To sustain interest and resources for the program, it must be valued by the whole community. Program supporters build that value through effective communications with students, teachers, principals, IT staff members, and parents.

To build trust and excitement on campus, the faculty advisor or group leader needs the principal and teachers on their side. A catchy name and a way to recognize students (a t-shirt, jacket, hat, or name badges) will help establish the group as a formal organization. Let teachers and principals know what to expect of students, how to work with them, and when they are available.

Engaging the IT department in the development of the program and inviting a representative to meet the students ensures their support. Student selection and their commitment to the program will create a positive buzz on campus.

The faculty advisor and students can set milestones and goals for the year. Each goal should have some way to measure success. Be sure to set up processes for logging activities, measuring up-time, and usage. Pre-tests and post-tests of club students as well as teachers and students in general can show the impact of the program.

Once the program is up and running, be sure to remind people what you have done. The best running technology is the least noticed! Faculty advisors can report at regular teacher meetings about the accomplishments of the group and take suggestions for improving student performance. Students can create technology tips for the Web site, the school paper, or broadcast on the school television system. As students solve problems, they build a knowledge database of solutions.

Students are the ambassadors of the program. They wear the name badge and meet the teachers. One of the first sessions should cover communication skills and appropriate behavior. If the program has a help desk or tutorials, the students can help think of ways to market it: add the help desk number to email signatures, post signs and posters near computers, create an announcement for the school broadcast system or post it on the web site. Students in the business, art, or journalism classes could help create posters, logos, brochures and other promotional materials for the group.

Leadership changes, students move on, and everyone will want to know what happened to the student technology group. The faculty advisor and students can report out to key stakeholders at the end of the year on the objectives achieved by the group and the measures of success. End the year with a community support project and invite the local press to cover it to spread the word to the whole community.

Many adults will not believe the success until they hear it from a student. Student presentations to the school board or other community leaders can be very effective in promoting the affect of the program on each individual student. Schools may consider follow-up with students after they graduate to determine the long-term affects of the program.