Page 26 - Guidance Education 11-12 (2006)

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN GUIDANCE AND CAREER EDUCATION 25
The Role of Technology in Guidance and Career Education
Information and communication technology (ICT) provides a range of tools that can signifi- cantly extend and enrich teachers’ instructional strategies and support students’ learning in guidance and career education.These tools include online assessment tools, career explora- tion programs, simulations, multimedia resources, databases, and computer-assisted learning modules.Teachers can use ICT tools and resources for whole-class instruction as well as in the design of curriculum to meet diverse student needs.
ICT can be used to connect students to other schools, locally and abroad, and to bring the global community into the local classroom.Through Internet websites and CD-ROM technol- ogy, students can now access resources that provide current labour market information, statistics and trends, occupational data, community agency information, apprenticeship information, and a host of options for exploring work, learning, and career opportunities locally, nationally, and internationally. ICT resources allow secondary school students to conduct more far-ranging and authentic research than ever before. Applications such as databases, spreadsheets, word proces- sors, and presentation software can be used to support various methods of inquiry.
Although the Internet is a powerful learning tool, however, all students must be made aware of issues of privacy, safety, and responsible use, as well as of the ways in which the Internet can be used to promote hatred.
Health and Safety in Guidance and Career Education
In addition to taking all possible and reasonable steps to ensure the physical safety of students, teachers must also address the personal well-being of students. Students require reassurance and help with transitions. In addition, they must understand their rights to privacy and confiden- tiality as outlined in the Freedom of Information and Protection of Privacy Act and be able to function in an environment free from abuse and harassment.They need to be aware
of harassment and abuse issues in establishing boundaries for their own personal safety.They should be informed about school and community resources and school policies and reporting procedures with regard to all forms of abuse and harassment.
Because experiential learning is an important component of the guidance and career educa- tion curriculum, students taking guidance and career education courses are often engaged in activities in the community.Teachers must ensure that students are prepared for these commu- nity-based activities, paying particular attention to health issues and safety procedures in the workplace. In addition, students need to understand how matters relating to work ethics and work attitudes contribute to a healthy, positive work environment.Teachers, as well as board staff, should be aware of their responsibility and potential liability in terms of students’ health and safety. Policy/Program Memorandum No. 76A,“Workplace Safety and Insurance Coverage for Students in Work Education Programs” (September 2000), outlines procedures for ensuring the provision of Health and Safety Insurance Board coverage for students who are at least 14 years of age and are on placements of more than one day. (A one-day job shadow- ing or job twinning experience is treated as a field trip.)Teachers should also be aware of the minimum age requirements outlined in the Occupational Health and Safety Act for persons to be in or to be working in specific workplace settings. Relevant ministry policies are outlined in Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.