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Philosophy of Education:

This I believe!

Career and technical and technology education are essential phases of modern society, addressing career needs to upgrade, retrain, and maintain occupational choice and technological literacy for all members of society.

Although career and technical education is technically not considered general education, it provides general career and occupational choices and is essential for everyone.

On the other hand, technology education is considered general education as it is an important aspect for career and technical preparation. Technology Education is everyone's vehicle toward technological literacy.

Technology Education is not the use of computers in the classroom. Technology Education is the study of technology as evidenced by the national standards developed through the International Technology Education Association, integrating science, technology, engineering, and mathematics (STEM) into its curriculum.

Common themes when teaching technology education nationally might emphasize such courses in energy and power, communications, materials and processes, and career explorations. Specific content in these courses are often related to transportation, manufacturing, electronics, aviation, biotechnology, technical computer graphics, construction, etc.

Technology Education integrates academics and career and technical education through technological studies. Technology education serves students k-12, post-secondary, and through formal and informal educational delivery systems. The goal of Technology education is technological literacy for all. In short, this is one's ability to use, manage, assess, and understand technology.

Technology Education:

Teaches about technology as a content area;

  • Is concerned with the broad spectrum of technology (how humans have designed and innovated the natural world);

  • Its primary goal: Technological literacy for everyone;

  • is the content for the study of technology as described by the standards for technological literacy;

  • Includes technological literacy studies and involves teaching around a context rich theme, technology;

  • Is designing, developing, and utilizing technological systems;

  • Is open-ended, problem-based design activities;

  • Includes cognitive, manipulative, and affective learning strategies;

  • Applies technological knowledge and processes to real world experiences using up-to-date resources;

  • Includes working individually as well as in a team to solve problems.

  • Provides career exploration and awareness opportunities.

    As state by the National Academies of Engineering and National Research Councils publication, Technically Speaking - Why All American Should Know More About Technology (2002), technologically literate individuals with knowledge, capabilities, and understanding about the ways they think and act about technology in society will be better able to sustain their existence and make better career choices among our nations working community. It provides experiences in the use of systems, processes, and products of industry and their social and economical significance to the life of the nation.

    Modern living requires that everyone (all citizens) have more adequate understanding of "Technology and the World-of-Work." Technological problems and changes affect the economic and social status of all people. Technology has changed the world-of-work through innovation and design, and science has changed society through inquiry and discovery. These developments call for a much more manipulative, academic, and technically competent individual, having experiences and a broader understanding as to how it affects them in this complex era in which we all live, work, and play - career and technical and technology education offer valuable foundations for the thousands who will make their livelihood in this ever changing society. 

    With that in mind, teaching then is invaluable when delivering career and technical career pathways and technological literacy through technology education. Such teaching and learning related to this profession are permanent, long lasting, and unstoppable processes that will impact humankind.

    Though there are a variety of teaching and learning styles to accommodate this occasion. On the basis of this premise is the foundation of what has influenced my teaching. This philosophy is an accumulation of the values, beliefs, and experiences I have lived and bring to the classroom. I have found, the more aware I am of the changes in technological advancement and the needs of each student, the more I am able to engage student learning - aligning student success with my teaching philosophy and style.

    Perhaps, the teaching and learning process are a journey one goes through. The subject being studied represents one of the many interests an individual finds stimulating. The challenge, however, is sustaining, engaging, and maintaining this excitement through context rich teaching methods--showing relevance of both academic and practical education, and through the use of technology. As a tour guide/coach, aiding the learner traveling through new subject matter, I must provide structure, working towards precisely defined competency objectives. I must recognize that each pupil has a broad body of knowledge, with goals, and an interest in them to facilitate and construct the activities to help refine their thinking.

    No teacher, in my opinion, no matter how competent, can do the learning for the student. Learning is a personal activity - different learners arrive for different reasons.

    For me to ensure student success, I must align my expectations with the students. The relationship between my teaching philosophy and practices are interactive. My philosophy dictates practice and my actions constantly test the consistency of my philosophy. The result is a fluid and dynamic reflection of my abilities. It is important that I assess my performance consciously and honestly reflecting on the strength of my commitment and beliefs in the teaching profession.

    The immediate complicating factor, however, is that no two people see the same thing the same way making this teaching process more easily said than done. This certainly complicates the situation due the infinite dimensions associated with teaching and learning. Everyone is limited to their own perception of what is important. Still, it is my responsibility to challenge each student, pushing them to maximize their fullest potential.

    Most importantly, for me to be an effective teacher and scholar, I must be a team player in and out of the classroom, able to enjoy working with people, establish good relations with other faculty, staff, and students I interact with. This relationship empowers both me and the organizational climate. The result of such an experience creates a positive academic environment and develops my personal and professional growth all in the benefit of the student and the institution.

    Final words, in a multi-cultural society such as ours, major problems in motivating students and working with others arise from the diverse backgrounds of experience and from misunderstandings and conflicts. It is necessary that there is a sensitivity and appreciation of students and others about the variety of experiences they enter academia with. Considering this, it is paramount that I understand and value others for where they are in their lives viewing all people holistically without prejudice, malice, or judgment. I admit, even after years of study and practical observation, there are many things about people and the workings of academia that I do not understand. However, what I do know is this - education is a people building business. If I am to succeed in it, before anything else, people must be the center for my existence.

    Joseph A.Scarcella, Ph.D.

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