Career Information Systems in Secondary Schools: A Survey and Assessment

Chapman, Warren; Katz, Martin

doi:10.1002/j.2164-585x.1983.tb02215.x

Cited by 22 publications

(21 citation statements)

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“…Our research, however, including a national survey of high schools, has demonstrated that existing occupational information goes largely unused (Chapman & Katz, 1981). Providing another resource that, no matter how valid the information, would go unread did not seem to represent a worthwhile contribution to students' CDM.…”

Section: Design Featuresmentioning

confidence: 79%

Theory and Practice: The Rationale for a Career Guidance Workbook

Katz

1986

ETS Research Report Series

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Section: Design Featuresmentioning

confidence: 79%

Theory and Practice: The Rationale for a Career Guidance Workbook

Katz

1986

ETS Research Report Series

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“…In my chapter on the quality of occupational information in our Survey of Career Information Systems in Secondary Schools (Chapman & Katz, 1981), I have demonstrated the fallacies in this procedure, with ample illustrations of the inaccuracies and inconsistencies~n the data and the inadequacies of such structures of information, and I will not repeat my critique here. The point is that the genre of computerized career guidance technology is not the issue.…”

Section: New Technologies In Career Guidance: the Interactive Computementioning

confidence: 99%

New Technologies in Career Guidance: The Interactive Computer

Katz

1988

ETS Research Report Series

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Beginning in the 1960's, the interactive capabilities of computers provided unprecedented opportunities for the development of computerized career guidance systems. Such systems offered individualized assistance in career decision making to large numbers of people at low cost. Recognizing that each user may present a unique combination of needs, experiences, circumstances, values, interests, skills, styles, and perceptions, a developer can enable a well-planned system to respond appropriately to these individual differences. A system can not only store, retrieve, and manipulate vast amounts of information, putting great resources at the fingertips of each user, but also bring together many variables personal, occupational, and educational --and combine them in distinctive ways for each client.These capabilities do not insure that the substance of any system will be of high quality. Much of a system's worth depends on its conceptual framework, the strength of its theory and rationale, the coherence of its functions and structures. The "black box" of theory underlying every system should be opened up and exposed to the light of scrutiny and evaluation.Examples from the principles, research, model, and structures for the System of Interactive Guidance and Information (SIGI) and SIGI PLUS are used to illustrate the links between theory and practice. 1 NEW TECHNOLOGIES IN CAREER GUIDANCE: THE INTERACTIVE COMPUTERTechnology in our lifetimes has been involved in many wondrous accomplishments, some of them beneficial, some of them disastrous, and some of them partaking of both benefit and disaster.At the simplest level, technological invention seems to begin by finding ways to amplify human powers. Tools and machines have been developed to do things that our human bodies and minds are accustomed to doing, but to do them faster, stronger, more efficiently, on a bigger scale. This does not mean that the products are necessarily better: for example, handcrafted objects are often valued more highly than their mass-produced counterparts.In career guidance, audiovisual technologies, such as motion pictures, videotape, or videodisk, are often used to g1ve young people an opportunity to observe, quickly and conveniently, the performance of tasks in many occupations. In this instance, audiovisual technology provides an extensive but relatively passive experience; it might well be followed by more intensive and active observation of a few selected occupations through personal visits, "job-shadowing," or hands-on tryouts. This example represents two complementary modes of acquiring information: one, through audiovisual technology, is extensive but relatively passive and vicarious; the other, through real-life experience, is more intensive, active, and participatory. The value of such complementarity is implicitly recognized in a limerick about the use of technology in sex education, a "hot" topic of discuflsion these days in the U.S.A.:The word has come down from the Dean That, with the aid of a teaching machine, King Oedi...

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“…The discovery that high school students apparently use their career information resources inefficiently, when they use them at all (Chapman & Katz, 1982b), led the authors of the cited report to recommend that schools establisl a curriculum for career decision Students can be taught to apply the same paradigm to other values, such as 1I c r ea t i v i t y , " that they must define according to their private perceptions or circumstances. They can identify the values, define them however oddly, and use them in the search for information about potential satisfaction.…”

Section: Applications Of the Contextmentioning

confidence: 99%

“…Chapm~n and Katz (1981Katz ( , 1982aKatz ( , 1982b The main problem with this approach is the assumption (seldom stated) that finding an outlet for their interests, a haven for their aptitudes, or whatever is the most important or only reward OMs can get from an occupation. Such an assumption is, however, unwarranted.…”

Career Information Systems in Secondary Schools: A Survey and Assessment

Cited by 22 publications

References 0 publications

Theory and Practice: The Rationale for a Career Guidance Workbook

Theory and Practice: The Rationale for a Career Guidance Workbook

New Technologies in Career Guidance: The Interactive Computer

A Context for Career Decision Making

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