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...
... middle of paper ...
...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
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
Winn, William. Toward a rationale and theoretical basis for educational technology. ETR&D: Vol. 37 (pp. 35-46).
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
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.
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
Antifaiff, G (2000) Integration of Technology into the Curriculum, University of Saskatchewan, Retrieved form web April 25, 2004
Often time’s curriculum is thought of as a set of rules and standards given to teachers to follow. However, more goes into a curriculum than just what meets perceived. Teachers are not just the vehicles from which a curriculum flows but in a sense, they embody it. There are four main different avenues in which curriculum is constructed. It’s constructed through government agencies, publishers, school systems, and teachers. It can be defined as “content, a set of specific educational plans, a changing series of planned learning experiences, or as everything that learners experience in school” (Van Brummelen, 20). A curriculum is strongly built behind a worldview. “A worldview is a comprehensive framework of basic convictions about life. Worldviews
For this reason, further advancement and integration of technology in every aspect of life is undoubtedly a critical element of the future of our society. Technologies that we; in the year 2014, cannot possibly imagine or comprehend, will be at the forefront of the next generation’s life; changing the way that they think, act, learn, and even feel. It is highly important that we take this inevitability into consideration when educating the children of today that will become the adults of tomorrow. As the world changes and job markets change, it is critical that we; as educators, teach children how to use the tools of today so that they might be better equipped to adapt to tomorrow’s technologies. Working with the technologies that have already been developed, educators are able to teach in new ways, with new tools, and students are able to begin working with computers and other devices from a young age and gain a high quality education that puts the student at the center of the learning process. Technology is now a fundamental facilitator in the learning process, and an important commodity in the field of education; enhancing learning in many ways f...
In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.
Interpreting a large body of work on technological literacy from a variety of fields, Gagel (1997) suggested common elements of an enduring, inherent technological literacy that can last through the fast, continuous changes in technology. This type of technological literacy would include knowledge about the details of individual technologies and about the process of technology development. It would also include a holistic understanding of the historical and cultural context of technology and adaptability based on initiative and resourceful thinking.
Technology affects every aspect of our lives. From romance to business, it has shown its presence everywhere. But technology has had a huge impact on education that cannot be denied, and has done nothing but improve the quality and quantity of education.
Zhao, Y. and Frank, K. A. 2003, “Factors Affecting Technology Uses in Schools: An Ecological Perspective”, American Educational Research Journal, vol. 40, no. 4, pp. 807-840, viewed 15 Jan 2014, retrieved from Sage Online Article.
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.
Judson, E. (2010). Improving technology literacy: does it open doors to traditional content? Educational Technology Research & Development, 58(3), 271-284. Doi: 10.1007/s11423-009-9135-8