Enhancing Career Exploration and Preparation with Virtual Reality Technology

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January 30, 2025​

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Dear Mr. Castro,  

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Our 8th-grade students face a significant decision to determine which pathway to begin their freshman year of high school. Usually, during our CCR classes, students are given a sheet of paper with high school courses and an overview of the several pathways they can choose from, with little to no details about each path. This method provides limited exposure to students and lacks the depth required for students to understand what they are committing to for the next four years. Parents have expressed concerns about asking a thirteen-year-old to make a decision that could affect their future. I propose the implementation of Virtual Reality (VR) technologies to enhance career exploration and preparation for our 8th-grade students. VR provides students with realistically immersive simulations of different fields. By purchasing VR headsets, we give students firsthand experiences to make better decisions about life beyond graduation. 

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Today, technology is changing rapidly. Artificial intelligence (AI) and Virtual Reality (VR) are becoming more prominent in our society. In 1968, Ivan Sutherland and Bob Sproull created the first VR headset-mounted display connected to a computer. In 2010, Palmer Luckey designed the first prototype of the Oculus Rift headset. By 2016, consumers could purchase the Oculus Rift for personal use. Technology in education is far behind the real world, but incorporating VR headsets into CTE courses will allow students to visualize a more realistic view of different careers. Using VR will allow students to experience potential careers in a controlled environment. It will also allow students the opportunity to enhance critical thinking, problem-solving, and decision-making abilities.

 

Students will also gain valuable insights by discovering personal interests and aptitudes by interacting with virtual scenarios. When I was thirteen, I had no idea what opportunities were out there for me. I knew the essential careers: lawyer, doctor, and teacher, but I did not realize the depth of each job. By allowing students the opportunity to explore these options, it will reduce the uncertainty of what is to come. They will gain a deeper understanding of career requirements and expectations, allowing them to create goals and budget for what's to come. There are also limited real-world application opportunities in the school setting, enabling students to see what is needed for each career set. The classroom lacks real-world opportunities for students to fully grasp the reality of which career they would like to go into. Galena Park’s motto is Excellence in All, For All, By All, yet we have not fully achieved this with technology.

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When we look at how to implement this in our district, I have devised several steps. First, I would love to meet with you to discuss your hesitations and have a company come by to demonstrate the VR technology and its educational components. This will allow us to explore what products and features will suit the specific needs of our demographic. Considering the cost, we must explore options such as district funding, grants, or potential partnerships with local businesses. Furthermore, we will be more likely to obtain teacher buy-in by conducting workshops and presentations to educate teachers on the benefits of VR technology. We know teachers appreciate anything that helps simplify their workload but also provides engaging professional development; what better way than to showcase it at the district PD hosted every November? Once implemented, we can establish a system for ongoing support to ensure the successful and sustainable use of VR technology throughout the district.

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So, you might be wondering, what are the benefits of having VR beyond "fun"? By exposing students to VR in the classroom will minimize transportation costs and time associated with field trips to career centers, allow students to experience all aspects of a career in a controlled environment (e.g., medical procedures, construction site safety), empower students to make more informed career choices, and prepare students for success either in post-secondary or the workforce by developing essential 21st-century skills.

 

Finally, the district needs a few things. The first will be necessary funding for purchasing VR headsets (e.g., 8 or 30 headsets per classroom), software licenses, and ongoing maintenance. We need a quote from a reputable VR vendor, such as Class VR or Transfrinc, for the necessary hardware and software. As stated previously, we could look into grants, partnerships, and donations from local vendors to offset costs. We'd also need to provide staff with comprehensive training on the effectiveness of VR technology, including in-person and virtual training options and ongoing technical support.

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The integration of VR technology in the classroom has the potential to significantly enhance the career exploration and preparation of our 8th-grade students. I look forward to discussing this proposal further to make this vision a reality.

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Sincerely,
 

Angela Speck
Digital Art & Animation
Video Game Design
North Shore Middle
832.386.2718