Tag Archives: tech ed

Long time coming

It has been quite a while since I wrote anything here. Looking back on the entries, almost a year since something original. What has happened to me since then?

Last summer brought a job working at the state department of education. It was typical clerical work, nothing exciting. In the fall I started my student teaching. I did 8 weeks in a middle school and 8 weeks in a high school. Both experiences were great. All the teachers I worked with were great guys and people that I’m going to keep in touch with. I couldn’t have asked for anything more from them. I am truly thankful for everything they taught me.

After that I graduated in December. That led to the post-college job search. It was even weirder for me looking for a teaching position mid-school year. There were a few jobs open and I applied for most all of them. One that came up seemed like a perfect fit and a huge opportunity. I really tried for it and ended up getting the position. I started my first full time teaching job mid-year and so far have been loving it.

I teach two engineering courses, CADD, and architecture. I also have the opportunity to re-write curriculum over the summer and tailor the courses exactly how I want. I couldn’t ask for anything more within my first year of teaching. It’s been great.

Since I’ve been teaching, I haven’t had much time to sit and read through my RSS feeds and pull out interesting articles for you. I may try to start doing that again to help keep me sane.



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Five States Chosen to Receive Technical Assistance in Developing ‘Green’ Career-Technical Programs of Study

What the heck does ‘green’ mean. Glad to see the government is adding to the confusion of green technology. Now they’re gonna confuse the kids. Great.

original source

The U.S. Department of Education and its National Research Center for Career and Technical Education (NRCCTE) in Louisville, Ky., announced today the selection of five states to receive technical assistance from the center in developing green-focused “programs of study” in career and technical education.

The states are: Georgia, Illinois, New Jersey, Ohio, and Oregon.

“Green means healthier learning environments for students and adults, plus lower energy costs and a stronger economy,” said U.S. Secretary of Education Arne Duncan. “Green programs of study support the administration’s goal of expanding a green workforce by preparing students for high-skill, high-wage jobs in a clean energy economy.”

Following are the areas that the states have proposed to develop programs of study.

   * Georgia — energy, construction and transportation.

   * Illinois — energy, utilities and waste management.

   * New Jersey — various industries.

   * Ohio — energy, biotech and agriculture.

   * Oregon — wind, solar and construction.

Programs of study incorporate secondary and postsecondary elements in a progressive, non-duplicative curriculum, featuring coherent and rigorous technical and academic content and leading to a post-high school, industry-recognized credential or associate or baccalaureate degree.

“Programs of study should build on sound career development theory and may utilize dual or concurrent enrollment options or other strategies that will more effectively link high school and postsecondary education,” said National Research Center Director James R. Stone III.

The National Research Center will engage the five participating states in a 14-month process to develop “green-focused” programs. Each state will work with a facilitator to provide ongoing assistance along with consultation from content experts.

State teams will participate in a three-day technical assistance academy in winter 2009 in Washington, D.C. At the conclusion of this initiative, the selected states will work with the National Research Center to share their best and promising practices for implementing programs of study.

The Education Department’s Office of Vocational and Adult Education funds the center, which is located at the University of Louisville’s College of Education and Human Development. It generates scientifically based knowledge, disseminates findings, conducts professional development activities and provides technical assistance — all to improve career and technical education in the United States.

For more on the center, see its Web site at http://www.nrccte.org. Information on the Office of Vocational and Adult Education can be found at http://www.ed.gov/about/offices/list/ovae/index.html.

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ITEA thoughts

Here’s some thing I typed up quick while in Louisville at the ITEA conference.

Are students getting the critical thinking skills in science classes? It seems that they do experiments and are expected to always come out with the same solution to the problem. IS it really an experiment?

I’ve heard more than once that the tech ed classroom is the place where the students are connecting the things that they learn in science and math. In tech ed, those things are finally making sense to them. Why aren’t they making sense in the science classes? If I teach the science classes, will they make sense? How can I get them to make sense in the science class?

State of Tech ed in CT

Last night I spent some time at the robotics competition talking to students from other schools about their schools. I wanted to get a sense of what types of things they were doing in their classes and what was expected of them once they graduated.

From talking with people, I think its pretty apparent that CT is way ahead of the curve on the engineering side of education. OF the schools I talked to, there was only one other that had a robotics class, and they just got the materials for it. They haven’t even run the class. CCSU, on the other hand, has had a robotics class for a few years now. granted, you don’t actually learn a whole lot in the class, but it does give us expose to robotics so that we’re not flying blind once we start teaching.

It also seemed like other schools have more ‘old school’ content classes. Auto, woods, metals, etc. We touch on that some, but don’t go nearly as in depth as they do. I’m not sure if this is a good thing or not, but it is different. One part of me wished that we had more content type classes and learned more about the traditional stuff, since that’s most likely what we’ll be teaching, but the other part of me is glad we have what we have, because that looks more like everyone’s goal. If we’re already at the goal, then i puts us in a great position for the future.

My ideas about after I graduated have also changed some. Seeing what education we are getting and what else is out there, makes me want to change everyone else a little. I almost feel like they need to be brought up to speed. What exactly ‘up to speed’ means, I’m not sure, but I feel like I have something that they don’t but should. I’m also not sure how to give them what it is their missing, mainly since I can’t pinpoint what that thing is. Maybe I’ll find this stuff out in the next two days here. Maybe I won’t. Either way, I’m having a blast and learning a ton.

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