Consider Vocational-Technical Education for Post-Secondary Education

Becky Breda

July 23, 2011

Journal Article

Davidson, M. M., Livesay, K., (2004). “Consider Vocational – Technical
                 Education for Post-Secondary Education.” Vol. 77,
                 Issue 6, p. 261-263, 3 p. Sign On ebscohost.com.

     Web 13, July, 2011.

This article doesn’t have an attended audience. Technical schools use more technology than average four- year institutions, and this is on the rise. Congressman John Peterson presented the “Tech-21” bill which sought to increase federal funding to technical institutions so they could continue to increase their budgets for new technology and equipment. Industry and government leaders both know that high tech industries are the fasted growing areas with the lowest numbers of qualified workers. Vocational schools are the best equipped with technology to train and educate high tech workers, and require technical equipment.

            According to the National Center for Education Statistics, most vocational schools offer programs in three areas; service which was 6%, health and sciences 61%, and business and marketing 60%. The most common programs offered are administrative assisting, bookkeeping, computer technology, cosmetology, and medical /dental assisting. All of these areas use technology with the course content, to train these professionals of the future, who usually do transfer to 4 year colleges.

Note: Ms. Breda speaking, Master Educator Cosmetology Instructor, using a smart phone to video students doing project based education (facial with parafin) in the field of cosmetology.

Put The Books Away: Preparation and Support For a Middle School One-to-One Laptop Initiative

Maninger, R. M., & Holden M. E. (2009). “Put the Textbooks Away: Preparation and Support

For a Middle School One–To-One Laptop Initiative,” Vol. 38, Issue 1, p. 5-33, 29 p. Sign On ebscohost.com. Web 13, July, 2011.

           This article doesn’t have an intended audience. The article is about a study on the use of laptop computers provided to each student from fifth through eight grades and their teachers, and how the use of laptop computers could allow for long term learning and teaching success. In recent years the size of laptops along with other technologies, have become more compact. Costs have diminished, wireless internet connection widely available, this could help increase schools using technology in combination with all curriculum.

The use of technology is increasing within all phases of a global economy, with the use of technology increasing also in educational environments. Technology is changing at a pace of every 72 hours, which is changing the use of technology by society. Students are using some form of technology that is compact in their daily lives, to communicate, collaborate, and take videos of one another to show in social networks. Education with its various strategies and techniques in the way it is being delivered, must keep up with this change, in order to enhance the power of education, and help students become self efficient, self directed, motivated, life long learners.

Integrating Technology into Secondary Social Studies Curricula

Becky Breda

Journal Article

Helms, R. G., "Integrating Technology into Secondary Social Studies Curricula."

Academic Search Premier: 2011, Volume 13, Issue 2, Sign On Brandman

Library, Web 4, July 2011.

This article was about “Integrating Technology into Secondary Social Studies Curricula,” I like social studies so I found the article of great interest.  It is a social studies teacher preparation program for 5^th year Masters of Education degree and licensure, at The College of Education and Human Services. It offers a wide variety of services to support technology to provide both students and faculty, tools they need to take advantage of technology in their fields of study. The program was aimed at preparing teaching candidates to learn knowledge and skills necessary to plan and teach technology rich lesson plans and resource units. The teaching candidates were required to apply new technological skills to actual classroom presentations, while collaborating with cooperating teachers. The College of Education required all candidates to own a laptop computer, thus candidates learned computer technology and were required to use that technology in the classroom.

Ms. Breda demonstrating a "virgin tint to darken," with the use of technology for studends to access anytime. This procedure is a practical requirement for licensure at the California State Board of Cosmetology:

http://youtu.be/humINz7GNQg

Adult Education and the Social Media Revolution

Becky Breda
Journal Article

 LeNoue, M., Hall, T., Eighmy, M. A., "Adult Education and the Social Media
Revolution." Learning, Spring 2011, Vol., 22, Issue 2, p. 4-12, 9p. Sign On
ebscohost.com, Web, 23, June 2011.

            This article doesn't have any particular audience, however individuals who are teaching may want to know more about the future of teaching with the use and integration of technology into curriculum, may find this journal article interesting. Whether working fully online, blended, or face-to-face learning contexts, instructors may now access technologies that allow students and faculty to engage in cooperative and collaborative learning despite being separated in space and time. 

            Distance education is a perfect solution for adults whose occupational, social and family commitments limit their ability to pursue higher educational goals. The article goes on to state that in the “1970’s demand for distance programs has increased.” This is because of globalization of national economies that create a competitive atmosphere that drive some learners to become life long learners in order to be more successful in the workplace.

I am a self directed, life long learner.      
                                                                              
          

Learning in Adulthood

Becky Breda
Book:

Merriam, S. B., Cafferella, R. S., Baumgartner, L. M., Learning in Adulthood:
     A Comprehensive Guide. California: John Wiley & Sons, 2007.

The book is intended primarily for educators of adults. It was organized so that the material would make sense to readers who are new to adult education and at the same time challenge those who are already familiar with the knowledge base of the field. The book addresses sociology, philosophy, critical social theory, psychology, and vocational practices.

Computers are a major component of our highly technological age, computer language has invaded the ways in which we talk of adult learning, (Merriam, p. 16). We as educators process students information, we plan learning activities, and we can program learning experiences with the use of a computer or other technology.

This book also describes and defines "andragogy," which is the art and science of helping adults learn, it was proposed by Malcolm Knowles, as a new label and a new technology of adult learning.

As an educator of adult vocational education in the field of cosmetology, I want to help young adults and adults of all diversities learn the arts and sciences of cosmetology. With the implementation of technology in theory lectures, hands on demonstrations by video, and research for cosmetology term word definitions so students can gain a better understanding of a concept, the use of technology adds additional support for all learners.