Applied
Technology Philosophy
As
society becomes more complex, “traditional” education becomes less relevant due
to its fragmentary nature. The combination of interdisciplinary instruction
(which combines several content disciplines in a common lesson or activity) and
the use of a systems approach (to develop an overview perspective of the actions
and forces that impact the activity) produces a highly motivating and engaging
context for learning. Experiential education enables students to learn by doing,
to plan and design projects, to research possible solutions to specific and
general problems and to present the results of their work to others. Students
evaluate both the process and the product. These valuable learning experiences
integrate academic content so students are able to achieve and in some cases
surpass the Standards.
The
use of “hands-on” learning activities increases student involvement and adds a
sense of personal meaning for students. Students are empowered to interact with
the “real world” and become excited and committed to projects in which they play
key decision-making roles. As needed in the world of work, students learn to
communicate, to create, to think on their feet, and to meet tight timelines.
Learning to work as part of a team, sometimes as a responsible leader and
sometimes as a team player, is an important skill. Part of this process includes
learning to communicate effectively. Listening, reflecting, providing
constructive feedback, and carefully considering the ideas of others are
important skills to take to the workplace. Throughout the process, students gain
confidence from the respect and self-satisfaction their success
earns.
The
School to Careers program is elective, and designed for 12th grade
students who attend school in the morning and leave in the afternoon to pursue
employment opportunities. The
program provides: an improved understanding of self; a clearer vision of a
productive future and an understanding of how to make that vision a reality;
familiarity with a wide range of career options; an appreciation of the
relevance of school learning to “real life”, and increased motivation to stay in
and succeed in school.
There
are three components to the program – school-based learning, work-based
learning, and the connecting activities.
Each are important, and must be carefully developed as all three aspects
support each other.
The
content of the school-based learning portion of this course is summarized below,
in thematic units. The content of
the work-based-learning portion of this course is directly focused on the
demonstration of the Cumulative Progress Indicators, specifically Standard 1, of
the NJ
Cross-Content Workplace Readiness Standards. The connecting activities provide a
bridge between both school- and work-based learning.
NJ
Cross-Content Workplace Readiness Standards and Progress
Indicators
Standard
1:
All
Students will Develop Career Planning and Workplace Readiness Skills
Descriptive
Statement:
Students will be expected to develop the skills to seek, obtain, maintain, and
change jobs. These skills are critical to each student's future ability to
navigate in the complex world of work. Prior to leaving school, each student
should possess the skills needed to sustain him/herself as an adult in the labor
force.
Cumulative
Progress Indicators
All
students will be able to:
1-1. Demonstrate
employability skills and work habits, such as work ethic, dependability,
promptness, and getting along with others, needed to get and keep a job.
1-2. Describe the
importance of personal skills and attitudes to job success.
1-3. Identify career
interests, abilities, and skills.
1-4. Develop an
individual career plan.
1-5. Identify skills
that are transferable from one occupation to another.
1-6. Select a career
major and appropriate accompanying courses.
1-7. Describe the
importance of academic and occupational skills to achievement in the work world.
1-8. Demonstrate
occupational skills developed through structured learning experiences, such as
volunteer, community service, and work-based experiences or part-time
employment.
1-9. Identify job
openings.
1-10. Prepare a resume and complete
job applications.
1-11. Demonstrate skills and
attitudes necessary for a successful job interview.
1-12. Demonstrate consumer and
other financial skills.
Standard
2:
All
Students Will Use Information, Technology, And Other Tools
Descriptive
Statement:
Students will be expected to develop skills in the use of information,
up-to-date educational technology, and other tools to improve learning, achieve
goals, and produce products and presentations. They will learn to develop,
locate, summarize, organize, synthesize, and evaluate information. Students will
be expected to use technological tools, such as telecommunications networking,
for problem solving, writing, and research.
Cumulative
Progress Indicators
All
students will be able to:
2-1. Understand how
technological systems function.
2-2. Select
appropriate tools and technology for specific activities.
2-3. Demonstrate
skills needed to effectively access and use technology-based materials through
keyboarding, troubleshooting, and retrieving and managing information.
2-4. Develop, search,
and manipulate databases.
2-5. Access
technology-based communication and information systems.
2-6. Access and assess
information on specific topics using both technological (e.g., computer,
telephone, satellite) and print resources available in libraries or media
centers.
2-7. Use technology
and other tools to solve problems, collect data, and make decisions.
2-8. Use technology
and other tools, including word-processing, spreadsheet and presentation
programs, and print or graphic utilities, to produce products.
2-9. Use technology to
present designs and results of investigations.
2-10. Discuss problems related to
the increasing use of technologies.
Standard
3:
All
Students Will Use Critical Thinking, Decision Making And Problem-Solving Skills
Descriptive
Statement:
Students will be expected to develop original thoughts and ideas, think
creatively, develop habits of inquiry, and take intellectual and performance
risks. They will be expected to recognize problems, devise a variety of ways to
solve these problems, analyze the potential advantages and disadvantages of each
alternative, and evaluate the effectiveness of the method ultimately selected.
Cumulative
Progress Indicators
All
students will be able to:
3-1. Recognize and
define a problem, or clarify decisions to be made.
3-2. Use models,
relationships, and observations to clarify problems and potential solutions.
3-3. Formulate
questions and hypotheses.
3-4. Identify and
access resources, sources of information, and services in the school and the
community.
3-5. Use the library
media center as a critical resource for inquiry and assessment of print and
nonprint materials.
3-6. Plan experiments.
3-7. Conduct
systematic observations.
3-8. Organize,
synthesize, and evaluate information for appropriateness and completeness.
3-9. Identify patterns
and investigate relationships.
3-10. Monitor and validate their
own thinking.
3-11. Identify and evaluate the
validity of alternative solutions.
3-12. Interpret and analyze data to
draw conclusions.
3-13. Select and apply appropriate
solutions to problem-solving and decision- making situations.
3-14. Evaluate the effectiveness of
various solutions.
3-15. Apply problem-solving skills
to original and creative/design projects.
Standard
4:
All
Students Will Demonstrate Self-Management Skills.
Descriptive
Statement:
Students will be expected to address issues related to personal development,
such as accepting responsibility for their own learning and understanding
expectations for performance. They are also expected to demonstrate positive
work behaviors and ethics, the ability to work individually and cooperatively in
groups, and respect for others of diverse cultural and social backgrounds.
Cumulative
Progress Indicators
All
students will be able to:
4-2. Set short and
long term goals.
4-3. Work
cooperatively with others to accomplish a task.
4-4. Evaluate their
own actions and accomplishments.
4-5. Describe
constructive responses to criticism.
4-6. Provide
constructive criticism to others.
4-7. Describe actions
which demonstrate respect for people of different races, ages, religions,
ethnicity and gender.
4-8. Describe the
roles people play in groups.
4-9. Demonstrate
refusal skills.
4-10. Use time efficiently and
effectively.
4-11. Apply study skills to expand
their own knowledge and skills.
4-12. Describe how ability, effort,
and achievement are interrelated.
Standard
5:
All
Students Will Apply Safety Principles.
Descriptive
Statement:
Safety is an important component of all content areas, especially the arts,
health and physical education, science, occupational education programs, and any
content area where hands-on activities take place. Students need to learn
behaviors that will ensure their own safety and health and that of others. They
also should become familiar with the rules and laws governing safety and health
so that they can act responsibly implement these standards.
Cumulative
Progress Indicators
All
students will be able to:
5-1. Explain how
common injuries can be prevented.
5-2. Develop and
evaluate an injury prevention program.
5-3. Demonstrate
principles of safe physical movement.
5-4. Demonstrate safe
use of tools and equipment.
5-5. Identify and
demonstrate the use of recommended safety and protective devices.
5-6. Identify common
hazards and describe methods to correct them.
5-7. Identify and
follow safety procedures for laboratory and other hands-on experiences.
5-8. Discuss rules and
laws designed to promote safety and health, and their rationale.
5-9. Describe and
demonstrate procedures for basic first aid and safety
precautions.
Introduction
In this unit students will learn that although millions of people are injured each year on the job, there are measures that can be taken to prevent or minimize accidents. Students will also learn that the government plays a role in maintaining standards of workplace safety; and that workers have legal rights.
References from the NJ Core
Content Standards are as follows:
|
Cross Content
Workplace Readiness |
1.1 3.1
4.4
5.1 1.2 3.2
5.2 1.5 3.3
5.3 1.8
3.4
5.4 3.7
5.5
3.8
5.6 3.9
5.8 3.10
5.9 3.11 3.12 3.13 3.14 |
|
Comprehensive
Health/PE |
2.1, 2.2, 2.5,
2.6 |
|
Language
Arts/Literacy |
3.2, 3.4,
3.5 |
|
Science |
5.1, 5.2, 5.4, 5.6,
5.9, 5.12 |
|
SCANS |
|
Student
Outcomes/Objectives
Given appropriate learning
activities students will be able to successfully:
Identify rules and
procedures for maintaining a healthy and safe work
environment;
Describe procedures to
follow when accidents and emergencies occur;
Understand laws and
regulations governing worker safety;
Recognize the relationship
between good health and career success;
Recognize and develop
strategies for coping with workplace stress.
References from the NJ Core
Content Standards are as follows:
|
Cross Content
Workplace Readiness |
1.2 2.1 3.1 4.2
1.5
2.2 3.2
4.4 1.6
2.3
3.3
4.8 1.7 2.4
3.4
4.12
2.5
3.5
2.6
3.7 2.7
3.8 2.8
3.9 2.9
3.10
3.11
3.12
3.13
3.14 |
|
Comprehensive
Health/PE |
2.2,
|
|
Language
Arts/Literacy |
3.1, 3.2, 3.3, 3.4,
3.5 |
|
Mathematics |
4.3, 4.5, 4.6, 4.11,
4.12 |
|
Social
Studies |
6.3, 6.4, 6.6,
6.9 |
|
SCANS |
|
Student
Outcomes/Objectives
Given appropriate learning
activities students will be able to successfully:
Describe how the global
economy affects jobs in the US;
Explain how technology is
changing the workplace;
Explain how the job outlook
will affect workers’ plans;
Draw conclusions regarding
their future.
Introduction
Personal factors influence career choice decisions. This unit emphasizes students’ need to reflect on and evaluate personal values and lifestyle choices as they make decisions about potential careers. Students will explore a variety of methods for researching and comparing the requirements of different careers, and identify the steps they will take to reach individual goals.
References from the NJ Core Content Standards are as follows:
|
Cross Content
Workplace Readiness |
1.2
2.1
3.1
4.2 1.3
2.2
3.2
4.4 1.4
2.3
3.3
4.8 1.5
2.4
3.4
4.11 1.6
2.5
3.5
4.12 1.7
2.6
3.7
2.7
3.8
2.8
3.9
2.9
3.10
3.11 3.12 3.13 3.14 3.15 |
|
Comprehensive
Health/PE |
2.2,
|
|
Language
Arts/Literacy |
3.1, 3.2, 3.3, 3.4,
3.5 |
|
Mathematics |
4.1, 4.2, 4.3, 4.4,
4.5, 4.10, 4.11, 4.12 |
|
Social
Studies |
6.4,
6.6 |
|
SCANS |
|
Student
Outcomes/Objectives
Given appropriate learning
activities students will be able to successfully:
Identify how lifestyle
choices, aptitudes, and abilities affect career decisions;
Synthesize, apply
information and make decisions about their own lifestyle choices;
Initiate and conduct a job
search;
Identify and use a
seven-step decision-making process; and
Develop a personal career
plan.
The
United States has a history of labor filled with struggles, starting with
indentured servature, and moving through slavery and
child labor exploitation. This unit will increase student understanding of the
American economic system and the important legal issues we all face as workers
today. A guiding theme is how laborers have earned a voice in the workplace and
increased their share of the economic pie. Also highlighted is the stark
contrast between today's working environment and the relationship between
workers and owners of the past.
References from the NJ Core Content Standards are as follows:
|
Cross Content
Workplace Readiness |
1.2 2.2 3.1 4.3
5.8 1.5 2.4 3.2
4.4 1.7 2.5 3.3
4.5
2.6
3.4
4.6
2.7
3.5
4.7
2.8
3.7
4.8
2.9
3.8
4.12 2.10
3.9 3.10
3.11
3.13
3.14 |
|
Comprehensive
Health/PE |
2.2 |
|
Language
Arts/Literacy |
3.1, 3.2, 3.3, 3.4,
3.5 |
|
Social
Studies |
6.1, 6.3, 6.4, 6.5,
6.6 |
|
SCANS |
|