information technology career aspirations examples

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information technology career aspirations examples

technology career aptitude test Nita loves the subject she teaches and she’s passionate about launching the careers of her learners. Her contact time is limited, so she wants to ensure her learners get the most from her – so that they achieve the best grades they can. She is sure technology can help her but she doesn’t know where to start. But let’s stop thinking about teaching and technology for a moment and focus on learning. Take a moment to reflect on the real-world skills you use every day to do your job effectively. How did you learn them? Why did you learn them? Where did you learn them? We live in a world of projects. Whether it’s job assignment, DIY or planning a party. We identify problems that need solving and actively learn the skills required.

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information technology career aspirations examples

technology best career We do this through reading and watching instructionson the internet or in books, talking to others, but mainly by completing the task, stretchingourselves and learning from the experience. Nita has been thinking about how she can makeuse of technology to model real-life learning to prepare her learners for the world of work. Meet Sanj. Sanj is one of Nita’s learners. Sanj’s learning isn’t restricted by his lessontimetable.

He completes projects assigned to him, working in his own way towards the deadline – sometimes on his own, more often as part of a team. Nita and Sanj use technology to ensure his learning is effective and structured. At the start of each project, Sanj agrees on the project plan with Nita and together they work out where the gaps are in his knowledge and skills – and how best to acquire them.

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This project plan is recorded on a projectmanagement tool, which both Nita and Sanj can access online via computer or mobile device.This gives Sanj milestones to work towards, and supports his productivity. During the project, Nita and her learnersshare and rate resources they find online that support knowledge creation. Togetherthey are creating an up-to-date course handbook on the web that can be accessed 24/7.

Sanjlikes to use his bus journey to catch up on the latest videos and blogs. Each learner also creates its own resources by sharing knowledge gained from work experience. By actively contributing to the collective intelligence of the class, learners can earn badges that contribute to their grade. Sanj has been encouraged and supported in developing a network of fellow learners that stretches way beyond his provider.

He has collaborated on projects with learners from all around the world – and been in regularcontact with some of the leading experts in the field, through their blogs and socialmedia. Nita facilitates online discussions, sometimeshosted by invited experts. Learners also submit their work-in-progress for online critiquesfrom staff, learners and invited experts.

Nita uses one-to-one time to focus on thecompetencies Sanj is developing by completing the course work in this way. She helps himunpick the way he is learning, so that he can transfer these skills to any problem.Sanj brings evidence of his learning – in the form of photographs, notes and videos- all captured on his mobile device.

In this way, he becomes an expert in his own learning and explaining how his expertise is being developed – vital skills when it comes to up-skilling the workplace and job applications. Nita still brings learners together in the classroom, but these lessons take the form of workshops.

She feels like she is able to share her expertise in a way that enriches the overall learning experience – her own learning experience as much as the learners. This isn’t the future of learning. This is learning enhanced and enriched by the technology available now.

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