Most people know that manufacturers are continuously incorporating more technology and electronics in new vehicles. As a result, there is a need for higher level electrical and electronics training.
Todd Kessler, an automotive instructor at York County School of Technology in Pennsylvania, uses multiple CDX resources to give his students a personal classroom experience with a variety of materials.
From videos to virtual reality, technology has brought about quite a few changes to the traditional classroom. One of those changes, the flipped classroom, is becoming more popular than ever.
From high-performance PC experiences to free mobile apps, video games have become a large market with a wide influence. It’s no wonder, then, that the gaming industry is now looking at new technologies like virtual reality (VR) and augmented reality (AR) to increase its market.
In this day and age, students with STEM (Science, Technology, Engineering, and Math) knowledge and experience are sought after by a growing number of employers, but these subjects often are seen as fit for only top academic students. Meanwhile, automotive technology classes are ignored or seen as less important.
Maybe it’s time to challenge that view.
Kevin Lawton teaches at Bedford County Technical Center in Everett, Pennsylvania, where he uses Fundamentals of Automotive Technology Online.
No matter how many bright students, wonderful instructors, and useful resources an automotive classroom has, there’s one thing that can make the learning process more—or less—difficult: curriculum.
Curriculum, which is comprised of the learning objectives, lessons, materials, assignments, and assessments used to teach a course, is the last thing you want to work against your students’ success. In fact, studies show that better curriculum—and textbooks—can improve student achievement.
But how do you know if your current curriculum is the problem?
“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.” Henry Ford knows something about the importance of continuing to learn.
Service advisors have a unique role as both the face of an automotive shop and the link between customers and technicians. Therefore, it makes sense that classroom training for service advisors should have a good balance between customer focused skills and automotive knowledge.
Instructors play an important role in providing this kind of targeted training. But aside from starting with a good foundation of knowledge, how can you instill the kinds of skills that help service advisors thrive in the classroom and on the job?