The methods by which technology is utilized in the learning and instructional processes, and in many instances the lack thereof, creates a hidden curriculum that can define the value that is associated with such technologies (DiBello 2005). This will also influence the expectations of success that students have in the use of these technologies over the course of their lifetimes (DiBello 2005).
Personal Experience
In the course of my own teaching experiences I have unwittingly transferred certain conclusions and worldviews of my own to students in a manner that was entirely unintended. While I do not believe that these perspectives and modes of classifying information were especially if at all harmful to my students -- they were not borne of any significant prejudice or other form of socially frowned upon narrow-mindedness -- they certainly limited the degree to which students were left truly free to explore information and knowledge acquisition on their own terms. Though learning the explicit knowledge items and principles that were a part of the intensive curriculum was not directly hampered by the unintended transfer of the hidden curriculum of my own worldviews, students were less liable and less able to freely associate facts and ideas and so develop their own lines of thinking.
One instance in particular stands out in this regard. During a lesson on different types of trees a student of mine began to question the relation of a specific variety of tree to other species and elements of the natural world as this was beyond the scope of the lesson plan as it had been devised I essentially deflected these questions in order to proceed with the planned learning. It was only after the conclusion of the lesson that I realized my deflection had not only missed an opportunity for additional learning of obvious interest to at least one student, but that it had also implied a certain separation and isolation of natural elements, creating an understanding of the world that did not fully admit of the interconnectivity present therein.
In light of this experience and my current knowledge of...
This speaks directly to my teaching philosophy a large part of which is built on the desire to create a lifelong love of learning in my students -- a more open and less indoctrinated approach to learning will certainly serve the majority of students better in this regard. While it is impossible to fully eliminate hidden curricula, and it would not even be necessarily advisable to do so, adjusting teaching principles and practices in order to diminish the inhibitions and limitations of a hidden curriculum is certainly preferable to the rote indoctrination that might otherwise occur.
Conclusion
"Hidden curriculum" is a phrase specific to the classroom and educational setting that simply denotes the standard transmission of underlying values, beliefs, and assumptions that take place in any social interaction. As standard instruction in public schools represents a major factor in the development of most individuals, however, understanding and consciously controlling the hidden curriculum is of utmost importance. Through such control, students can learn to learn for themselves, to become better citizens, and to uphold the values of their society, rather than becoming indoctrinated in an un-purposeful and unconscious manner.
References
Bender, W. (2008). Differentiating instruction for students with learning disabilities. Thousand Oaks, CA: Corwin Press.
DiBello, L. (2005). "Are We Addressing the Digital Divide? Issues, Access, and Real Commitment." Childhood Education, 81(4), 239-241. Retrieved October 18, 2010, from Career and Technical Education. (Document ID: 830047881).
Myles, B.; Trautman, M. & Schelvan, R. (2004). The hidden curriculum. Shawnee Mission, KS: AAPC.
Wiles, J. & Bondi, J. (2002). Curriculum development: A guide to practice, Sixth edition. New York: Prentice Hall.
