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PURPOSE:
Students will:
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Use a variety of technological tools for the process of gathering information
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Use word processing and/or graphing software to organize information/data
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Use presentation software to create a multimedia slide show for the purpose of
interpreting and sharing information
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Complete a self-assessment rubric to evaluate and revise the project throughout its
development
DESCRIPTION:
Career Exploration is a topic of interest to secondary level students as they prepare
themselves to be productive, proficient citizens. In this activity, students conduct
in-depth research about careers, using tools such as Internet, CD-ROM encyclopedias,
discovery software, videotapes, and printed library materials. Students begin the
communication stage of the activity through development of a presentation model,
organizing information/data in a logical sequential format in the form of a linear outline
or graphical model. The project culminates with creation of a multimedia slide show that
provides a framework for students to present and interpret information for the benefit of
themselves and others. An important aspect of the activity is a self-assessment rubric
which students use to evaluate and revise their project throughout its development. The
Career Exploration project is designed to utilize technology competencies to make learning
meaningful for students by giving them a dynamic role in the processes of searching for,
interpreting, evaluating, communicating, and appreciating information – and having
"fun" in the process.
ACTIVITIES:
(Note: This is a unit plan that may cover several days to several weeks. Not all of the following activities/standards will appear in the
video clips used.)
| Procedures: |
Curriculum Standards
from http://www.intime.uni.
edu/model/cont.html
: |
National Educational
Technology Standards (NETS) Performance Indicators from http://cnets.iste.org
/profiles.htm : |
| Have students brainstorm
what information they will search for pertaining to careers (ie job description
including specific tasks and responsibilities, salary range, fringe benefits,
opportunities for advancement, predicted long-term outlook for the occupation, etc.) |
Information
Literacy:
4, 6, 7, 9 |
|
| Discuss various research
tools that are available (ie Internet and the World Wide Web, CD-ROM encyclopedias,
discovery software on the local-area network, printed library and counseling materials) |
Information Literacy:
1, 6, 9 |
Grades 9-12: 1, 2, 3,
7, 8 |
| After gathering
information, have students begin the communication stage of the activity by developing a
presentation model that organizes information/data in a logical sequential format. This
can be in the form of a basic linear outline or simple graphical diagram. |
Information Literacy:
2, 3 Business Education Standards-Information Systems: 6 |
Grades 9-12: 2, 5, 7, 8 |
| Students present and
interpret information about their chosen career by creating a multimedia slide show, using
presentation software. This stage of the project allows them to demonstrate technological
skills, express themselves creatively, share information with others, and have
"fun" in the process. |
Information Literacy:
2, 3, 5, 8 Business Education Standards-Information Systems: 6, 7
|
Grades 9-12: 5, 7, 8,
10 |
| Students should be given a
self-assessment rubric to evaluate and revise the project throughout its development.
Required aspects would include: title slide, appropriate backgrounds and layouts,
effective use of graphic design, bulleted lists, clip art (resized and re-colored as
needed), photos, organization chart, graph (line chart, bar chart, pie chart), suitable
use of sound files and/or recorded sound.) Slide shows should be critiqued by peers, as
well as the teacher. |
Information Literacy:
2, 3, 6, 9 |
Grades 9-12: 2, 10 |
| Final projects can be
shared with other students as part of a Career Fair and with parents during Parents Night
or Open House. Slide shows can also be printed as handouts in hard copy for inclusion in
student portfolios. |
Information Literacy:
3, 6, 7, 9 |
Grades 9-12: 5, 7, 10 |
TOOLS & RESOURCES:
Software:
Microsoft Office (Word, Excel, Powerpoint). Microsoft. Available: http://www.microsoft.com
Discover: Career and Educational Planning System (ACT, Inc. 1999)
Hardware:
Scanner
Digital Camera
Projector
Print Resources:
The Encyclopedia of Careers and Vocational Guidance. J. G. Ferguson
Publishing, 1993.
The Enhanced Occupational Outlook Handbook. JIST Works, Inc. 1997.
The Job Hunting Handbook. Dahlstrom & Company, Inc. 1998.
Various books and other printed career materials from school library and
inter-library loan.
Video:
Top Careers for the 21st Century. Educational Video
Network. 1999.
Web Sites:
Occupational Outlook Handbook-Bureau of Labor Available: http://www.bls.gov/oco/
Jobs for kids who like. . . Available: http://stats.bls.gov/k12/html/edu_over.htm
Wall Street Journal. Available: http://www.careers.wsj.com
Sites identified by students through Internet searches.
ASSESSMENT:
Assessment is completed through teacher observation and use of a rubric. The rubric can
also be given to students for use as a checklist during the process of developing their
presentations.
Checklist/Rubric for Career Presentation
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Only one or two different fonts used in slide show. Bold print and italics do not count
as extra fonts.
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All font sizes are large enough to be read from across the room when projected.
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Titles have initial capital letters but not ALL CAPS.
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Background design does not detract from information presented.
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Appropriate use of color – color shouldn’t change dramatically from one slide
to another.
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Clip art/photos are not overused.
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Clip art/photos are the appropriate size and facing the appropriate direction.
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Photo credit is given for all downloaded photos.
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Open space (white space) is used in an artistic manner.
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Only 6 – 7 bulleted items in each list.
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Only 7 words or less in each bulleted item.
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Incomplete sentences are used in lists – not complete sentences.
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Smooth flow of information from one slide to another.
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Transition technique (same on each slide) adds to and does not detract from the
presentation.
SLIDE SHOW INCLUDES THESE ITEMS:
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Title Slide
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Graph or Chart
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Technology Slide
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Information Slides
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Credits Slide
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Photo of Presenter
CREDITS:
Jacquelyn Krueger,
Sterling High School, Sterling, KS
kruegerj@sterling.edu
TIMELINE & COURSE OUTLINE:
This activity works well during the final grading period of the year as a learning and
assessment tool. During this time of the year, with numerous spring activities affecting
the schedule, the activity may take up to four weeks to complete from pre-search to
sharing.
COMMENTS:
I have used this activity in the past and have found it easily adaptable to fit the
characteristics and time frame of a given class. It is applicable to all students because
they can get involved in learning about a career of their own choice, whether that career
is one that requires eight years of college education or one year or less of vocational
training.
Technology Resources:
As a business education teacher, my classroom is a PC lab consisting of 16 desktop
computers, 3 laptops, a scanner, digital camera, and projector. All computers are equipped
with Microsoft Office 97, the most widely used software suite in the workplace. The
activity was designed to assess students’ skills in using a computer and peripherals
as well as word-processing, spreadsheet, and presentation software.
School Background Information:
The city of Sterling, originally known as Peace,
Kansas, is situated in the central part of the state and has a population of
2,642. Its location in the Arkansas River Valley provides the basis for a strong
agricultural component in the local economy, but manufacturing is also
important. It is home, as well, to Sterling College, a 4-year Prebyterian
liberal arts college founded in 1887. The K-12 public school system, Unified
School District 376, has a total enrollment of 522, including 166 students at
the high school level. With the possible exception of two foreign exchange
students, all are fluent in the English language. In regard to ethnicity in
grades 9- 12, 97% are white, 1%-Afro-American, 1% Asian, and 1% American Indian.
Teaching Strategy:
This teaching strategy serves as an excellent assessment tool because its hands-on,
performance-based approach incorporates so many technology standards. The teacher can
assess skill levels, and students can benefit from a "fun" learning
activity.
Technology as Facilitator of Quality Education Model Components Highlighted in This
Activity
http://www.intime.uni.edu/model/modelimage.html
(Note: This is a unit plan that may cover several days to several weeks. Not all of the elements from the Technology as Facilitator of
Quality Education Model that are described below will appear in the video clips used.)
The Career Exploration Project was designed to incorporate aspects of all components of
the Technology as Facilitator of Quality Education Model. The activities seen in the video
probably highlight the Information Processing model – specifically the elements of
Search, Interpretation, Evaluation, Communication, and
Appreciation.
Appreciation and Pre-Search: Brainstorming and class
discussion was held relating to students' career interests, types of
information needed, and resources that might be used to find relevant
information.
Search: Research was conducted using various on-line search
engines and tools. Printed library materials were also used. Students were
required to document a variety of source materials.
Interpretation and Communication: Students planned and
created slide show presentations as a means of interpreting the
information and data. This part of the activity enabled them to communicate
that information to others in an effective manner and have
"fun" in the process.
Evaluation: Students were given a checklist to use throughout
development of their slide show, and that same checklist served as a rubric
for teacher evaluation of the finished product.
Student Characteristics:
As a rule, it appears that the older students (grades 11, 12) are somewhat easier to
motivate and are quicker to take ownership of the project. They sometimes take it more
seriously, perhaps because they are closer to the time in their life when they must begin
making "real" career choices.
How the Activity Has Evolved Over Time:
There are continual new opportunities for incorporating technology into the project.
Recent changes have been more Internet research, use of scanner and digital camera, and
use of a projector for higher-quality images than the LCD panel/overhead projector
previously used.
(Learning activity format adapted from National Educational Technology Standards for
Students Connecting Curriculum & Technology http://cnets.iste.org/students )
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Last updated: 03/18/08
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