Bedrock Computing Institute
Twenty years ago, a middle schooler in rural Indiana started fixing printers for the insurance office on Main Street. That kid didn't know he was getting a tech education. He just knew Freda's printer was jammed again, and she trusted him enough to let him figure it out. One thing led to another - websites for local businesses, actual paying work at the computer repair shop, relationships that lasted decades.
Today, that same dynamic is rare. When Main Street needs tech help, they're pushed toward cookie-cutter website building tools, massive software applications that miss the mark, or distant contractors who treat them like just another support ticket. The personalized, trusted help that comes from actual relationships in your community? That's increasingly hard to find.
And the kids? They're told their only path to tech careers is leaving for the coasts or spending four years in college first. Even the talented, motivated ones right in your community.
We train young people to solve real technology problems for local organizations - learning foundational skills not through abstract lessons, but through apprenticeship-style work on stuff that matters to them, their neighbors, their families, and their communities.
This isn't about preparing kids for Silicon Valley (although it is great for kids heading in that direction, too). It's about making sure Main Street has the technology capacity it needs to thrive in the 21st century - with tools that fit the work, support that comes from actual people, and skills that stay in the community.
How We're Different
We start with the fundamentals, not the flashy stuff.
Most technology education programs out there are all flash and little substance. We take a different approach: we start with the fundamentals and build up from there.
Why? Because you can't build robust solutions on top of systems you don't understand. When students know what's actually happening under the hood - how data moves across networks, where things break, how components fit together - they become far more effective problem-solvers. They don't just follow tutorials and hope for the best; they understand their tools well enough to adapt them to whatever problem they're facing.
This is the same reason a good mechanic learns how engines work before specializing in diagnostics, and why the best carpenters understand wood grain and joinery before they start designing furniture.
And, as it turns out, it's also way more fun. The spark that keeps kids excited and engaged comes from understanding how things work and being able to tinker, not the fancy surface-level stuff.
We focus on solving real problems, not passing tests.
Our students aren't building flashy, substanceless portfolio projects to impress recruiters at tech companies. They're fixing actual printer jams, maintaining real websites for local organizations, and building tools that their neighbors will actually use.
This means they learn to deal with messy reality - incomplete requirements, legacy systems, users who don't speak tech, and problems that don't match the textbook examples. They learn to communicate with clients, manage their time, and take ownership of work that matters to someone other than themselves.
We believe in apprenticeship, not just instruction.
There's a difference between completing a course and actually knowing how to do the work. Our model pairs students with experienced mentors who guide them through real projects, provide feedback, and help them develop judgment - not just skills.
This is how people learned trades for centuries, and it's still the most effective way to develop genuine capability. You can't learn to be a good technologist just by watching videos and doing exercises. You need to work alongside someone who knows what good work looks like and can help you develop your craft.
We keep the skills and money in the community.
When Main Street sends their tech work to distant corporations or offshore contractors, money leaves the community and local capacity doesn't grow. When we train young people to solve technology problems for their neighbors, we're building lasting relationships, keeping resources local, and ensuring that the next generation has both the skills and the connections to stay and thrive in their communities.
We're not trying to produce the next generation of Silicon Valley engineers - although this is great prep work for that, too. We're building Main Street's technology capacity from the inside out.
Our Work
Curriculum & Workshops
Teaching foundational skills through hands-on problem-solving
Our curriculum isn't about memorizing syntax or completing abstract coding exercises. We teach students how technology actually works - from the hardware up - so they can understand, troubleshoot, and build solutions to real problems.
We start with the fundamentals: how to repair a computer, navigate software systems, understand how networks function. These aren't just prerequisites to check off - they're the foundation that makes everything else make sense. A student who understands what's happening when they type a URL into a browser, who has traced network issues and fixed hardware problems, becomes a far more capable developer when they start building web applications.
From there, students progress through skill trees that branch into different domains - web development with Ruby and Sinatra, embedded and Internet of Things systems with Raspberry Pi and Python, and so much more. The paths are structured but flexible: some skills are prerequisites for others, but students can pursue multiple branches based on their interests and the problems they want to solve.
Each path combines foundational knowledge (language basics, core concepts) with guided tutorial-style projects where students build something concrete alongside instruction. These lead to more independent challenges where students have to figure out how to accomplish a specific goal without step-by-step guidance - the transition from following directions to actual problem-solving.
Students who reach key milestones - demonstrating they can work independently with core tools like Ruby, HTML, and a web framework - receive a Raspberry Pi 500 to take home. This isn't just a reward; it's a tool that lets them continue learning and experimenting outside of structured workshop time, and ensures they have what they need to participate in Community of Practice work.
We deliver this curriculum through workshops that adapt to what communities need: single-session introductions, multi-week series, intensive week-long camps, online sessions, and in-person gatherings. The format depends on geography, topic scope, and what our partner organizations can support.
All workshops maintain our commitment to small student-instructor ratios - usually around six students per instructor. This ensures every participant gets the attention and support they need to actually learn, not just sit through a lecture.
We bring the necessary infrastructure: server environments for students to work in, devices for those who don't have their own or when specialized hardware is needed, and instructors who can guide students through not just what to do, but why it works and what to do when it doesn't.
Building toward independence
Assessment happens at multiple levels. Basic skills might be verified through quick checks or simple exercises. Larger projects get evaluated both through automated grading and manual code review - teaching students that working code isn't enough; good code is readable, maintainable, and solves the actual problem.
The curriculum is also openly published for students who want to work ahead, for other organizations who want to use our materials, or for teachers looking to incorporate practical technology education into their classrooms. The goal isn't to keep our methods secret - it's to spread this model as widely as possible.
Community of Practice
Students who demonstrate mastery of core skills and show the maturity, initiative, and enthusiasm to work independently may be invited to join our Community of Practice - a collaborative environment where they deepen their abilities by contributing to real open-source software projects.
These aren't theoretical exercises or portfolio pieces. Students work on software that solves actual problems for nonprofits, community organizations, and small businesses - often tools that multiple organizations need but can't afford to have built individually. A shared volunteer management system for three youth programs. A custom event scheduling tool for library networks. An inventory tracker for food pantries across the region.
This work happens through a combination of in-person sessions hosted by partner organizations and online collaboration platforms. Students learn not just how to write code, but how to work on a team, contribute to an existing codebase, communicate about technical decisions, and ship software that people depend on.
Guided contribution, not sink-or-swim
Every project is stewarded by experienced developers who review code, provide feedback, and help students navigate the messy realities of real software development. Students might start by fixing small bugs or improving documentation, then gradually take on more complex features as they demonstrate capability.
Students who complete significant contributions and show they're ready for more may also propose their own projects - problems they've identified in their communities that technology could help solve.
The work students do in the Community of Practice becomes part of their public portfolio. When they're ready to pursue internships or employment, they can point to real contributions to real projects, with mentors who can speak to the quality of their work. This is far more valuable than a GitHub full of half-finished tutorial projects.
Internships & Real-World Placement
Students who have proven themselves through Community of Practice work become eligible for internship opportunities with local businesses and organizations. This is where apprenticeship becomes employment, and skills turn into professional experience.
Internal projects
Students take on client-funded work through the Institute itself - building websites, developing custom tools, or providing IT support for organizations that need professional-quality work but don't require a full-time employee. This gives students their first taste of paid work with the safety net of close mentorship.
Technology companies
Students get placed with local IT firms and software development shops that are looking for junior talent. These placements put students in professional development environments where they can learn from experienced teams and see how the industry actually operates.
Direct community placement
Students work directly with small businesses, nonprofits, schools, and community organizations that need ongoing tech support. This might mean maintaining a website, managing IT systems, building custom tools, or serving as the go-to tech person for an organization that doesn't have dedicated technical staff. These placements often mirror how many of us actually got our start - being the trusted local person who can solve technology problems.
How it works
Organizations post opportunities through the Institute, describing what they need and what skills they're looking for. We work with them to ensure postings are clear, appropriate, and aligned with our mission. Students who have completed Community of Practice work and demonstrated readiness see these opportunities and apply directly - the hiring process is between them and the organization.
Once placed, students have access to ongoing support through open lab sessions where they can get help with unfamiliar technologies, work through challenges, or get backup when they're stuck. This is especially critical for students placed in organizations without other technical staff - they're not out there alone.
This isn't just about individual placements. We're building lasting relationships between local organizations and emerging tech talent. Businesses get access to motivated, trained young people at reasonable rates. Students get real professional experience and references. Communities keep technical capacity local instead of outsourcing to distant corporations.
Organizations pay a modest fee to list opportunities, with reduced rates for nonprofits and community organizations. Successful placements often lead to ongoing relationships - both between students and their employers, and between those organizations and the Institute as they continue to invest in developing local talent.
Access & Affordability
We believe every young person with aptitude and drive should have access to quality technology education, regardless of their family's income or where they live.
Students pay an annual membership fee that covers server access, curriculum materials, and drop-in work sessions. Individual workshops have their own fees based on duration and scope. These fees help sustain the program, but they're not barriers.
We actively work with local businesses, community foundations, and partner organizations to provide scholarships for students who need them. Many of our partner organizations choose to sponsor workshop costs for young people in their communities.
Getting Started
For students
Interested in learning real technology skills and doing work that matters in your community? Contact us. We'll talk about your interests, what you want to learn, and how to get plugged in. As we grow, we'll be publishing schedules of upcoming workshops and drop-in sessions - but for now, reaching out directly is the best way to start.
Get in TouchFor organizations
Want to host a workshop, provide space for Community of Practice work, post an internship opportunity, or commission student work? Get in touch. We'll work with you to figure out what makes sense for your needs and capacity.
Partner With UsFor supporters
Interested in sponsoring scholarships, funding workshops in high-need areas, or supporting youth technology education in other ways? We'd love to talk with you.
Support Our Work