TranslateWhat’s happening in Rainbow Schools?
Algonquin teacher receives provincial recognition for technology education
Darren Foy’s technology focus this year involves building and racing pneumatic dragsters. Over the past three days, he has also worked with Grade 7 students to build deck chairs. Proudly displaying the results of both projects are, back row, from left, Damon Maltais, Aagna Patel, Julie Juhas, and teacher Darren Foy and, front row, Jessica Juhas of Algonquin Road Public School.
A teacher from Algonquin Road Public School in Sudbury has earned provincial recognition for his innovative delivery of technology education. Darren Foy received the Excellence in Teaching Award at the Elementary Level from the Ontario Council of Technological Education (OCTE).
The award is presented to an elementary teacher who demonstrates an outstanding commitment to presenting the technology component of the science and technology curriculum, and is dedicated to the promotion of science and technology education, professional development and life-long learning.
“Darren Foy has developed creative and engaging activities, which integrate technology and all of its applications into the curriculum in his Grade 7 and 8 classes,” said Norm Blaseg, Director of Education for Rainbow District School Board. “Over the years, he has shared his expertise with colleagues for the benefit of all students. We congratulate Darren Foy on receiving this well-deserved recognition from his peers across Ontario.”
Darren Foy’s technology focus this year involves building and racing pneumatic dragsters. He is leading Rainbow District School Board’s first pneumatic dragster races being held in the Algonquin Road Public School gym on Thursday, June 20, 2013 beginning at 9:30 am. Teams of competitors from three schools, ranging from Grade 6 to Grade 8, will participate in the inaugural event.
Dragster projects engage students in science and technology, mathematics, and visual arts in a fun and creative way. “The elementary science and technology curriculum has expectations that specifically support the delivery of technology education programming,” says Foy. “The projects are based on these expectations, and, as appropriate, evolve to incorporate other areas of the curriculum.”
The Grade 7 science unit addresses form and function. The Grade 8 science units address systems in action and fluids (pneumatics). “In both Grade 7 and 8 mathematics, dragster measurements and race data provide a rich source of learning on data management and probability,” says Foy. “We even had our Grade 3 students get in on the action by voting for dragsters they thought would win the races. Their votes were converted to percentages and used to create pie charts.”
In the area of visual arts, students use a variety of tools and materials to shape their dragsters into 3-D designs suitable for racing. “The final finishes on the dragsters are quite impressive,” he says.
As a member of the Ontario Council of Technological Education Elementary Committee since 2010, Darren Foy has proven to be an energetic and resourceful educator. “This teacher’s tireless efforts and commitment to elementary technology education have enabled us to increase our provincial presence and influence,” said Cheryl Lovel, Vice-Chair of the Ontario Council of Technological Education Elementary Committee.
She added: “He has presented numerous workshops at OCTE conferences, which feature the practical, hands-on, classroom-friendly activities and materials that elementary teachers are craving in order to run effective science and technology programs. He readily makes himself available to individuals and groups that have contacted him for assistance. His exceptional expertise with technology education, in particular, enables him to provide keen insights and support.”
Darren Foy says the technology projects that he presents in his classroom make learning relevant. “I provide a safe, supportive environment for students to explore, solve problems, learn and achieve. Having a practical hands-on knowledge of a topic greatly improves a student’s ability to understand theoretical knowledge. There are students who learn best by doing.”
He adds: “There is also a growing demand for skilled trades people. Students who discover a passion for hands-on learning at the elementary level are more likely to choose pathways in high school that involve technological studies. By making informed choices about course selections, students can begin a satisfying career in the trades at a young age.”
-30-
Media Contact:
Nicole Charette, Senior Advisor,
Corporate Communications and Strategic Planning,
Rainbow District School Board, 705-674-3171, ext. 7217.