May 16, 2025 -- Jabriel Green, an eighth grader at Sherwood Middle School, initially thought drones were just toys—until the Drone Discoveries program arrived. Throughout the event, Green not only touched a drone for the first time, but he also coded one. By Drone Discoveries end, Green had broadened his view, listing firefighting, farming, and policing as career fields where drones are making an impact. Now, he’s considering pursuing a drone pilot license.
“I didn’t know drones were capable of doing all those things,” Green said. “I always thought they were just kids’ stuff.”
As Columbus City Schools (CCS) Career Technical Education (CTE) prepares to launch drone curriculum in high schools during the 2025-2026 school year, the goal of the Drone Discoveries event was clear — to expose students to growing careers in drone technology.
To bring the Drone Discoveries program to life, CTE collaborated with the Educational Service Center of Central Ohio, Elford Construction, The Ohio State University, Columbus State Community College, American Electric Power, Unmanned Safety Institute, Drive Ohio, and Marcraft.
During the two-hour Drone Discoveries program, the partners presented as students rotated through five stations set up around Sherwood Middle School. Outside, The Ohio State University showcased an Autel drone, while Marcraft displayed its own drone technology in the gym. The choir room was transformed into a coding lab, where students guided Ozobots along pre-programmed paths. In the library, representatives from AEP and Elford Construction demonstrated how drones transform construction careers.
The connection between classroom learning and real-world applications became even clearer when Anthony Freeman, senior director of marketing at Elford Construction and a certified FAA drone pilot, illustrates how drones have transformed the construction industry.
Freeman explained how drones can capture internal and external site views, measure vital data like water pressure and temperature through sensors, and generate building maps. Freeman emphasized the increasing demand for drone operators in construction, reinforcing the potential career pathways available to students.
“This is an easy way for me to come in and talk about how to do it correctly, get your license, let them know you could build a career out of it, and one day we could be hiring them at Elford,” Freeman said.
Freeman’s message underscored the potential career pathways available through drone technology — a sentiment echoed by Chris Daniel, CTE curriculum coordinator, who emphasized the importance of introducing these opportunities early on.
“The best way to spark interest is to begin with middle school as they feed into the high schools,” said Daniel, emphasizing the importance of reaching students early.
For eighth graders, the timing is strategic. At 16, students can earn a Federal Aviation Administration (FAA) drone license after passing the Unmanned Aircraft General – Small (UAG) knowledge test and applying for a Remote Pilot Certificate through the FAA’s Integrated Airman Certification and Rating Application (IACRA) system.
Claire Anthony, science and STEM specialist for the Educational Service Center of Central Ohio, noted that most career pathway initiatives focus on high schoolers. This was an opportunity to reach students in lower grades.
"Middle schoolers are really less tapped into, and they really should be the perfect age for us to start having conversations about careers," Anthony said.
Sherwood CTE instructor Jeffrey Elam believes exposing students to career possibilities and necessary tools is essential as they prepare for high school. He emphasized that earning a drone license could open doors to well-paying career opportunities across various industries.
“This industry is only going to get bigger,” Elam said. “If our Amazon packages are going to be delivered by drones, why can’t [our students] be the ones operating them?”
Elam’s vision for the future resonated throughout the event, reinforcing the message that drone technology isn’t just a trend — it’s a booming industry with lucrative career paths. Daniel echoed this sentiment, emphasizing how students were captivated by stories of high schoolers earning $60,000 annually after obtaining their drone licenses at 16. At every station he visited, students were engaged in hands-on activities, connecting technology with tangible career opportunities.
“As full and as engaged as they were, this event shows our students want to work with drone technology,” Daniel said. “And now, they know it’s an option for them.”
Student Janaya Duncan is one of those students. Duncan always envisioned herself as a nurse. However, seeing drones used for medical and search and rescue purposes, she sees where obtaining a drone license could benefit her.
“I thought drones were just for toys but now I see how they can really help people and how you can make a lot of money from drones,” Duncan said.
Drone Discoveries not only introduced Sherwood students to the expanding world of drone technology but also aligned seamlessly with CCS Portrait of a Graduate framework. By fostering adaptability, critical thinking, and real-world problem-solving, the program empowered students like Green and Duncan to envision future careers that blend technology with purpose. As CCS continues to roll out its drone curriculum in high schools, events like these are crucial in preparing students to soar into emerging industries.
