The document provides an annual report from the Institute of Computer Technology (ICT) for the period of July 1, 2006 to June 30, 2007. ICT's new Executive Director, Dr. Carlos Camargo, states that moving forward ICT needs to focus on utilizing technology applications while closing achievement gaps. ICT celebrated its 25th anniversary by re-emphasizing workforce development. ICT also worked with partners like Intel on technology education initiatives, developed new computer science curriculum, and aimed to replicate successful programs to broaden participation in computing fields.

1. Institute of Computer Technology July 1, 2006 to
June 30, 2007
ANNUAL REPORT 2006 – 2007
Speaking about ICT’s Silver Anniversary, Dr. Carlos Camargo, ICT’s new
Executive Director & Superintendent, stated that “ICT has spent its first 25 years
increasing usage and access to technology. Moving forward, ICT needs to focus
on the utilization and application of technology, while closing the achievement
gap.”
ICT’s Silver Anniversary (1982-2007):
Refocusing and Moving Forward
Issue Contents:
ICT’s Silver Anniversary (1982-2007):
Refocusing and Moving Forward 1
ICT Celebrates 25 Years by Reempha-
sizing Workforce Development 1, 3
ICT’s Work with Intel Meets and Exceeds
Expectations 2
ICT’s AP Computer Science Java Cur-
riculum and Summer Workshop 2
ICT’s Efforts to Both Promote and Exam-
ine Tech Education in California 3
Dr. Carlos Camargo Named Ex. Dir. 4
ICT To Replicate Successful APCS-
STEM Education Project 4
ICT Partners to Support Women Leaders
Internationally 5
ICT Named GLOBE Partner 5
ICT’s Staff and Senior Staff, and Board
of Directors 6-7
ICT Foundation 8
Financial Snapshot 8
ICT Contact Information 8
ICT: Goals and Mission 8
ICT's mission is to help transform
education through technology. By
refocusing its efforts, ICT is
positioning itself to continue
designing and implementing student-
centered, technology-enriched
curriculum for educational, corporate,
and global communities, while
providing teachers with state-of-the-
art professional development.
“As part of a special school district,
we are focused on an intractable
problem, with an opportunity to do
better things,” Camargo adds. “We
can accelerate the success of those
struggling within the system by trying
to be more strategic in researching,
developing, and implementing
interventions and strategies that
close the achievement gap.”
ICT Celebrates
25 Years by
Reemphasizing
Workforce
Development
Since its inception in 1982, ICT has
focused on transforming education
through technology. The agency was
formed to meet local, regional, and
statewide technology-based educa-
tion and workforce needs.
In a year when SUN Microsystems
was founded and Microsoft released
MS-DOS 1.1 that supported double-
sided floppy disk drives, ICT began
setting up computer labs in Silicon
Valley schools, providing technology-
based teacher training, engaging in
high tech workforce training, and de-
veloping some of education’s earliest
online classes.
(continued on page 3)

2. 2 Annual Report 2006-2007
Transforming Education Through Technology (SM)
ration with government and commu-
nity organizations to help youth ac-
quire 21st Century learning skills,
improve children's technology liter-
acy, critical thinking, and collabora-
tion skills, and to become productive
and successful citizens.
ICT has assisted Intel in training
nearly 4 million teachers in over 40
countries worldwide since ICT began
working with Intel. ICT has also
strengthened professional develop-
ment with Intel Teach program offer-
ings, and has reached more than
135,000 learners through the Intel®
Learn Program, Intel’s after-school
program in government-funded com-
munity technology centers.
In its collaborative role with Intel, ICT
has developed the curriculum for pro-
grams and courses; managed pro-
gram implementation; supported
translation and localization efforts;
developed and co-facilitated teacher
training and train-the-trainer ses-
sions; and served as Intel’s National
Training Agency responsible for pro-
gram coordination in the U.S.
In late June 2007, over a dozen high
school APCS teachers from around
the US attended ICT’s week-long
professional development training
workshop on its completely-revised
Advanced Placement Computer
Science (APCS) Java curriculum.
Many of the participants enjoyed
having an in depth experience with
ICT’s 2.0 version of its APCS
curriculum which includes a
completely revised Web-lessons
format, a new vocabulary component,
sample exam questions, and
incorporation of the latest Java 5.0
content.
They experienced hands-on training
from John Landa, a seasoned
classroom teacher and workshop
leader on how to effectively present
the ICT Java curriculum to students.
John Landa graduated from the
University of California, Berkeley with
a Bachelors of Science in Electrical
Engineering and Computer Science.
Mr. Landa has been a high school
computer science and mathematics
teacher for four years in a low-income
community in East Los Angeles. In
addition to teaching, Mr. Landa
serves as the Los Angeles Unified
School District computer science
department chair.
For more information on ICT’s Java
curriculum, visit www.ict.org/java.html
ICT’s APCS Java Curriculum
ICT’s AP Computer
Science Java
Curriculum and
Summer Workshop
ICT’s Work with
Intel Meets and
Exceeds
Expectations
Since 2000, ICT has worked closely
with Intel in the development and im-
plementation of its international phil-
anthropic educational initiatives, par-
ticularly the Intel® Teach and Intel®
Learn Programs. These are substan-
tial projects with clear and measur-
able goals. ICT has coordinated and
implemented these programs
(virtually and on the ground) in forty
countries throughout the world.
Intel Teach is a worldwide initiative
designed to improve teaching and
learning through the effective use of
technology integration. Through Intel
Teach courses, teachers learn from
other teachers how, when and where
to incorporate technology tools and
resources into lesson plans. The
Intel Teach Leadership Forum allows
administrators to learn from their
peers to support teachers in their ef-
forts to integrate technology.
Intel Learn is an after-school commu-
nity education program in emerging
market countries designed in collabo-

3. Annual Report 2006-2007 3
Transforming Education Through Technology (SM)
ICT’s Efforts to Promote and Examine California’s Technology Education
Technology Education in California
Ad Hoc E-Learning
Committee
Publishes
Statewide Report
on E-Learning
Since 2005, Ann Wrixon, ICT’s
former executive director, had been
working closely with a statewide
group of educators and lobbyists in
an effort to advance K-12 online
learning in California. In addition to
being a founding member of the Ad
Hoc E-Learning Committee and
meeting with legislative education
leaders regarding online learning in
California, Ms. Wrixon, acting on
behalf of ICT, and a sub-group of the
committee, including University of
California College Prep (UCCP),
Rainbow Advanced Institute Digital
High School, eScholar Academy, and
California Virtual School Academies,
commissioned a comprehensive
report on the issue which was
published in September of 2006.
The report, A Report of Online
Learning in California: A Look at
Current Policies and Practices,
focuses on K-12 online education
and learning in California. It carefully
examines “teaching and learning,
evaluating academic success,
professional development,
technology, California attendance
guidelines for online education, and
topics for future discussion.”
The release of the report on
September 26, 2006 in Sacramento
was used as a time to bring state
policymakers, superintendents,
educators, and others together in an
environment prepared to discuss e-
learning in the state. A number of
blue ribbon panels were convened to
cover such issues as: California’s
Virtual Schools, Online Learning
Policies and Practices in California,
and Best Practices of Online
Learning.
The Ad Hoc E-Learning Committee
was organized by the California
Department of Education's
Intersegmental Office in the
Secondary, Postsecondary and Adult
Leadership Division with the intent to
facilitate the exchange of information
about the state of on-line education in
California between government
education segments and e-learning
practitioners.
The entire report is available online at
http://isites.harvard.edu/fs/docs/
icb.topic40337.files/
State_of_Online_Learning_in_Califor
nia.pdf.
ICT’s primary objectives back then
were to: provide a framework for
computer education, serve as an in-
novator, and foster cooperation be-
tween local industry and education.
Some of ICT’s earliest workforce de-
velopment and certification classes
included: Problem Solving on a Mi-
crocomputer, Advanced BASIC Pro-
gramming, Assembly/Machine Lan-
guage, Computer Law, Word Proc-
essing, and Electronics I and Elec-
tronic Assembly/Maintenance Tech-
niques.
“ICT began as a partnership between
education and industry, and ICT finds
itself returning to its roots,” observed
Harley Christensen, ICT’s Associate
Director and Director of Strategic
Communications & Development.
“Workforce development is as impor-
tant today as it was when ICT first
came into existence and it’s an area
where ICT will be focusing much of
its energies in the future.”
In California, the goal of K-12 public
education is to prepare students for
productive civic participation, includ-
ing sustaining employment, bettering
their communities, and meeting their
personal and family needs. Career
and college pathways to education
link schools to “real world” opportuni-
ties, designed to carry pupils through
a planned series of educational ex-
periences culminating in rewarding
careers, lifelong learning, and inde-
pendent adulthood.
ICT Celebrates 25 Years… (continued from
page 1)

4. 4 Annual Report 2006-2007
Transforming Education Through Technology (SM)
Dr. Carlos
Camargo Named
Executive
Director
Dr. Carlos F.
Camargo was
named executive
director of the
Institute of Com-
puter Technology
in November
2006. According
to Peter Hertan,
Chairman of ICT’s Board of Directors,
Dr. Camargo was selected as ICT’s
Executive Director based on his
background in education, technology,
management, and administration, as
well as his vision for ICT’s future.
Dr. Camargo is a native speaker of
both English and Spanish, having
grown up as a bilingual member of an
international immigrant family. In
addition to his Ph.D., Dr. Camargo
holds undergraduate degrees (BA) in
English and Political Science from
Florida International University in Mi-
ami and master’s degrees (MA) in
American Literature and Interdiscipli-
nary American Studies from the Uni-
versity of California at Berkeley.
Dr. Camargo is a frequent conference
speaker on such topics as: Teaching
English as a Foreign Language
(TEFL), English Language Learners
(ELL), Multimedia Instructional Tech-
nologies, Micro-enterprise entity for-
mation, and social entrepreneurship
training and program development.
collaborate with ICT during the initial
implementation and development
phases.
The Los Angeles Unified School Dis-
trict (LAUSD) study which led to the
interventions began as a three-year,
National Science Foundation-funded
research project. It revealed that 1)
computer science teachers needed
additional preparation to effectively
teach computer science and 2) Afri-
can American, Latino, and female
students were severely underrepre-
sented in computer science classes.
“This NSF-funded study commenced
with case studies of three Los Ange-
les high schools to examine the ex-
periences and challenges of com-
puter science teachers situated within
the context of the school culture. In
response to data showing that teach-
ers were lacking content and peda-
gogical training, as well as an aware-
ness of the many facets of under-
representation, a pilot intervention
program for 25 high school teachers
offered professional development to
address the teaching challenges
which emerged from these findings.”
Ultimately, Margolis and Goode’s
research and interventions led to
rapid and remarkable results: within a
two year period, the number of APCS
classes being offered in LAUSD dou-
bled, the number of Latinos and fe-
males enrolled in APCS tripled, and
the number of African Americans
nearly doubled.
To review a complete article on the
study and interventions by Dr.
Goode, see Journal of Educational
Computing Research, Vol. 36, No.
1/2007, or see http://csta.acm.org/
Research/sub/
If_You_Build_Teachers.pdf.
An active member of the Institute of
Electronics & Electrical Engineers
(IEEE), Dr. Camargo has been
deeply involved in managing multiple
technology initiatives, managing cor-
porate programs to support out-
sourced IT services, and managing
and training sales, customer care and
technical personnel in partner pro-
grams related to managed procure-
ment services, broadband positioning
and IT Hardware/Software procure-
ment.
Addressing the Achievement Gap:
ICT to Replicate
Successful
APCS-STEM
Education
Project
The Institute of Computer Technol-
ogy reached an agreement with Dr.
Jane Margolis of UCLA and Dr. Jo-
anna Goode of the University of Ore-
gon to replicate a highly-successful,
research-based, high school com-
puter science intervention that broad-
ens participation in computing and
enhances educational opportunities
for traditionally underserved students
and girls.
ICT plans to begin implementing this
program in Northern California by the
2008-2009 school year. ICT has al-
ready initiated dialog with school offi-
cials who have expressed an interest
in the program. ICT’s role will include
identifying and securing appropriate
partners, managing and growing the
program, and implementing the pro-
gram. Drs. Margolis and Goode will

5. Annual Report 2006-2007 5
Transforming Education Through Technology (SM)
ICT Partners to
Support Women
Leaders
Internationally
ICT entered into an agreement with
Santa Clara University’s (SCU)
Global Women’s Leadership Network
(GWLN) in April 2007 to create edu-
cational and leadership curricula to
be used worldwide.
The partnership was initiated to cre-
ate mission-driven, technology-
enhanced educational courseware
that is focused on developing
women’s leadership and business
capacities here in the U.S. and glob-
ally. The educational courseware will
serve women from multiple sectors,
including business, government, or-
ganizations, and academia. The
educational products will teach global
leadership and business skills with an
ethos of global citizenship and
shared accountability for the future of
our world. The scope of the pro-
posed work is local, national, and
international.
GWLN sponsors such programs as
Women Leaders for the World, a
seven-day residential program that
sparks innovation, fosters global citi-
zenship, and expands the capacity
and network of international women
leaders.
GWLN is led by founding director,
Linda Alepin, an entrepreneur and
former high tech executive whose
work is now taking her well beyond
the confines of Silicon Valley. Ale-
pin’s work brings groups of interna-
tional women together to learn the
advanced skills needed to change
ideas into reality. Next, Alepin would
like to see empowering educational
tools dispatched to women through-
out the world. Alepin and GWLN
hope to change the world – one
woman at a time and ICT aims to
help.
GWLN is housed at the Global
Women’s Leadership Center at Santa
Clara University’s Center for Innova-
tion in Entrepreneurship, part of its
Leavey School of Business. Located
in the heart of Silicon Valley, Santa
Clara University offers a rigorous un-
dergraduate curriculum in the arts
and sciences, business, and engi-
neering. It has nationally recognized
graduate and professional schools in
business, law, engineering, pastoral
ministries, and counseling psychol-
ogy and education.
ICT Named
GLOBE Partner
for Bay Area
The Institute of Computer Technol-
ogy (ICT) has been notified that it is
about to be named the exclusive
GLOBE U.S. Partner for the San
Francisco Bay Area. GLOBE (Global
Learning and Observations to Benefit
the Environment) is a technology-
enhanced earth sciences program
with a highly-developed, standards-
based formal curriculum for use in the
classroom. The curriculum can also
be adapted for use in informal learn-
ing settings.
GLOBE (http://www.globe.gov/) is an
established NASA-funded, hands-on
environmental science and education
program in which K-12 students take
authentic environmental data sam-
ples (such as rainfall, temperature,
etc.) and enter them into an online
database. This dataset allows scien-
tists and students to conduct investi-
gations to better understand the
Earth’s environment. The GLOBE
program unites students, educators,
and scientists from around the world
in studying the global environment.
Initial plans call for ICT to introduce
GLOBE to Santa Clara County Office
of Education (SCCOE) schools and
school districts, starting with Sunny-
vale Elementary School District mid-
dle schools. ICT’s initial focus will be
with students in grades 5-8.
Students involved in the GLOBE pro-
gram make a core set of environ-
mental observations at or near their
school, report their data via
the Internet to a GLOBE data proc-
essing facility, learn to use global
images created from worldwide
GLOBE school data, and study envi-
ronmental topics in their classrooms.
Scientists use GLOBE’s authentic
data in actual scientific research and
provide feedback to students to en-
rich their science education.
GLOBE, with its hands-on approach
and authentic science outcomes, will
enable students to become part of an
international scientific community.

6. 6 Annual Report 2006-2007
Transforming Education Through Technology (SM)
ICT Staff
Dr. Carlos Camargo
Executive Director & Superintendent.
Dr. Carlos Fernando Camargo was
named Executive Director of the Institute
of Computer Technology (ICT) in
November 2006.
An academic researcher, author, and
curriculum developer with a specialty in
the effective use of multimedia in the
classroom, Dr. Camargo holds a Ph.D. in
Harley Christensen
Associate Director; Director of Strategic
Communications and Development.
Harley Christensen joined the Institute of
Computer Technology (ICT) in February
2006 and directs ICT’s strategic
planning, fund development, and
communications. He directs both the
fundraising and strategic development
process at ICT. He has more than 20
years experience as both a media
specialist and development executive.
Christensen came to ICT following eight
years as Executive Director of Seniors
Media Lab (SML), a nonprofit multimedia
company focused on developing media
to advance the health and well being of
adults in mid life and beyond.
Harley has a Master of Fine Arts degree
from UCLA’s School of Theater, Film and
Television, Producer’s Program and
earned his Bachelor’s degree from the
University of Wisconsin-Oshkosh.
Below is a complete list of ICT staff
members in 2006-2007.
Executive Director/Superintendent
Carlos Camargo, Ph.D.
Strategic Development and
Communication
Harley Christensen, Associate Director,
Director of Strategic Communications
and Development
Educator Programs
Tim Dirks, Grants and Curriculum
Coordinator
ICT Operations
Jeanne Ulrich, Associate Director;
Director, Operations & Human
Resources
Midge Palfin, Director of Finance and
Budget
Sponsored Programs
Mark German, Director of Worldwide
Content
Tracy McCarren, Program Services
Manager
Brian Allen, Systems Project Coordinator
Libbie Feroben, Sponsored Programs
Support
Sponsored Programs, Professional
Development
John Kalny, National Program
Coordinator
Karen Kyle, National Training Support
Manager
Sponsored Programs, Customer
Support
Joshua Jacobson, Group Leader,
Customer Support
Ben Lane, Customer Support
Charlene Natividad, Customer Support
Sponsored Programs, Content
Development
Carrie Baker, Content Developer
Kristin Bye-Barton, Content Developer
Laurye Clampett, Web Projects Manager
Tim Dirks, Content Developer
Julia Fischer, Content Developer
Mary Foulk, Content Developer
Peggy Grant, Content Developer
Stefanie Hausman, Content Developer
Natalie Koury, Content Developer
Paula Mattler, Program Coordinator
Theresa Maves, Content Developer
Kristen Merrill, Project and Editorial
Coordinator
Mary Millhollon, Content Developer
Judi Yost, Worldwide Curriculum
Coordinator
Sponsored Programs, Marketing
Alison Elmer, Project Support
Coordinator
Tanya Schornack, Education and
Marketing Consultant
Biographies
Senior Staff
English Literature and Language from
the University of California at Berkeley.
Dr. Camargo came to ICT from the
Ohana Foundation, an international
educational non-profit research and
development organization, where he led
research efforts in Educational
Technologies and Teaching English as a
Foreign and Second Language,
developed curriculum, authored a
number of books, and was principal
investigator on a variety of educational
projects.

7. Annual Report 2006-2007 7
Transforming Education Through Technology (SM)
Robert Shemwell
Sponsored Programs, Director.
In June 2007, Robert Shemwell was
selected as Director of ICT’s Sponsored
Programs. In the post, Shemwell will
direct all corporate educational
programming for ICT including ICT’s
work in support of Intel’s global
philanthropic efforts which include Intel®
Teach and Intel® Learn educational
programs.
Shemwell came to ICT from the Santa
Clara County Office of Education
(SCCOE) where he was the Director of
Region 5’s California Technology
Assistant Project (CTAP). In that role,
Shemwell facilitated and managed the
delivery of technology support and
resources to 85 school districts
comprised of more than 19,000 teachers
and administrators.
Tim Dirks
Grants and Curriculum Coordinator.
Tim Dirks has worked for ICT since 1998
developing both classroom and distance
learning curriculum. He oversees the
development and implementation of
ICT's JAVA and J# .NET curricula for
Advanced Placement Computer Science,
as well as a variety of teacher training
initiatives in technology education.
Mr. Dirks has a Masters of Education
from Stanford University as well as a a
Masters of Divinity from Yale University.
Additionally he has a technology in edu-
cation certificate from the University of
California at Santa Cruz. He is a Califor-
nia K-12 credentialed teacher with more
than a decade of teaching experience.
Tracy McCarren
Program Services Manager, Sponsored
Programs.
Tracy McCarren oversees the ICT
deliverables for the U.S. Intel® Teach to
the Future program, including oversight
of ICT staff working on customer
support, extranet development,
marketing and recruitment, and quality
control.
Before joining ICT in 2006, Ms.
McCarren spent nine years at Cardinal
Health in a variety of positions including
account management, project
management and implementation of
large scale healthcare systems.
Ms. McCarren also has a teaching and
training background at both the
university level and in informal learning
environments. She received both her
B.A. in Journalism and her M.A. in
Organizational and Group
Communication from Texas A&M
University.
Jeanne Ulrich
Associate Director; Director, Operations
& Human Resources.
Jeanne Ulrich joined the Institute of
Computer Technology in April 2001, after
spending 25 years at four high-
technology firms where her experience in
Human Resources spanned specialties
in U.S. and executive compensation,
international relocations, transition man-
agement, student mentorships, and data-
base management, along with managing
HR departments supporting both field
and headquarters organizations.
At ICT, Ms. Ulrich is responsible for over-
seeing internal operations, which gener-
ally include functions related to staffing,
compensation and benefits administra-
tion, payroll, accounting, insurance, fa-
cilities, safety and security, staff develop-
ment, and employee relations.
ICT’s Board of
Directors
Peter Hertan, President
Don Worn, Vice President
Bill Wilson
Anita Hermann
Chuck Thompson, Ph.D.
Charles Untulis
Lorrie Wernick
Three of ICT’s Board Members are se-
lected by the school boards that formed
the Joint Powers Agency as representa-
tives of their school boards. The remain-
ing four are selected by the school
boards as representatives of high-tech
Silicon Valley industries.

8. 8 Annual Report 2006-2007
Transforming Education Through Technology (SM)
Unaudited Statement of Revenues, Expenses and Changes in Fund
Net Assets for the Year Ended June 30, 2007*
Operating Revenues
Fees and contracts $32,898
Sale of equipment and supplies $450
Sale of publications $75,503
Interagency services between LEAs $21,028
Other local revenue $3,039,955
Total Revenues $3,169,834
Operating Expenses
Certificated salaries $120,738
Classified salaries $2,070,928
Benefits $288,676
Books and supplies $49,699
Services and other operating $1,577,986
Total Expenses $4,108,027
Operating Net Loss ($938,193)
Non-Operating Revenues
Interest revenue $132,254
Decrease in Net Assets ($805,939)
Net Assets, Beginning of Year $2,773,194
Net Assets, End of Year $1,967,255
*The Statement of Revenues, Expenses and Changes in Fund Net As-
sets for the Year Ended June 30, 2007 shows a decrease in net assets
of $805,939.
ICT Foundation is a 501(c)(3) charity formed in
1999 to help provide additional resources to ICT by
soliciting funds from individuals and foundations
who prefer to donate funds to educational organi-
zations recognized as tax-exempt by the IRS.
Additional Resources for ICT
ICT Foundation
Institute of Computer Technology
589 W. Fremont Avenue
Sunnyvale, California 94087-2556 USA
Phone: 408-736-4291
Fax: 408-735-6059
Email: info@ict.org
Web Site: www.ict.org
The Institute of Computer Technology (ICT) is a
public agency and a special school district located
on the campus of Fremont Unified High School in
Sunnyvale, CA. ICT was formed through a Joint
Powers Agreement (JPA) among three Silicon Val-
ley School Districts (Los Gatos-Saratoga Joint Un-
ion High School District, Sunnyvale Elementary
School District, and Fremont Union High School
District) and is a constituent institution of the Santa
Clara County Office of Education and an agency of
the State of California. ICT was created, in 1982,
by the California Legislature, pursuant to the Cali-
fornia Education Code, to meet local, regional, and
statewide technology-based education and work-
force needs.
ICT’s mission is to help transform education
through technology.
Unaudited Financial Statement
Financial Snapshot:
Fiscal Year End Statement