ERIC Identifier: ED411416
Publication Date: 1997-00-00
Author: Wagner, Judith O.
Source: ERIC Clearinghouse on
Adult Career and Vocational Education Columbus OH.
The World Wide Web and Vocational Education. ERIC Digest No.
"As Eric Parks says, 'I'm certain cybertechnology will replace all the other
learning technologies that exist today'" (Caudron 1996, p. 35). The Internet is
a network of networks including the World Wide Web (WWW), listservs, newsgroups,
and discussion forums along with electronic mail and electronic journals. To
help vocational educators make the best use of the web, this ERIC Digest updates
an earlier digest (Wagner 1995) with suggestions for using the Internet in the
vocational classroom and a list of websites of interest to vocational educators.
It does not pretend to be an exhaustive list of vocational education resources
on the Internet--that list changes daily. As in the earlier digest, much of the
information that is included was received as a result of messages sent to
several listservs asking how the Internet was being used in vocational education
and corporate training. Previously, respondents indicated that they were just
getting started and students were spending time surfing the Web, making use of
electronic mail, and participating in listservs. The times they are a changin'!
Now, in addition to all of the above, students are developing and maintaining
websites, using digital cameras to evaluate teachers, delivering training to
industry, and using materials found through Web searches.
A survey by Market Data Retrieval determined that approximately one-third of
all public schools are online; that the larger the school, the more likely it is
to use the Internet; and that the Internet is used mostly for research. If the
integration of the Internet into the classroom is to be successful, teachers
must be involved and work with it (Leiken 1996). The examples here show how
vocational teachers and trainers are using the Internet.
EXAMPLES OF CURRENT USE
It has been suggested that
increased use of performance support systems, sophisticated computer simulations
and multimedia training programs are changing and diminishing the role of the
traditional corporate classroom (Wulf 1996). Companies are discovering that they
can use the Internet to distribute information, resources, and learning tools to
employees worldwide with relatively little end-user support (Caudron 1996).
A high school teacher in Minnesota has developed a website for use in doing
career research. Students look for career opportunities on the Web and check the
classified ads in the local newspaper, which is also on the Web (M. Savchenko,
Internet message, July 3, 1997).
In Australia, the Certificate in Workplace Leadership is offered through the
Web. Industry participants work with an Internet module and a textbook. Although
text-driven, the tutor is online (M. Greig, Internet message, July 2, 1997).
The University of Idaho has a project designed to assist teacher educators
with the evaluation of teachers in the field through the use of digital cameras.
The technology allows them to supervise student teachers and demonstrate
teaching and classroom management. They also use the Internet for chat groups
related to classes, and newsgroups and websites are created for exams and
discussion (J. McMurtry, Internet messages, July 1 and August 19, 1997).
In a rural area of Ohio, students use the Internet to search for specific
materials related to their programs. They have found automotive specifications
and tune-up tips, home design plans and insulation specifications, and
cosmetology product and styling ideas (D. Fullerman, Internet message, June 30,
1997). The National School-to-Work Office's Practical Tool page includes over
200 manuals, curriculum, and guides that were created by local and state STW
offices. The materials are useful in starting new school-to-work partnerships
(A. Santo, Internet message, June 30, 1997).
An instructor in Canada uses exam questions from the U.S. Coast Guard and an
interactive tutorial on learning how to read a micrometer from the U.S. Navy. He
also uses a file of a spinning engine to perk up his lectures (G. Bradshaw,
Internet message, June 28, 1997).
A Tech Prep/School-to-Work Coordinator in Florida uses the websites of the
Occupational Outlook Handbook, O*NET, and TrainingNet in her business education
class. She has also used career information websites for classes related to
creating resumes, cover letters, and other job search methods (M. Teachout,
Internet message, June 28, 1997).
A business and industry education professor from the University of Minnesota
has created a variety of websites for various teacher education courses. A team
of teachers will be developing new activities and the sites are regularly
updated (J. Lambrecht, Internet message, June 28, 1997).
Examples of lesson plans can be found on the website of a vocational high
school in Massachusetts. It also includes samples of student work (N. Moran,
Internet message, June 29, 1997).
The director of the business education program at Southern Illinois
University uses the Internet in a variety of ways: to communicate with students,
to review curriculum from other schools, to keep abreast of current issues, to
review marketing strategies from other countries, to obtain shareware, to find
statistics, and to locate student and professional materials and associations
(M. Erthal, letter, August 4, 1997).
Among the advantages of using the Internet are the following (Glener 1996; N.
Moran, Internet message, June 29, 1997; Wulf 1996): ease of modifying and
distributing curriculum; ease of sharing information and collaborating; reduced
costs of printing and mailing manuals and CD-ROMs; multimedia capability; quick
development time; variety of capabilities; ease of updating; learner control;
opportunity for interaction; and availability of excellent materials and
programs. Some barriers to using the Internet include limited bandwidth, lack of
sufficient up-to-date equipment, newness of authoring systems, unreliable links,
and lack of Internet skills.
ERIC Clearinghouse on Adult, Career, and
Vocational Education (ERIC/ACVE): http://coe.ohio-state.edu/cete/ericacve/index.
htm. ERIC/ACVE provides full text of ERIC/ACVE Digests, Trends and Issues
Alerts, Practice Application Briefs, and Myths and Realities. It also includes
general information on the ERIC system and links to all ERIC components and a
variety of adult, career, and vocational education websites.
National Center for Research in Vocational Education (NCRVE):
http://ncrve.berkeley.edu/. The NCRVE site includes information about NCRVE,
full text of many of their publications and newsletters, and links to other
vocational education websites.
National Business Education Association: http://www.nbea.org/. NBEA includes
standards, publication lists, membership information, conference and meeting
information, scholarship information, and links to related sites.
Professional Secretaries International (PSI): http:www.gvi.net/psi/. PSI
provides information about the organization, certification, membership, products
and services, and full text of some products.
Vocational Education Resources:
http://pegasus.cc.ucf.edu/~sorg/vocation.html. This site offers a vast array of
links related to all aspects of vocational education including
school-to-work/tech prep, research, federal government information, legislation,
publications, career and job information, and training.
Skill Standards Network, American Training Standards Institute:
http://steps.atsi.edu. The ATSI site provides information on projects,
legislation, and standards.
Office of Vocational and Adult Education: http://www.ed.gov/offices/OVAE/.
This U.S. Department of Education site includes information on funding,
legislation, policy, school-to-work, press releases, and links to relevant
Skillsnet: http://www.skillsnet.org. SkillsNET provides national and
international trends, online technologies, publications, project descriptions, a
research library, and links to other websites.
South Dakota Department of Education: http://seti.tec.sd.us/sdve/vocedsd.htm.
This state site provides a calendar of events, excellent links, and other
O*NET: http://www.doleta.gov/programs/onet/. This Department of Labor site
replaces the outdated DICTIONARY OF OCCUPATIONAL TITLES. It includes information
about job characteristics and worker attributes and provides links to other
Florida School-to-Work Information Navigator: http://www.flstw.fsu.edu/. The
Florida site includes information on grants and legislation, professional
development, resources, a calendar of events, and links to other sites.
School-to-Work National Office: http://www.stw.ed.gov/. This government site
includes hot topics, resources and tools, grant information, lists of technical
assistance providers and state initiatives, and a calendar of events.
ERIC Review on School-to-Work: http://www.aspensys.com/eric/ter/stw/. Full
text of THE ERIC REVIEW issue on school-to-work is available at this site.
AskERIC Virtual Library and Other Resources: http://www. askeric.org. This is
a gateway to the resources of AskERIC including the AskERIC Virtual Library, a
Q&A service, links to all ERIC components, and the searchable ERIC database.
National Center for Education Statistics: http://www.ed.gov/NCES/. This U.S.
Department of Education site includes frequently asked questions, publications,
and information about projects, data, and surveys.
Caudron, S. "Wake Up to New Learning
Technologies." TRAINING AND DEVELOPMENT 50, no. 5 (May 1996): 30-35.
Glener, D. "The Promise of Internet-Based Training." TRAINING AND DEVELOPMENT
50, no. 9 (September 1996): 57-58.
Leiken, E. "The Net: Where It's @." TECHNIQUES: MAKING EDUCATION AND CAREER
CONNECTIONS 71, no. 8 (November-December 1996): 34-40.
Matyska, R. J., Jr. "Using the Internet to Expand Resources." BUSINESS
EDUCATION FORUM 50, no. 2 (December 1995): 19-22.
Wagner, J. O. USING THE INTERNET IN VOCATIONAL EDUCATION. ERIC DIGEST NO.
160. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education,
1995. (ED 385 777)
Wulf, Katie. "Training via the Internet: Where Are We?" TRAINING AND
DEVELOPMENT 50, no. 5 (May 1996): 50-55.