Curriculum Development
Scholl (2001) points to case studies illustrating how the use of technologies and the Internet improve curriculum design and development. These tools make it easier to distribute materials quickly to a large number of evaluators and increases the currency of resources used. Curriculum materials are produced in 75-80% less time because of the ability of reviewers to locate and review materials more quickly, the reduction of time spent distributing and awaiting return of materials and the ability to reduce reviewer confusion for multiple document changes. Further, technology allows drafts of materials to be reviewed by a wider audience; the review of first drafts allows issue resolution in the early stages of curriculum development. Despite the positive findings for technology and curriculum design and development, some reviewers still insisted on printing documents and mailing them back. Still, people will adjust and clearly paper-based development processes will be obsolete in the not too distant future.
Integrating of technology into the curriculum will be a challenge. To move my district's curriculum to incorporate technology, the first step is to determine how technology can support the learning goals. Teachers will need professional development to integrate curricula with technology. Strudler (1994, cited in Professional development overview) suggested the need for a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Teachers who engage in collaborative planning and sharing of instructional strategies with other teachers most frequently demonstrate effective use of computers in the classroom (Becker & Riel, 2000, cited in professional development overview). Still teachers must have the flexibility to develop and implement their own personalizes plans to increase chances of success (Cradler, 2002a, cited in professional development overview).
Bibliography
Professional development overview. San Diego Unified School District. Retrieved at http://www.edtech.sandi.net/index.php?option=com_content&task=view&id=98&Itemid=312&limit=1&limitstart=0
Scholl, J.F. (2001, March/April) Using technology to improve curriculum development. The Technology Sourc.e Retrieved at http://ts.mivu.org/default.asp?show=article&id=1034
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
All foundations are important, but social forces are becoming increasingly influential as planners struggle to design and develop curriculum that meet the diverse multicultural needs of students. 7. What is the difference between curriculum development and design? Curriculum design defines learning objectives, what learning and teaching strategies should be adopted; and what evaluation strategies will ensure that the desired aims and learning outcomes are achieved. Curriculum development uses information from the
The principal informally assessed the value of this project by looking at lesson plans and teacher collaboration and performing unscheduled walk-throughs as well as monitoring theme test scores. Because of the positive results and teacher enthusiasm, the principal agreed to include curriculum participation in our school plan for the following year. Substitutes will be paid from our Title 1 money so that each grade-level team can be released for curriculum
Curriculum Development and Implementation Curriculum Development When developing curriculum for a particular course, which comes first: the determination of learning objectives or the identification of necessary content? According to Grant Wiggins and Jay McTighe (2005) the process of backward design begins with the end in mind. One starts with the end, the desired results, or learning objectives, and then designs the curriculum for the evidence of learning as measured against the goals and
While the curriculum may be changing, it should not forget that developing insight into concepts, not just learning facts is important. According to Amy McAninch (2010) of Early Childhood Research and Practice, curriculums must reflect the principles of educational theorist Thomas Dewey and teach students how to learn. For example, when teaching geography, instead of learning facts about China and Australia, students should learn about what categories make up
Curriculum Development and Classroom Management Classroom Management and Curriculum Development Discipline, punishment, behavior, and class arrangement are considered basic elements of classroom management in the present society. Despite the fact that these elements have pivotal role in describing classroom management, they are not absolute. Effective interactive skills of the teachers with students augment the concept of classroom management. Research reveals that as compare to curriculum assessment, staff cordiality, and community participation in
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