ILCTE_Safety_Survey_Data_Findings_and_Resources

Teachers completing this survey instrument were asked if were teaching remotely, what safety features were added to keep the students safe where they are learning? This was an open-ended question. The most common responses were: • They utilized online videos in their remote learning • Teachers demonstrated how to complete a task safely and demonstrated their process through their school-based online platform (e.g., Google Meet, Zoom) • Teachers utilized written safety-based assignments • Teachers also noted that they implemented remote/online class safety protocols, including student verification when joining a class remotely. Teachers completing this survey i strument were asked if they were doing anything to address correct posture and eye strain for students that are on the computer for an extended amount of time? If yes, what are you doing? This was an open-ended question. The most common responses were: • Providing students with frequent breaks during remote/online learning • Informing students that there was no requirement for the computer camera to be on • 85/110 (77%) of the teachers have not made any changes in their teaching in relation to “screen time”; 60 of 85 noted that they did not think about taking action to reduce computer strain, but now will. Online Resources for CTE Teachers International Technology and Engineering Educators Association: Safety resources and tests. 3D Printer, Band Saw, Belt/Disc Sander, CNC Machines, Drill Press, General Lab Safety, Hand and Portable Power Tools, Jointer, Laser Engraver/Cutter, Lasers, Power Miter Box, Planer, Robotics, Scroll Saw, Table Saw, and Wood Lathe. Safety Precautions in STEM Learning During Covid (podcast) f t -Based Articles Ellis, J. D., & Henroid, D. H., Jr. (2005). A study in Iowa. Teaching food safety in secondary FCS classes. Journal of Family and Consumer Sciences , 97 (2), 45–50. Frazier, W. M., & Sterling, D. R. (2005). What should my science classroom rules be and how can I get my students to follow them? Clearing House , 79 (1), 31–35. https://doi.org/10.3200/TCHS.79.1.31-35 Grambril, S. (2016). School farm safety: Avoiding or being the headlines. Agricultural Education Magazine , 88 (5), 20–23. Haynie, W. J. (2009a). Safety and liability in the new technology laboratory. Technology Teacher , 69 (3), 31–36. Haynie, W. J. (2009b). Safety and liability in the new technology laboratory. Technology Teacher , 69 (3), 31–36. Lazarinis, F. (2010). Online risks obstructing safe Internet access for students. The Electronic Library , 28 (1), 157–170. https://doi.org/10.1108/02640471011023441 Love, T. S. (2013). Addressing safety and liability in STEM education: A review of important legal issues and case law. Journal of Technology Studies , 39 (1), 28–41. https://doi.org/10.21061/jots.v39i1.a.3 Lynch, R. A., Steen, M. D., Pritchard, T. J., Buzzell, P. R., & Pintauro, S. J. (2008). Delivering food safety education to middle school students using a web-based, interactive, multimedia,

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