According to Ashworth and Perera, industrial technology and construction management focus on developing innovative solutions to complex problems resulting from advancements in the manufacturing sector (2018). Learners are taught how to properly manage these processes and improve the efficiency of production facilities. Bilal et al. posit that with an emphasis on active learning, one can be encouraged to take an active role in applying concepts and solving problems through lectures, pair work, cooperative learning, and more(2016). In order to have a successful career in this field, it is vital to develop a comprehensive understanding of these five teaching strategies.
Firstly Interactive Lectures where there is asking open-ended questions that require students to answer with more than yes or no. It also encourages students to participate in developing the flow and structure of the class by suggesting information they believe should be included or topics they would like to see covered. Secondly, pair work is a strategy that encourages students to work together in groups of two or more as a means of helping them develop cognitive skills such as independent thinking and problem-solving techniques. Encouraging students to communicate with one another while working on problems together also helps them develop the interpersonal skills necessary for success in their careers. There is also cooperative learning used to help students develop their cognitive skills as well as their interpersonal skills. This approach involves having students work in groups of three or more on projects that focus on a specific topic or skill set.
Additionally, getting students’ brains working with a fun game to start the class right, or to end a particularly challenging unit, is especially important at the beginning of the year when trying to establish and set the tone for the classroom. Moreover, instead of total words, the student’s brain is not just recording random letters but making connections between those letters and ideas. That is using the word think in place of thought and thinking.
Google has made a classroom tool that would benefit the Industrial Technology Construction program (Chen & Fu, 2016). Teachers can post assignments, share files, and give feedback in the classroom without emailing, texting, or calling students individually. It is easy for teachers to create classes and for students to join them. Additionally, an industrial technology instructor has many different ways of teaching the students in his class. Many are taught in the classroom, others are taught online, and some are taught through Kahoot (Pauwels & Terkaj, 2016). Kahoot is an online quiz game that allows for different modes of play, such as multiple-choice and true/false questions. The game is played on an online program called Kahoot! It allows a user to create quizzes, which many people can then play at once. It is helpful for teachers for several different reasons: It provides a way for teachers to create quizzes that can be taken online so that students do not have to take them in class; it provides a way to assess how much students have learned during the class or throughout the course; it allows multiple choice questions that can be answered by one or all students at one time; it gives instant feedback when answered incorrectly, and it provides a way to share material with students outside of traditional classroom settings. According to Qin et al., Kahoot is straightforward as teachers must create a free account on Kahoot(2016). it and they can begin creating their quizzes right away.
Moreover, Zoom is an excellent technology that can be used in the online teaching environment. Teachers can be able to teach anywhere but are limited by not being able to see the students. Zoom is a video conferencing software that allows teachers to see and hear students worldwide (Tay et al., 2017). It also allows teachers to show their computer screens to students and allow them to interact with what they see. Using Zoom in an Industrial Technology classroom while teaching Construction would allow students to see examples of construction projects that can be used in their everyday life or at school (Wang et al., 2017). Zoom also allows for collaboration between the teacher and student or between two groups of students allowing for equal education between all parties involved. It will benefit the Industrial Technology classroom by allowing a better understanding of how community members can improve upon the industrial technology they may use at home or work.
References
Ashworth, A., & Perera, S. (2018). Contractual procedures in the construction industry. Routledge.
Bilal, M., Oyedele, L. O., Qadir, J., Munir, K., Ajayi, S. O., Akinade, O. O., … & Pasha, M. (2016). Big Data in the construction industry: A review of present status, opportunities, and future trends. Advanced engineering informatics, 30(3), 500-521.
Chen, H., & Fu, X. (2016). Industrial technologies for bioethanol production from lignocellulosic biomass. Renewable and Sustainable Energy Reviews, 57, 468-478.
Dallasega, P., Rauch, E., & Linder, C. (2018). Industry 4.0 as an enabler of proximity for construction supply chains: A systematic literature review. Computers in industry, 99, 205-225.
Pauwels, P., & Terkaj, W. (2016). EXPRESS to OWL for the construction industry: Towards a recommendable and usable ifcOWL ontology. Automation in Construction, 63, 100-133.
Perera, S., Nanayakkara, S., Rodrigo, M. N. N., Senaratne, S., & Weinand, R. (2020). Blockchain technology: Is it hype or honest in the construction industry? Journal of Industrial Information Integration, 17, 100125.
Qin, J., Liu, Y., & Grosvenor, R. (2016). A categorical framework of manufacturing for industry 4.0 and beyond. Procedia cirp, 52, 173-178.
Tay, Y. W. D., Panda, B., Paul, S. C., Noor Mohamed, N. A., Tan, M. J., & Leong, K. F. (2017). 3D printing trends in building and construction industry: a review. Virtual and Physical Prototyping, 12(3), 261–276.
Wang, J., Wu, P., Wang, X., & Shou, W. (2017). The outlook of blockchain technology for construction engineering management. Frontiers of engineering management, 67-75.
Wu, P., Wang, J., & Wang, X. (2016). A critical review of the use of 3-D printing in the construction industry. Automation in Construction, 68, 21-31.
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