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Secondary School, University, and Business/Industry Cooperation

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Secondary School, University, and Business/Industry Cooperation 19 T he J our na l of T echnology Studies S e c onda r y School, University, and Business/Industr y Cooperation Y ields Benefits to Technological Education Students B y Dr. Ann Marie Hill Political Dimensions of School and The next chapter, titled “Considerations in Community Cooperation Program Development,” consists of seven sub- The secondary school work environment of sections, one of which is school-community technological education teachers in Ontario has partnerships. This subsection argues: changed. These teachers cope with pressures from the Ontario Ministry of Education (OME), In order to maintain and strengthen their business and industry, and the public at large for connections with the community, schools increased community involvement in education must involve community members and and for relevant student learning that is connect- groups in its planning, delivery, and ed to life outside of school. This is what evaluation of all broad-based technology Ruddick (1999) referred to as the pressured, programs. Schools should consult with political dimensions of partnerships. Many community representatives on a regular reports have portrayed this dimension of part- basis in order to identify new needs as they nerships at the national level in Canada (Dave, arise and allow programs to be adjusted 1976; Dryden, 1986; Human Resources accordingly. (p. 16) Development Canada, 1994, 1995) and at the provincial level in Ontario (Premier’s Council, A new policy document (OME, 2000) now 1994; Royal Commission on L earning, 1994a, replaces the 1995 document, but the idea of 1994b, 1994c, 1994d). partnerships remains. In Ontario, a past policy document (Ontario In general, technological education pro- Ministry of Education and Training [OMET], grams should be designed to take advantage 1995) for secondary school technological educa- of local opportunities for students to com- tion introduced the concept of partnership. One bine work experiences with classroom chapter, titled “The L earning Environment,” learning. Programs may be modified to consists of four subsections: the facility, reflect community needs. In-class and resources, the role of the teacher, and process out-of-class components must be carefully and project management. The latter subsection matched and monitored so that students’ states: experiences are relevant and authentic. (p. 200) It is necessary for students to move to dif- ferent areas in the school or out into the Community-Based Proje c ts in S e c onda r y S c hool Technological community in order to complete projects. E duc a tion The teacher will need to work in close Research in technological education (Hill, co-operation with all stakeholders (students, 1996, 1997, 1998, 1999) has documented that it parents, community members, other teach- is not solely the project that is important in proj- ers, and administrators) to co-ordinate the ect-based learning. While the project provides contributions of all those participating in the environment for students’ active engagement the students’ activities and to address any in their learning, the teacher alone frequently concerns related to them. (p. 13) defines the project. The experience of making these community experiences. such projects may not be directly relevant, 20 Community-Based Projects Applied in authentic, or meaningful to students’ lives. a Manufacturing Technology Program Dewey (1977) stated: “It is not enough to insist upon the necessity of experience, nor even Hill and Smith (1998) examined a second- activity in experience. Everything depends upon ary school in southeastern Ontario where gradu- the quality of experience” (p. 27). He described ates and others familiar with the setting spoke two aspects of quality: “There is an immediate highly about a particular program and the aspect of agreeable or disagreeableness and teacher who had received national recognition there is its influence upon later experience” and teaching awards for his work in the school. (p. 27). The teacher’s program in technological educa- tion consisted of courses in Manufacturing Projects become more meaningful to stu- Technology, Grades 9 through 12. One Grade 10 The Journal of Technology Studies The Journal of Technology dents when the technological problem-solving class and one Grade 11 class were studied experience is situated in and relevant to their intensively during a five-month period. lives, such as involving them in the community The Curriculum in which they live. A real-life context sets real The curriculum content for both Manu- human needs for projects and this in turn estab- facturing Technology courses, Grade 10 and lishes relevant activities for authentic learning. Grade 11, included: the technological design The learning environment in this approach shifts process, interpreted as a problem solving from a situation of project-based learning, process; mechanics (stress and strain, strength which is typically teacher conceived and of less of materials, gears, pulleys and belts); power interest or relevance to students, to community- systems (electrical, pneumatic, hydraulic); con- based project learning, where students are trol theory; skills building using tools and involved in projects from their community, equipment (including computers); and group called community-based projects. The commu- work. There were also different community nity is typically the immediate community projects ongoing simultaneously in any one serviced by the school, but it can expand course as students worked in groups with beyond local geography. Community partners different community partners. can be business or industry-large or small— which are located in the community, local Community-based projects during the year families, the school itself, or the school board. of the research ranged from bike cars, a bike Students design projects for community part- trailor, and classroom objects for teaching tech- ners, and the community partners provide nology at local elementary schools to projects resources and expertise to students. with local business and industry. A gardening table and a laundry bin device were created for A community-based project approach to a local retirement home, and a spool rewind learning allows students to meet real human system prototype was created as part of the needs in their technological education courses; production process of a large multinational they carry out technological design for an tire producer. identified need of a community member. Such projects encourage working cooperatively with The Teacher people inside and outside of school. As students The teacher had worked as an engineer meet with their community partners and with in a large multinational firm and had changed experts in the community, they recognize other careers to become a teacher. He had begun his people as important learning resources. They teaching career teaching physics and mathemat- also become motivated and engaged in their ics and after several years became a technologi- own learning. Programs that reach out to the cal education teacher. His main reason for the world outside of school provide a means for change was that the pedagogy used in techno- relevant student learning and a stimulating and logical education courses “fit” with his philoso- viable educational experience for students. The phy of teaching. In an interview, the teacher gap between school and life outside of school is described the impact that the change in subject also reduced as students see applications for area assignment had had on him, and his adop- what is learned in school and are presented with tion of a project-based approach to teaching that a new range of choices and opportunities from included community involvement: I started teaching in the conventional man- years. There were 19 students enrolled in the ner. I was at the front of the class, you Grade 11 class: 14 male and 5 female. Their 21 know, going away at a bunch of people sit- grades on completed courses toward an OSSD The Journal of Technology Studies The Journal of Technology ting in front of me, and...my sense of what ranged from 23% to 97% for the males and 62% I got back was that people weren’t learning. to 100% for the females. This group had com- True, they were able to regurgitate, but pleted more OSSD courses. As well, their age that’s not learning. They weren’t learning. range was more uniform ranging from 17 to 18 It wasn’t registering....The material was years. Student interviews from both grades fine, but somehow it just didn’t have a con- revealed that students enrolled in the course for text, and I was beginning to think about a variety of reasons: from gainful employment ways, at that point, about how to make it directly related to the technological education relevant to the kids....I think the context is course to continuing on to university engi- really the important thing....You know, just neering programs. teaching the physics or a mechanics princi- Benefits of Community-Based ple in pictures doesn’t compare to some- Projects to Secondary School body going and picking up something, Students pulling on it, and then by drawing a little Community partners, the school principal, sketch...just having that tangible holding-on and students all commented on the benefits of contact makes all the difference to me. school and community cooperation in the And so it grew there. I started thinking, delivery of technological education at the well if that’s the case, why don’t we try secondary school level. building something, and [I] began a long 1 process of learning how to do that. (DH, Community Partners’ Perspectives personal communication, March 13, 1996) There were many community partners associated with the Manufacturing Technology He described “learning in context” as courses. Data from one large-sized company “being able to put together the doing something and one medium-sized company are reported and the understanding of doing something.” below. Both reveal similar perspectives about His example of what he meant was based on life the knowledge, skills, and values deemed experience.
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