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Globalization and technological in k-12 education
Globalization and education technology
Globalization and technological in k-12 education
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Introduction
Curriculum directs the lesson of every teacher and helps us have a structured and systematic instruction. Curriculum is often referred to as reference material which tell us exactly what to do, when to do it and in what sequence. According to Ronald C. Doll ,1996 (as cited in Curriculum Overview), school curriculum is the process by which learners and students acquire knowledge and understanding, develop skills and change attitudes, appreciation and values under the guidance of that school.
The purpose of this paper is to make a comparative study between USA and New Zealand curriculum theory in relation to the development of their technology curricula. “The country’s level of technological development plays a significant role in shaping the meaning given by that nation to technology”. (Booth, 1989)
In the first part of this paper I will look into the impact of the three curriculum perspective such as: intellectual process, personal process and social reconstruction into technology curricula. In the second half I will present a comparison of curriculum development through history, definition of technology, rationale and content, goals and assessments.
Curriculum Theory
Curriculum theory according to Pinar (1976) is the “interdisciplinary study of educational experience”. One of his more elaborate definitions of curriculum theory is “a distinctive field with a unique history, a complex present and uncertain future”. The country historical condition influenced and shaped the curriculum theory in relation to the development of technology curricula.
Technology curriculum with intellectual process framework requires mental skills which is not directly observable. A curriculum that is focus on intellectual p...
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...Ministry of Education (2007) The New New Zealand Curriculum p 32
New Zealand Education Gazette: Secondary Focus Retrieved 4/4/2011 from http://www.edgazette.govt.nz/
Petrina, S. (1992, Spring) Curriculum change education in technology education: A theoretical perspective on personal relevance curriculum designs. Journal of Technology Education, 3(2), pp37-47. ISSN1045-1064
Rasinen, A., (2003) An Analysis of the Technology Education Curriculum of Six Countries Retrieved 2011 from http://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/rasinen.pdf
Reid, M. S., (1989) Towards Effective Technology Education in New Zealand Retrieved 2011 from http://scholar.lib.vt.edu/ejournals/JTE/v11n2/pdf/reid.pdf
Zuga, K. (1992, Spring) Social reconstruction curriculum and technology education. Journal of Technology Education, 3(2), pp48-58. ISSN1045-1064
In this text, the author explores the role that technology currently plays in schools and in education in general, as well as future consequences that will occur depending on whether society continues to insist on a type of education that is relatively lacking in technology or decides to embrace the options available whole-heartedly. There are both gains...
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
Sitwe, M. B. (2010, October 29). Mkandawire Benson Sitwe (2010). How theories of learning influence curriculum specialists during the development Stages of the curriculum | sitwe. sitwe. Retrieved November 19, 2013, from http://sitwe.wordpress.com/2010/10/29/mkandawire-benson-sitwe-2010-how-theories-of-learning-influence-curriculum-specialists-during-the-development-stages-of-the-curriculum/
Winn, William. Toward a rationale and theoretical basis for educational technology. ETR&D: Vol. 37 (pp. 35-46).
Whitehead, A.N. (2009). The Industrial Revolution and the Role of Science and Technology in the Development of Technical Education. Available: http://technicaleducationmatters.org/page/14/. Last accessed 2th Jan 2014.
The curriculum focused on skills and objectives from several sources. The first are the Technology Applications Texas Essential Knowledge and Skills (TEKS) for middle school (Texas Education Agency, 2009). Secondly, the curriculum integrates concepts from the Framework for 21st Century Skills (Partnership for 21st Century Skills, 2004). Also included are learner objectives from the National Educational Technology Standards by the International Society for Technology Education (2007). Finally, the TEKS for middle school social studies (1998) have been integrated into the sample unit of study.
Hoepfl, M.C. (1997, Fall). Choosing qualitative research: A primer for technology education researchers. Journal of Technology, 9, 12-39.
Antifaiff, G (2000) Integration of Technology into the Curriculum, University of Saskatchewan, Retrieved form web April 25, 2004
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
A curriculum is a compilation of study materials that are used at all grade levels, classroom and homework assignments and a set of teacher guides. It could also include a list of prescribed methodology and guidelines of teaching and some material for the parents etc. It is generally determined by an external governing body. However, there are some cases where it may be developed by the schools and teachers themselves.
Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
De Ferranti, D., Gill, I., Guasch, J.L., Maloney, W.F., Perry, G.E., Sanchez-Paramo, C., & Schady, N. (2003). Closing the Gap in Education and Technology. Washington, DC. The World Bank.
I myself was guilty of the common misconception of what technology refers to. I too, believed that technology only refers to devices with a plug. It wasn’t till recently after class and after reading Chapter 2 in STEM Lesson Essentials that I realized that technology expresses a profound multitude of products, processes and systems. While the students evolve and become STEM literate they need to be able to comprehend and determine technologies and their use in the world, and then reach out and fix or find away to make it even better then it already is. The addition of the T and E can make the traditional S and M come alive for our students. (Vaques, Sneider and Comer page
Educators refer curriculum as an organized framework, which consists details of what children are going to learn, how and when teaching and learning occurs. The terms curriculum and syllabus are widely used and mean different things to British and American writers. As a result of this difference, people are often led to getting them confused as having the same meaning. The meanings of these terms are simple once they are explained clearly, the term “curriculum” refers to the total content that is aimed to be taught within the school or educational system. The term “syllabus” on the other hand, refers to the content of an individual course.
Technology in a 21st century educational environment is a factor behind globalisation, knowledge, work and entrepreneurship. It is vital that today’s students are critical thinkers, problem-solvers, innovators, effective communicators and collaborators as well as being self-directed learners”. (NSW Education and