Transitioning from teaching English to teaching cybersecurity was a significant shift for me. Initially, my career goal was to become a technology integration specialist, so I pursued a master’s degree in educational technology. I landed a job in that field and found it incredibly fulfilling to work with both students and teachers. However, an opportunity arose in our cybersecurity program when a teacher retired. As I assisted in the search for a replacement, the school district recognized my talent for teaching and encouraged me to take on the cybersecurity role, despite my lack of coding skills and background in the subject. They believed in my teaching ability and offered support for me to learn the necessary concepts and skills. Thus, I dedicated the previous summer to attending professional development sessions and familiarizing myself with Linux and the fundamentals of cybersecurity. Throughout the entire year, I embarked on a learning journey alongside my students.
In our district, the cybersecurity program caters to students in grades 10 to 12. It is an elective that fits into their daily schedule. Last year, we had 180 students enrolled, and the upcoming year shows promise with 270 students already signed up. We offer college credit through our community colleges, as well as industry certifications. Additionally, we provide paid internships with our business partners.
One aspect I particularly enjoy about teaching cybersecurity is the enthusiasm and excitement of the students. They are drawn to this new and evolving field, exuding a sense of joy in attending our classes. They have the opportunity to practice running exploits on their virtual machines, which allows for hands-on experience and engagement. Furthermore, we organize field trips to security operations centers, ensuring that the students have diverse experiences that enrich their learning journey. Witnessing their passion and guiding them towards their interests ignites my own passion for this field.
Undoubtedly, the transition from teaching English to instructing cybersecurity came with its challenges, primarily due to my lack of background knowledge in the subject. I couldn’t help but feel a sense of impostor syndrome, fearing that the students might not view me as an expert, given my limited experience. However, I overcame this hurdle by recognizing my strengths in instructional methods and understanding that I was learning alongside my students. My role shifted to that of a facilitator, guiding them to develop their skills and excel in their chosen paths.
While teaching English and teaching cybersecurity may seem like distinct disciplines, there are certainly similarities between the two. Both require effective communication and the ability to convey complex ideas. In English, we analyze and interpret literature, while in cybersecurity, we navigate intricate security systems and concepts. Ultimately, teaching is about guiding and inspiring students, regardless of the subject matter.
I found this book very interesting. The story was captivating and the characters were well-developed. The author did a great job of creating a vivid world that I could easily imagine. The plot had many twists and turns that kept me engaged until the end. I would highly recommend this book to anyone looking for a thrilling read.
