...TECHNOLOGY IN CURRICULUM DEVELOPMENT Introduction Technology can no longer be ignored at this point in time of our lives. Truly, technology is and has been incorporated into and has shaped our society. Technology affects numerous components and institutions of the society including education. Thereby, adult education is neither exempt nor immune to its effects. Integration and inclusion of technology to adult education facilitates learning within the adult learners rather than hindering it (Wang, 2011). However, inclusion and integration of technology into adult education has faced several challenges from the people involved in it to the institution that comprise such a sector of education. Most of the write-ups and research have been focused on the teacher who needs to have and/or be equipped with knowledge in technology as well as the acceptance and readiness of the adult students towards technology integration as well as on the digital division that technology might do to the society (Johnson, 2011; Langille, 2004; Kok, 2006). However, all of such challenges have been answered already or continuously answered wherein most scholars agreed that technology does have more beneficial effects than bad ones. Seldom focused on the curriculum development of the adult education wherein it is one of the vital factors to which the teachers and adult students have and are basing their pedagogies and learning. Curriculum comes from a Latin word currere which means to run but more...
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...Introduction Teachers and administrators collaborate and develop an appropriate, articulated and aligned curriculum that ensures optimal student results. Assessment data from multiple sources are analyzed by teachers and administrators when making curricular and instructional decisions. In their planning, teachers purposefully select from a variety of teaching techniques and tools to help students improve, and they differentiate curriculum and instruction to address all students' learning needs. Definition of term 1. Curriculum "a plan for a sustained process of teaching and learning" (David Pratt, 1997, p. 5) 2. Lesson: “a coherent unit of teaching and learning, generally designed to be completed in one class session 3. Lesson plan: “a plan for a coherent unit of teaching and learning, generally designed to be completed in one class session”. 4. Instruction “the execution of the curriculum, actually teaching it. Instruction doesn't always follow curriculum. It is often planned”. THE STEPS OF CURRICULUM DEVELOPMENT Four steps to Curriculum: "The Tyler Rationale" 1. What educational purposes should the school seek to attaint? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can they be organized? 4. How can we determine whether these purposes are being attained? 1. What educational purposes should the school seek to attain? What Aims, Goals, and Objectives should be sought? To WIT (2000), Educational...
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...CURRICULUM DEVELOPMENT MODELS THAT TRADITIONALLY INFLUENCE NURSING EDUCATION In the past, curriculum development in nursing has been influenced by various classical curriculum development models that reflect different curriculum development paradigms. These models contributed towards progress in nursing education. Linear, prescriptivepre·scrip·tive adj. 1. Sanctioned or authorized by long-standing custom or usage. 2. Making or giving injunctions, directions, laws, or rules. 3. Law Acquired by or based on uninterrupted possession. ..... Click the link for more information. curriculum development models Linear, prescriptive curriculum development models are normative nor·ma·tive adj. Of, relating to, or prescribing a norm or standard: normative grammar. nor models because they provide a sequence of steps that writers say, should be used in any curriculum development initiative (Lovat & Smith, 1995:106). Tyler's curriculum development model is an example of linear, prescriptive curriculum development models. This model represents a technical, objectives driven approach whereby educators specify the desired product of an educational programme and use this as a point of departure for curriculum development (Lovat & Smith, 1995:107). Tyler's model states the involvement of three curriculum components in curriculum development, namely goals, content and evaluation, as well as curriculum design. According to according to prep. 1. As stated...
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...Structure & Development of the New South Wales (NSW) Primary Curriculum The New South Wales Primary Curriculum provides the framework for the outcomes based education currently in use in all Public schools in New South Wales. This essay will present a brief overview of the structure, definition, goals, influences, processes and show how it meets the needs of current and future learners. Drawing from various sources, an examination of the curriculums content and foundation, will provide a snapshot of where the educational direction is headed. Curriculum Structure and Development In 2004 the Board of Studies NSW developed the consultation paper, Defining Mandatory Outcomes in the K–6 Curriculum, which also involved surveys, submissions and state-wide consultation meetings with teachers across NSW. This process helped to bring about the current NSW Primary Curriculum Foundations Statements. Collaborating with teachers and educational professionals the statements developed by the board of studies NSW give clear direction of what must be taught through each of the stages of learning in the K-6 curriculum (The Board of Studies NSW, 2007). The NSW Primary Curriculum is structured into six key learning areas (KLA’s), English; Mathematics; Science and Technology; Human Society and its Environment; Creative Arts; and Personal Development, Health and Physical Education (PDHPE). The KLA’s, along with the syllabus, remain at the core of planning and programming, and are broken...
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...AED 200 Week 7 CheckPoint Key Players in Curriculum Development Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/aed-200-week-7-checkpoint-key-players-curriculum-development/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) AED 200 Week 7 CheckPoint Key Players in Curriculum Development CheckPoint: Key Players in Curriculum Development Resource: Appendix C Use Appendix C to identify key players in curriculum development and management. Describe the role each member plays and the influence they have on the curriculum. Post your completed Appendix C as an attachment. AED 200 Week 7 CheckPoint Key Players in Curriculum Development Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/aed-200-week-7-checkpoint-key-players-curriculum-development/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) AED 200 Week 7 CheckPoint Key Players in Curriculum Development CheckPoint: Key Players in Curriculum Development Resource: Appendix C Use Appendix C to identify key players in curriculum development and management. Describe the role each member plays and...
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...CURRICULUM DEVELOPMENT AS A POLITICAL AND TECHNICAL ACTIVITY BY ALFRED FAYOSE Introduction In the views of Marsh and Willis (2007) curriculum development is “a collective and intentional process or activity directed at beneficial curriculum change”. Curriculum development involves making basic decisions as to who will partake in the curriculum decision-making process and how it will proceed (Adentwi and Sarfo, 2009). The decisions made, however, are both political and technical depending on the individual stages. The stages of the curriculum development process include planning, designing, implementation and evaluation. Curriculum development as a political activity Curriculum development can be considered as partly political because the planning stage of the curriculum development process is said to be a lay political activity. Curriculum planning, especially at the national level is considered to be a political activity due to the reasons below. First and foremost, curriculum planning is designed to ensure adequate representation of the opinions of all the major stakeholders in education. In curriculum planning, the emphasis is on the interest of the people who matter most in education. For instance, teachers, students, parents and religious bodies among others who are stakeholders are represented at the planning stage not because of their competence or technical know-how but because of their interest. Furthermore, the government of the day seeks to promote its economic and...
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...CURRICULUM DEVELOPMENT:DYNAMIC PROCESS Curriculum development is not an exact science. In most cases, it is a dynamic process that involves many people, often with different priorities, vested interest and needs. Priorities of politicians and parents can be very different, as can the priorities of teachers and employers. But it can be argued that each of these groups has a legitimate interest in what is included in the curriculum, and most significantly, in its outputs. Curriculum has been a rich source of research and theory for many decades. While the debate has been complex and robust; it has resulted, at least in English-speaking countries in two prominent models of curriculum development being proposed; 1. objectives – sequential, rational or behavioral model 2. interactive or dynamic OBJECTIVE MODEL Conceptualizes the curriculum development as a sequential series of stages 1. stating objectives 2. selecting learning experiences or subject 3. organizing learning experiences or subject 4. evaluating – whether objectives have been met INTERACTIVE MODEL Conceptualizes curriculum development as a less predictable process which can begin with any element or stage. Is continuing process of interaction, refinement, and review. THE CURRICULUM RESOURCE PACK DEVELOPMENT PROJECT Acknowledge the legitimacy of both curriculum development models. It advocates a thoughtful analysis of the context and a consideration of the needs and interest of all stakeholders...
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... A. Tudy Dean of Graduate School Acting Director, Center for Social Development Research Cor Jesu College Philippines CURRICULUM DEVELOPMENT UNDERSTANDING CURRICULUM DEVELOPMENT Every institution has a primary task of preparing students to reach their highest potential. Essentially, the issue could be addressed through its curriculum. Curriculum is defined as everything learners experienced at school. Bandi & Wales (2005) defined it as a race to be run, a series of obstacles or hurdles (subjects) to be passed . It has been viewed also as the totality of experiences that a public receives through the manifold activities that learners experience in the school, workshop, playground, library, laboratory and in the informal contacts between teachers and pupils aside from the academic subjects traditionally taught in the school. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students. A curriculum is the instructional programme for the pupils to achieve their goals. As people go with the trends in this era of technological advancements, curriculum goes with it as well. Curriculum development has been one of the focal points in every institution to promote quality and competitive education. Almost all countries already have an established curriculum to meet the global standards and possibly prepare the students to be globally...
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...DepEd issues Implementing rules of Kindergarten Act MANILA, Philippines - To ensure that the unique needs of diverse learners will be addressed; the Kindergarten Education General Curriculum will cater to the needs of pupils with special needs and disabilities and create a catch-up program for children under difficult circumstances. Kindergarten education was institutionalized as part of basic education and was implemented partially in school year 2011-2012. It was made mandatory and compulsory for entrance to Grade 1. The general kindergarten program is the 10-month program provided to children who are at least five years old in elementary schools using thematic and integrative curriculum to ensure the development of foundation skills among children to prepare them for Grade 1. Republic Act (RA) 10157, otherwise known as “The Kindergarten Education Act,” provides that the curriculum is designed to cater to the needs of the learners with special needs or children who are gifted, those with disabilities, and other diverse learners by adopting services in addition to the standards provided, such as Head start Program for the Gifted, Early Intervention Program for Children with Disabilities, Early Intervention Program for Children with Disabilities, Kindergarten Madrasah Program (KMP), Indigenous People (IP) Education, and Catch-Up Program for Children under Especially Difficult Circumstances. The Head start Program for the Gifted is a comprehensive program for the gifted and...
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...Curriculum Development Curriculum development is an evolving process. Societal expectations, new technologies and growing understanding of the learning process all drive the educational community to adapt and develop new strategies for developing and presenting needed curriculum. Curriculum can be defined in many ways. At its most fundamental roots, curriculum is a roadmap of planned ideas that are aimed at assisting the learner to acquire knowledge. In a more constructive sense, curriculum is an educational plan to assist in the delivery of information related to specific subject areas which meet specified learning goals (Dowd & Battles, 1996). When developing curriculum, it is important to recognize the issues and trends that affect the desired outcome of the educational process. In order to understand the changes that are occurring within curriculum development, it is important to recognize the fundamental principles utilized in the curriculum development process. There are many different models available for curriculum development. However, these models include the same fundamental principles develop an effective curriculum. The first step to developing a productive educational product is to identify the problem or need that the curriculum will address ("Six-Step Approach To Curriculum Development", n.d.). The second step is to know the target audience and understand the needs of the learners ("Six-Step Approach To Curriculum Development", n.d.). This will allow...
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...isang proseso ng pagpapabuti ng kurikulum . Inilalapat ang iba't ibang mga diskarte na-ginagamit sa pagbuo ng curricula. Mga karaniwang ginagamit na diskarte ay binubuo ng pagtatasa (ibig sabihin kailangan pagtatasa, pagtatasa ng gawain), disenyo (ibig sabihin layunin disenyo), pagpili (yan ay pinili ng naaangkop na mga paraan sa pag-aaral / pagtuturo, pinili ng naaangkop na pamamaraan ng pagtasa) ng bituin (ibig sabihin ng bituin ng kurikulum pagpapatupad komite, kurikulum pagsusuri komite) at pagsusuri (ibig sabihin kurikulum pagsusuri komite). 1. Pagsusuri 2. Disenyo 3. Tugma 4. Bituin 5. Repasuhin Sa pormal na edukasyon , ang isang kurikulum ( / k ə r ɪ k jʉ l əm / ; pangmaramihang: curricula / k ə r ɪ k jʉ l ə / o curriculums ) ay ang binalak pakikipag-ugnayan ng mag-aaral sa pagtuturo ng nilalaman, mga materyales, mga mapagkukunan, at mga proseso para sa pagsusuri ng attainment ng pang-edukasyon mga layunin. Iba pang mga kahulugan pagsamahin ang iba't ibang mga elemento upang ilarawan ang kurikulum tulad ng sumusunod: Ang lahat ng mga pag-aaral na kung saan ay binalak at magabayan ng mga paaralan, kung ito ay isinasagawa sa sa grupo o isa-isa, sa loob o sa labas ng paaralan.(Juan Kerr) Guhit-balangkas ng mga kakayahan, pagtatanghal, saloobin, at mga halaga ng mga mag-aaral ay inaasahan na matutunan mula sa pag-aaral. Kabilang dito ang mga pahayag ng ninanais na mag-aaral kinalabasan, mga paglalarawan ng mga materyales, at ang binalak pagkakasunud-sunod na...
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...Policies For Curriculum Development Ashanti C. Chambers Grand Canyon University 10/30/2013 Policies For Curriculum Development Instructional practices and there implementation are crucial to the success or failure of students. In order to achieve high-level learners based on a standardized curriculum, instructional practices must be examine and analyzed to ensure that all student’s needs are met. There are proven instructional practices that have led to higher level learning and student success that are engaging and allow students to be responsible for their own learning. By aligning these practices with a standard based curriculum, students can be successful at applying their learning to real world problem solving while passing the curriculum-based assessments to determine student growth. Marzano’s High Yield Strategies It has been said that teacher are made, not born. Robert J. Marzano used this premise to start his work on creating instructional strategies that can make any teacher an effective instructor. An important study during the late 1960’s indicated that teachers form expectations about their students’ chances for academic success and then interact with students on the basis of those expectations (Marzano, 2010, p. 82). This basically says that teachers often treats students according to what they expect each can do based on their abilities. With these expectations, students will usually start to act in accordance with the expectation that this treatment...
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...AED200 Week 7 Assignment 1 Associate Level Material Appendix E Fill in the table by describing the role and influence each group has on curriculum. Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting, maintaining, or evaluating the curriculum and in what ways they participate in that process. The first answer is provided as an example. Key Players in Curriculum Development |Key Players |Role and Influence on Curriculum | | | | |Federal Government |The federal government passes federal legislations, such as the No Child Left Behind Act, to which schools must | | |measure up. NCLB mandates can directly influence the curriculum in schools. They mostly influence the selection of | | |curriculum. | |State |The states have assumed two major areas of responsibility for curricula. The first is establishing what students are | | |expected to learn and the second is determining the instructional materials that can be used. They influence the | | |deals with selecting...
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...views of curriculum that we, as mathematics educators, often encounter. (In this essay, "we" refers to the group at TERC that has been working through these ideas while developing the K-5 curriculum, Investigations in Number, Data, and Space.) One is that teachers, especially elementary teachers, are so under-prepared in mathematics that the curriculum must do everything for them. It must tell them exactly what to do, when to do it, and in what order. Once this was called "teacher-proof" curriculum. Now, of course, that term is no longer fashionable, so teacher-proof-ness, when it is espoused at all, is couched in other terms. For example, a textbook representative recently described to me the lessons in their teacher's guide by saying, "And it's all scripted for the teacher, so that they know what questions to ask." This view of curriculum assumes that there is a Right Way to organize and teach the curriculum, and that, if we have a curriculum that embodies this right way, students will learn mathematics well. Another view holds that it is only the teacher who knows her students' learning needs well enough to continually modify the classroom environment in response to those needs. Therefore, the teacher must develop her/his own curriculum. Sometimes this view admits that, because teachers are not yet adequately prepared to teach mathematics, we may need innovative curricula now -- temporarily -- until we have accomplished the job of large-scale teacher development. This is...
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...the BS HRM curriculum as evaluated by the 4th year BS HRM students. There were seventy (70) purposively selected respondents. A descriptive evaluative research design was used in the study. With the essential information needed to answer this study, the researchers employed questionnaires as the instruments in the data gathering procedure. The questionnaires consist of thirty-one (31) statements that evaluated the curriculum of the BS HRM. The researchers used frequency and weighted mean to analyze and accurately interpret the data gathered. The results of this study revealed that the respondents agreed on the positive aspects of the program content of BS HRM. There are also areas of the curriculum that needed to be revised, removed and added to the program. With the results of the study conducted, it is recommended that the Administrator of this program must give more attention on the curriculum in order for the students to be able to acquire the necessary learning for the course, as well as to lessen the subjects that are important. Furthermore, it is recommended for the future researchers to use this study in assessing the employment rate of students who graduated from the BS HRM program and to verify if the objectives stated from the program have been attained 1. Introduction Changing of curriculum for the past years is very usual and common in the academe. From the first curriculum of education which is NELC (New Elementary Curriculum) and NESC...
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