afterschool can “generate interest, engagement, and capacity to know and do science”(p. 2).  \nOne area where afterschool may contribute to novel and engaging education is new technologies. Digital literacy skills—the ability to navigate, evaluate, analyze, communicate, and create information using digital technologies—are increasingly critical for success (Jenkins, 2009). Technology, the “T” of STEM, is broadly applicable in today’s world and will only grow in importance as innovation continues. Regardless of how many youth enter technology jobs—one primary rationale for the STEM education push—enhancing digital literacies is good for the populace.  \nTHOMAS AKIVA is an assistant professor at the University of Pittsburgh. His research focuses on youth worker professional development and contexts for authentic youth-adult partnerships. KALEEN TISON POVIS is a doctoral student in learning sciences and policy at the University of Pittsburgh. Her research and evaluation focus on designing exhibits and programs that foster opportunities for intergenerational learning.  \nANI MARTINEZ is the program manager for Digital Corps at the Sprout Fund. She coordinates recruitment, training, and service delivery for the participating members and host sites in the Digital Corps’ community of practice.  \nHowever, technology is less commonly seen in Insert programs are common in 21st Century  \nafterschool than science or math. In the Afterschool Community Learning Centers (CCLCs), the federal funding Alliance’s (2014) recent panel study, 69 percent of parents stream for afterschool programs. In the only study we could with children or youth in afterschool reported that they locate about this topic specifically, Smith and Van Egeren encountered STEM learning, but only 30 percent said that (2008) investigated partnershipsin 21st CCLCsin Michigan. their program offered technology and engineering. One Across 163 sites, partner staff delivered 30 percent of all reason for this finding may be that youth workers often activities, sometimes together with site staff. Technology do not have the technology expertise required to produce was offered by partner staff less often than any other activity high-quality learning in digital literacy (Freeman et al., type—in only 10 percent of sites where full management 2009). was not outsourced, as compared to 26 percent for arts  \nIf technology content in afterschool is desirable, but activities. Supports and professional development for the existing staff and systems are not prepared to deliver it, insert program providers varied widely.  \ncomplementary services may be a viable way to provide In Palm Beach County, insert programs are called  \nthat expertise. This article explores what we call “insert “enhancements” or “extended learning opportunities”; programs”: the increasingly common practice in which an they are an important component of a large and welloutside provider brings facilitators, content, and (usually) studied afterschool system. (For summaries of this curriculum into an existing afterschool program. We countywide system, see Sinisterra & Baker, 2010; Smith, use this term to distinguish insert progra","cbCairP34GFdNs7r","https://ap.wps.com/l/cbCairP34GFdNs7r","pdf",389151,"English","# Bringing in the Tech\n## Using Outside Expertise to Enhance Technology Learning in Youth Programs","[{\"question\":\"What does “insert programs” mean in this article?\",\"answer\":\"An insert program is a practice where an outside provider brings facilitators, content, and usually curriculum into an existing afterschool program to enhance specific learning areas.\"},{\"question\":\"Why is technology less commonly offered in afterschool programs compared with science or math?\",\"answer\":\"The article suggests youth workers often lack the technology expertise required to produce high-quality learning in digital literacy, which affects how often technology and engineering are included.\"},{\"question\":\"What benefits does the article associate with bringing outside expertise into afterschool settings?\",\"answer\":\"Outside expertise can expand opportunities for engaging STEM and strengthen digital literacy experiences, while a countywide intermediary system can help manage and deliver enhancements across sites.\"}]","Bringing in the Tech - Using Outside Expertise to Enhance Technology Learning in Youth Programs | PDF",1792069783,23]