Model the process...Engage the Student

After reading Mrs. Borgdorff's last post,  I though I too would plug the Ipad/Idevice engagement factor. This semester has been great, both for myself and my students.  An interesting balance between the Wood Shop and the Auto Shop.  The means of traditional pen/pencil and paper projects/assignments is still relevant; however this semester all of my classes have gone basically paperless for submissions of work (pertaining to actual services, diagnostics, and products) and accessing service literature and diagnostics for the auto students.  This was a bit of a learning curve for some while others caught on very quickly; particularly with my auto classes.  This is likely due to the fact that many of the students in TTJ2&3 had me as a teacher last semester, where this concept was developed and partially used through out the semester and most definitely for their final portfolio's.

In all three classes we are utilizing the following apps/technology:
Technology:  Apps and Programs are accessed via a couple of computers, 1 pad, 1, ipad mini, sometimes 5 ipads from the school and their own PED's (cells, tablets, etc.)

Google Drive (all course content, reference, additional how to's, assignments, and additional student documentation/pics/video, etc ) can be found.   This content is all shared with the students and easily accessible.    

Moxtra  all students have used a template that was created to model the process and aid in organization of the required content.   All students are responsible for recording and documenting their progress and process.

• For TCJ students their "binder" is broke up into sections;  drafting and technical drawing, equipment use, project process and project completion.
• For TTJ2 students there are two binders created as templates that they have used to record their small engine jobs and their automotive jobs CDX.  Again there has been a huge shift in independence and self reliance and the students responsibility. 
• For TTJ3 students there is one binder that all mandatory CDX Jobs are contained in. Students have duplicated the master binder and are working through the auto jobs. Including the use of the dongle (BT1-IIT)  All jobs have some questions that are associated and it again is the students/groups responsibility to document/support the work/jobs/tasks being completed.    The TTJ3 students have a lot of choice and re learning them to think and choose jobs to complete; thus becoming self selecting and self sufficient was the primary success criteria.  Great success thus far.

  
All classes have used the ipad/idevice technology to access the required information to complete tasks;  TTJ students tend to even use the ipads to access service literature v.s. printing off multiple pages of schematics and repair instructions.  Once some of the technology fears were overcome by modeling the process and allowing time to explore the operation of the apps/programs;  the vast majority of students gravitate towards the technology to support their learning, their curiosity and their job/task/project submissions.  LOVE IT.