Educators of Technical, Technology and STEM education continue with us, to advocate for hands-on skilled training. Thought leaders from around the country have discussed ways to accomplish this through education reform. C. M. Rubin published a discussion with Charles Fadel.
Contemporary education is failing our students because we are stuck in a curriculum designed for a different century, We need to re-examine college entrance requirements (and their tests). They hold change hostage to antiquated and incomplete requirements. Massive adaptation must be demanded by parents and educators alike. Without these changes, we will be unable to adapt curricula to reflect modern needs. It starts with creating a framework for WHAT we need to teach, which must be comprehensive yet concise and actionable
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Technology in Action
The following set of facts are called the Ten Pillars of Economic Wisdom. These basic laws of economics were developed by The Economic Foundation of New York. It might be called a guide for human's economic life. These ten rules show how simply the economic truth can be told.
How often we wish for another chance
To make a fresh beginning,
A chance to blot our mistakes
And change failure into winning--
And it does not take a new year
To make a brand-new start,
It only takes the deep desire
To try with all our heart
To live a little better
And to always be forgiving
And to add a little laughter
To the world in which we're living--
So never give up in despair
And think that you are through,
For there's always a tomorrow
And a chance to start anew.
Article for Review
Visualization and model building are skills that technology instructors have been providing their students for some time. Using visualization and the ability to replicate a model are skills that can be enhanced when students are introduced to communication simulation and the process of developing simulated representations of reality. In this article, the authors explain how to develop and design a communication simulation using a physical security analysis of a computer laboratory as the theme of the activity. Communication simulation from the authors’ viewpoint is the use of technology and visualization to allow the student to communicate by using a model
Computer developed simulations are new teaching tools that faculty are starting to use in their classrooms. In this paper, the authors look at one type of simulation, communication, which can be implemented into the classroom using a physical security analysis from a technology/visualization perspective. However, to disseminate this article to a broader audience and to be consistent with the understanding of the terminology used throughout the narrative several terms will be defined using Wikipedia as the resource. As Clark Aldrich states (2009, p. xxxii), “The lack of common terms is a huge problem, and it has substantially hindered the development of the simulation space. Sponsors, developers, and students have not been able to communicate intelligently.”
Follow The Money
Consider managing a grant for several hundreds of thousands of dollars over a period of 24 months whereby the grant outcomes require articulated and cohesive work to be accomplished by a collaborative party of entities. Who is held accountable? The Feds? The local fiduciary whom awarded the grant? Your boss? You? How about your front line staff? What about the local agencies and partners, cohorts and advocates? What components of the grant are clear and what is vague? Is there a contingency plan and systems in place to manage problems and stave off catastrophe?
For a time, common grant language included the phrase, “seamless and transparent services provided to the client”. Ok. But who is really responsible to make sure that happens? Maybe more importantly, who is responsible if the requirements of the grant are not met?
“How do we reposition our workforce to remain competitive? The answer lies in retraining the workforce nation to excel in automation and technology in the 21st century marketplace. Think about that for a moment… what has happened to work in the past few decades. Many in the workforce were raised with the ‘jobs for life’ philosophy of the 1950’s, 60’s and 70’s. These positions required no postsecondary education, no specialized training, or certification, just a high school diploma. Those days are gone forever.
Then reality hit in the 80’s and 90’s, with automation and technology. In the manufacturing sector, many jobs that were traditionally performed by people are now automated, with machines replacing factory workers. This evolution is not just limited to the manufacturing industry. All industries have been affected by “automation” and “technology”. As I sit writing this article in Panera Bread on Long Island, NY I can order my food at a kiosk. McDonald just unveiled their touch screen self-service kiosk at various locations throughout the U.S. These kiosks will replace some cash register positions. Recently, Amazon announced plans to use automation to displace cashiers. They plan to open a futuristic grocery store eliminating the human element.
The Art of the Future
FIRST ALLIANCE represents a system of learning connecting experience, simulation, play, design, art, culture, philosophy, inventiveness, and experimentation. The Atlanta GENIUS and other FIRST ALLIANCE competitors are reflecting the future to us today.
Rometty urged Trump in a letter to focus his job-creation efforts on vocational training for young workers.
"Let's work together to scale up this approach of vocational training, creating a national corps of skilled workers trained to take the 'new collar' IT jobs that are in demand here in America," Rometty wrote in the letter that was first reported by CNBC.
Trump too has advocated for more job training, something he and President Obama seem to agree on.
Obama has spent a record $265 million on apprenticeship programs in the last two fiscal years, according to the Commerce Department.
In order for the US to remain at the forefront of innovation and not lag behind, we must address the disconnect between the skills required for 21st century jobs and young people’s ability to acquire those skills. Fixing this will require us to evolve our approach to public education and training. The latest results of the PISA exam, which assesses science, math, and reading performance among 15-year-olds around the globe, show American students noticeably behind in math scores (below the international average), with science and reading scores remaining flat. This is not a small problem.
In one way, Congress took a bold, bipartisan step toward reversing this downward trend and closing America’s skills gap last fall, when the House of Representatives voted 405-to-5 to reauthorize the Carl D. Perkins Vocational and Technical Education Act, which had languished since 2006. The Perkins Act provides more than $1 billion in funding for career and technical education across the US. The bill aligns career and tech education programs with actual labor market demands. Updating this important legislation can and should be an early win for the 115th Congress and the incoming administration.
Simulated environments, such as virtual and augmented reality, 3D simulations, and multiplayer video games, are emerging approaches to deliver educational content. Research indicates that simulation-based learning provides students with enriched experiences in information retention, engagement, skills acquisition, and learning outcomes.The EdSim Challenge seeks next-generation educational simulations that strengthen academic, technical, and employability skills. The Department is most interested in immersive and engaging simulations that include clearly defined learning goals and build diverse skill sets.The purpose of this Challenge is to stimulate the marketplace for computer-generated virtual and augmented reality educational experiences that combine existing and future technologies with skill-building content and embedded assessment. The developer community is encouraged to make aspects of simulations available through open source licenses and low-cost shareable components.
The push to teach coding in U.S. schools has been growing: Thanks to initiatives like the White House’s CS for All program, computer science is now recognized as a core skill for today’s students. A new study by Gallup and Google revealed that 90 percent of parents want their child to learn CS, yet only 40 percent of K-12 school districts offer some kind of CS course. Teacher recruitment and training efforts are beginning to solve the problem at the high-school level, but in K-8 schools (where very few schools offer CS and many teachers are generalists) the challenges are different. Many teachers without much coding experience understandably feel anxious about integrating this new literacy into their classrooms.
The students in Dale Sunderman’s shop classes at Oregon’s Stayton High School are so busy cutting, pressing, milling and welding unique projects they wish there were more hours in a school day. The courses begin with Manufacturing 1 and include the basics in shop safety, sheet metal work, drill press, lathe and mill operations and automated manufacturing. Here, the students get their feet wet in CAD (Computer Aided Design) and CAM (Computer Aided Machining) operations. After a basic fabrication class, students enter Advanced Manufacturing, where they hone their skills in MIG and TIG welding, as well as industry-oriented CNC programming and machining. “It is at this level and in the Independent Studies Manufacturing course,” says Sunderman, “that the more eager students really begin to stand out. Their projects even capture the interest of the surrounding community.”
Every new classroom project must satisfy available resources within three dimensions: 1) time, 2) money and 3) physical space. The 2016 New Media Consortium Horizon Report for K-12 Education anticipates that makerspaces will be highly adopted in schools across the country within the next year. Maker education and makerspaces are the hot topic in STEM education right now.
Over the last year I have worked with many teachers in a professional development environment who are simultaneously enthusiastic about the idea of a makerspace, and frustrated by the limitations of space in their schedule, budget and classroom layout. We all want a makerspace, but how do we make that happen within these constraints?
Ready for the Good News?
You do not need wait for additional funding or a district-wide initiative to build your own classroom makerspace. Teachers can embrace makerspaces with any level of experience and with any available resources.
Samsung's "SOLVE FOR TOMORROW" STEM Education Contest Awards $40,000 to Fifteen Finalists. Grand Prize Winners to Receive $120,000
When their teacher asked them to take a hard look at issues affecting people in their community, one group of students in Missouri noticed that some of their peers with disabilities had trouble staying upright in their wheelchairs. And so, the students got to work with compressed cardboard, cutting and shaping various components to find which ones would create classroom furniture that would make their friends most comfortable. This is the essence of Samsung’s Solve for Tomorrow contest, which challenges students to tap into their STEM (Science, Technology, Engineering and Math) skills to create innovative solutions to problems they observe in their communities. The students in Missouri were recently named one of the 15 national finalists by Samsung Electronics America (SEA).
Provided by TryEngineering -
The "Playing with Parachutes" lesson explores how parachutes are used to slow moving objects. Students work in teams of "engineers" to design and build their own parachutes out of everyday items. They test their parachutes, evaluate their results, and present to the class.
This lesson focuses on parachute design. Teams of students construct parachutes from everyday materials. They then test their parachutes to determine whether they can transport a metal washer to a target on the ground with the slowest possible rate of descent.
Anticipated Learner Outcomes
As a result of this lesson, students will have:
- Designed and constructed a parachute
- Tested and refined their designs
- Communicated their design process and results
The Association for Career and Technical Education (ACTE), is the largest national education association dedicated to the advancement of education that prepares youth and adults for careers. The Association for Career and Technical Education was founded in 1926. The ACTE is committed to enhancing the job performance and satisfaction of its members; to increasing public awareness and appreciation for career and technical education (CTE); and to assuring growth in local, state and federal funding for these programs by communicating and working with legislators and government leaders.
The Association for Career and Technical Education is the nation’s largest not-for-profit education association dedicated to the advancement of education that prepares youth and adults for successful careers. Founded in 1926, ACTE has more than 25,000 members; career and technical educators, administrators, researchers, guidance counselors and others involved in planning and conducting career and technical education programs at the secondary, postsecondary and adult levels. ACTE provides advocacy, public awareness and access to information on career and technical education, professional development and tools that enable members to be successful and effective leaders.