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首页> 外文会议>2014 Zone 1 Conference of the American Society for Engineering Education >A deeper understanding of technology is needed for workforce readiness — Playing games, texting, and tweets aren't enough to make students Tech-Savvy
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A deeper understanding of technology is needed for workforce readiness — Playing games, texting, and tweets aren't enough to make students Tech-Savvy

机译：需要对技术进行更深入的了解才能使工作人员做好准备—玩游戏，发短信和发推文不足以使学生精通技术

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Technology skills are critical for workforce readiness and are a key predictor of job success. What does it mean to be workforce ready? To answer this question, definitions of workforce readiness and methods used to measure it are examined. Application of these definitions and methods reveals substantial gaps in the national level of work force readiness. These gaps are manifest when students leave school and persist until they retire from the job market. In the National Evaluation Technology Plan (NETP), the Department of Education proposes five (5) goals to address this deficiency. In this paper, these goals are used to conceptualize solutions to improve teaching and learning outcomes related to workforce and college readiness. Solutions are sought that extend the reach and delivery of educational experiences by leveraging ways youth use technology in their everyday life. The authors share lessons they learned using and teaching technology at the Academy of Information Technology (AITE) High School. AITE is an inter-district public, college preparatory, magnet high school that offers its students a technology-rich learning environment. Its culture and climate fosters innovation that goes beyond the classroom. For example, a collaborative effort with AITE led to the creation of an online learning program — Best We Can Be — that engenders learning by facilitating supportive interpersonal networks between students, teachers, mentors, and peers, and by enabling personalized delivery of educational content. Other types of technology based learning experiences — such as robotics clubs — are used to engage students in STEM (Science, Technology, Engineering and Mathematics) disciplines and to encourage exploration of challenging subject matter while developing critical workforce readiness skills.
机译：技术技能对于劳动力准备就绪至关重要，并且是工作成功的关键指标。准备好劳动力意味着什么？为了回答这个问题，研究人员对劳动力准备情况的定义以及用于衡量劳动力准备情况的方法。这些定义和方法的应用揭示了国家劳动力准备水平的巨大差距。这些差距在学生离开学校并持续到从就业市场退休之前就很明显。在国家评估技术计划（NETP）中，教育部提出了五（5）个目标来解决这一缺陷。在本文中，这些目标用于概念化解决方案，以改善与劳动力和大学准备程度相关的教与学成果。寻求通过利用青年人在日常生活中使用技术的方式来扩展教育经验的覆盖面和交付方式的解决方案。作者分享了他们在信息技术学院（AITE）高中使用和教学技术学到的知识。 AITE是一所跨地区的公立大学预科磁铁中学，为学生提供技术含量高的学习环境。它的文化和气候促进了超越课堂的创新。例如，与AITE的共同努力导致创建了一个在线学习计划-Best We Can Be-通过促进学生，教师，导师和同伴之间的人际支持网络并实现个性化的教育内容交付来促进学习。其他类型的基于技术的学习经验（例如机器人俱乐部）用于使学生参与STEM（科学，技术，工程和数学）学科，并鼓励他们探索具有挑战性的主题，同时发展关键的劳动力准备能力。

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