Fire Service Instructor: Principles and Practice, Second Edition

Fire Service Instructor: Principles and Practice, Second Edition

Chapter 8: Technology in Training

Chief Concepts

Although training aids are fundamental in assisting the fire service instructor in the learning process, they are simply “aids” to help the instructor impart the knowledge the fire fighter needs to know and understand.
One of the most dynamic and fast-changing concepts in education and training is technology-based instruction (TBI), also known as e-instruction, Internet-based instruction, or distance learning.
The majority of distance learning is accomplished through a combination of reading assignments, conferencing, video presentation, testing with proctors, and written assignments. Student evaluations are processed through an instructor.
Computer-based training (CBT) software enables instructors to prepare course materials and efficiently manage day-to-day teaching tasks. Many CBT programs offer features that allow you to facilitate collaborative learning, personalize content based on students’ unique needs, and positively affect learning outcomes.
A learning management system (LMS) is a Web-based software application that allows online courseware and content to be delivered to learners, wrapped with classroom administration tools such as activity tracking, grades, communications, and calendars. This type of system is also referred to as a virtual learning environment (VLE) or learning course management system (LCMS).
A key element in most presentations is the use of a multimedia tool in some form, ranging from handouts to PowerPoint® (PPT) presentations. Using multimedia tools enhances the learning process for students and can make the instructor’s job easier. At the same time, multimedia tools can be a distraction if they are poorly developed or used improperly.
Multimedia tools come in a variety of types and uses, ranging from audio systems to Flash animation to simulations.
Depending on the class size and the arrangement of the classroom, the instructor may need to use a microphone and audio system. When deciding which kind of audio system you will use, keep your presentation style in mind.
Presentation programs include a variety of software programs developed by software vendors. Each presentation program has its own unique features and benefits that you can use to enhance your instruction.
The visual projector has backlighting, overhead lighting, and color capabilities that can be tied in with a computer. It combines the flexibility of the overhead projector with some of the capabilities of a high-tech device such as a liquid crystal display (LCD) projector. This multimedia tool can project almost any one-dimensional printed material onto a screen.
LCD projectors and digital light processor (DLP) projectors are used with video players, DVD players, computers, and visual projectors to project documents, images, and motion pictures so that a group of students can easily view the material simultaneously.
The VCR requires another component for viewing the video cassette images—either a data projector or a television. If you are using a television to view the videotape, keep in mind the size of the class and lighting. The largerthe class, the larger the screen must be.
Like CD-ROMs, DVDs are available as either blank or preprogrammed media. Information ranging from video clips to audio clips to PPT presentations can be stored on a DVD.
A digital camera allows you to capture an electronic image, upload it onto your computer, and insert the image into your PPT presentation fairly easily.
Flash has become a popular method of adding animation and interactivity to Web pages. Flash files carry the file extension .swf and may be accessed as objects on a Web page or played in a stand-alone Flash Player.
While the scanner can be a helpful tool, its use does raise copyright concerns. Obtain written permission before using copyrighted material in your presentations.
Professionally developed presentations are intended to enhance students’ learning experience, but do not replace the experienced instructor. Instructors must review materials ahead of time and adapt them to the students who will use them.
Overhead projectors have been used in training for more than 40 years and were once considered the industry standard for quality educational enhancement.
Digital audio players are becoming a mainstream technology for students at most universities. Students can carry these devices easily and download lectures or pictures that can be reviewed while traveling to class.
Students can use tablet computers to take notes, c ompleteassignments and e-mail them to the instructor, and conduct research during class.
A smart board is an interactive whiteboard that uses touch detection for user input.
Many fire stations are equipped with satellite programming systems that rival those of local and national commercial broadcast companies and that utilize a 3-meter base station.
Virtual reality devices allow students to interact with a computer-simulated environment. The goal is to immerse the student in an environment that can be controlled by the student and the programmer.
Like virtual reality systems, simulators allow students to interact safely with hazards in a controlled environment.
Many fire service instructors find the use of models helpful when teaching basic principles prior to going into the field.
Chalkboards, erasable boards, pads and easels, and handouts are great low-tech options to keep the students focused on the lesson.
As with any technology, maintaining the quality of multimedia tools is important.
Multimedia tools should be used to simplify complex theories or to assist instructors in reinforcing their message through exercises or images.
Selecting the right media application is critical. When used as an instructional aid, the right tool allows you to clarify the information you present to students.