Month: October 2019

What if the chef coat had a technology transformation equipped with fans, microchips and computer screens?  Roberta Donato, proposed a theory for a new chef coat redesigned with technology in mind. 

Picture by Roberta Donato, source: http://www.theculinaryexchange.com/food-innovation/future-chefware-a-fashionista-in-the-kitchen/#.XbLp2-hKi1s 

After reviewing her sketch, I found it completely intriguing in terms of design and technological advances. Having interactive computer screens would allow for chefs to access information quickly, fans for cooling around the neck, heat sensors, and magnets would improve the chef jacket immensely.  This would be something to bring up to students as this could be a great discussion and could be turned into a lesson for students to create their own chef jacket with technological adjustments. 

When it comes to wearable/fabric technologies, there are many avenues that could be taken, such as iWatches, GoPros and light up/ motion sensored items. Using GoPros in the culinary classroom would allow for students to create their own videos, hands free which is a win for sanitation! They could create videos that are similar to the popular ‘Tasty’ videos. 

Another way to include wearable technology in the class would be using Google Glass, would would allow my students to watch a video of my on their smartphone/ school device and copy the process as they work in the kitchen. This would change the dynamic of cooking labs forever!

Donato, R., & Robinson, M. (2017, March 8). The Future of Chefware: A Fashionista In The Kitchen. Retrieved from http://www.theculinaryexchange.com/food-innovation/future-chefware-a-fashionista-in-the-kitchen/#.XbLp2-hKi1s.

Socher, R., Socher, R. S. R., Socher, R., Socher, R., Wearable Technologies, & Wearable Technologies. (2018, September 6). How Wearable Technology Can Transform the Restaurant Industry? Retrieved from https://www.wearable-technologies.com/2018/08/how-wearable-technology-can-transform-the-restaurant-industry/.

When integrating STEM and STEAM (Science, Technology, Engineering, Arts and Math) into curriculum we must think of the outcome we are desiring for the students. There needs to be a value and reason why they are completing the task, while still staying on track with standards. This can be done easier than most believe, and most educators are probably integrating STEAM without even knowing it! One way this  can be achieved is with project-based learning, which can impactful when learning any topic. Being hands on and creating a project will get students engaged. In addition this gives students an opportunity to present their work to their peers and the outside community to receive feedback and iterate (Gunn). Furthermore when integrating STEAM into the classroom it is important for all students to have confidence in themselves and have a sense of belongingness to be successful. This will help students in their future, because as humans we need to belong to succeed and survive (Burns). 

When it comes to integrating STEAM in family and consumer science classrooms, there are a lot of opportunities for students due to the nature of the classroom being more focused on hands on work. STEAM is built into almost every lesson of FACS 6-12. When thinking about the high school level, all cooking labs incorporate science, tech, engineering, art, math and literacy skills. An example would be testing ingredients in a “test kitchen” set up students can understand the function of each ingredient in the item. From there, students can hypothesize, test recipe outcomes using controls and variables as well as create or adapt recipes (Washington FACS Educators). Another way STEAM could be integrated would be do use an inexpensive ingredient such as popcorn. Students would study how the transfer of thermal energy turn corn into an edible product- popcorn. This could go a step further and students could study which type of dried corn are best for popcorn and can even go on to inventing a new popcorn device using various heat sources. Next, another idea is using baking to teach fractions and experiment with different variations of the ingredients used. This can be taken a step further to study the chemical interactions of the cookies components (Henderson). 

Burns, H. (2017). Infusing Empathy Into Engineering Design: Supporting Under-represented Student Interest and Sense of Belongingness. American Society for Engineering Education.

By. (2016, November 16). Baking Builds FACS STEAM. Retrieved from https://wafacse.org/2016/11/16/baking-builds-facs-steam/.

Culinary arts integration: Turning STEM into STEAM. (2016, July 7). Retrieved from https://www.smartbrief.com/original/2016/07/culinary-arts-integration-turning-stem-steam.

Gunn, J. (2018). English Teachers: How You Can Use STEAM in Your Classroom. Concordia University-Portland. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/steam-lessons-english-classroom/

Martinez, S. L., & Stager, G. (2019). Learning. In C. Sinclair (Ed.), Invent to Learn: Making, Tinkering, and Engineering in the Classroom (pp. 35-44). Torrance, CA: Constructing Modern Knowledge Press.

When it comes to blogging it is always important to think about what the audience sees. You want your blog to be engaging, direct and clear. Graphics are what makes blogs appealing, so I was excited to add pictures that correlated with each post. In addition, it was fun to navigate through text colors, backgrounds and adding components to the blog. I had a few problems with getting the layout to be what I expected, so trial and error was the best way to achieve the desired look. Honestly, just playing around allowed me to improve my blog.

When we determine who we are as teachers, we must take our strengths and weaknesses into consideration. Our identity is who we are as professional educators. I know for me, it is easier for me to write about what my students identify me as, instead of myself, but maybe that is human nature. Teacher’s identities can vary throughout their teaching career, and can change throughout the day. I will say my identity changes based on the class level I am teaching, the student body and the needs of the students. 

Next, when we break down who we are, we need to look at all aspects of our teaching. The world of education is changing and that is due to the integration of technology. Instead of basing learning off of recall, we can now have students analyze, infer and further synthesize information to create, design and develop 21st century skills. 

“The Partnership for 21st Century Learning (2015) includes Learning and Innovation Skills in its Framework for 21st Century Learning. They define these learning and innovation skills as creativity and innovation, critical thinking and problem solving, communication, and collaboration” (Keiler, 2018).

It is our job to guide students in the right direction and allow for students to create their own learning. We as educators need to have an identity of a guide and reference for our students. We want them to flourish and develop their own identities.

 As a teacher identify as a coordinator of learning in a student centered educational environment.  I can guide students to learn workplace readiness skills, technological skills and soft skills. These can all be developed while learning curriculum as long as students are provided with the tools and materials to do so. Keeping ourselves up to date with professional development can help with the expansion of our identity. Sure, we always will be who we are and each have a unique personality but we will all continue to grow as people and educators. Allowing for our identity to fulturate with the common goal of making sure we are helping educate the future to be successful with the tools they have been provided. 

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1). doi: 10.1186/s40594-018-0131-6