Technology in Career Guidance |
| Are the K-5 years too early to utilize computer-based career guidance software? Developmental theorists suggest that self-concept and feeling of self-worth begin at a young age when youth begin to develop autonomy and industry. Coopersmith (1967) and Macoby (1984) have drawn a correlation between feelings of effectiveness and the development of a positive self-concept. Children feel effective when they begin to achieve on their own and experience the consequences of their self-motivated decisions and actions (Gfroerer, 2000). It is at this developmental stage, when students are encouraged by their teachers and counselors to use creative ideas in learning that allows for self-expression and inventiveness. Technology provides students, regardless of academic ability, with tools to gain self-awareness and explore career interests in an enjoyable, non-threatening way. Various Internet resources and software packages are available to facilitate career awareness in fun and interactive ways. The use of technology in the education of Kindergarten through fifth grade has great potential to have a positive impact on student learning and career awareness, exploration and planning. Technology can be used to turn schoolwork into real products that engage student learning. Computers provide students, regardless of academic ability, with an environment to model ideas and test theories in a non-threatening way. The use of technology in the classroom and guidance activities allows for individual opportunities for exploration, planning, and the awareness of careers. Carefully constructed projects, such as the ones demonstrated in this Model that relate to academic, SCANS, technology, and guidance standards, engage students in active construction of knowledge and give an opportunity to apply and solve real-world problems. No career information delivery system or career assisted career guidance system is "stand alone." According to Gillie and Isenhour (2005), “Career information is part of a nexus of products, services, and processes that facilitate informed and considered career decisions.” The counselor’s role is to help the student take data, make it informative, and help the student take action from the activity drawn with the computer technology. When the counselor partners with technology, computers and other technology, they help students develop career, decision making skills by analyzing data, drawing conclusions about data, and manipulating data. Using technology, students can collect and compare data from around the world and formulate their plan of action for future career choices. |
| SC-CGM Home • Career Awareness Home • EEDA and Personal Pathways Resources for Educators |