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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
The National Curriculum is split up into stages, these stages are determined by age groups, key stage 1 ranges from ages 5-7 which is the year group 1 and 2, then there is key stage 2 which ranges in ages 7-11 this is year groups 3-6. Key stages 3 and 4 are secondary stages, so at key stage 3 the pupils are 11-14. At the final stage of the pupils development through the National Curriculum, key stage 5 they are 14-16, at this stage they get more choice in which areas of the curriculum they want to continue in. However some subjects which are part of the National Curriculum such as, english, maths and science are compulsory. At each stage expectations are set as to pupils performance levels. Targets are laid out for programmes of study for pupils. The national curriculum helps the school create a working relationship, not only with the pupils but also with the parents. The curriculum is a way to create many more opportunities for all levels of achievement. It can help with building on certain strengths in a pupils ability. When we consider the different structures to which the curriculum can take on we must look at the way in which the information set out through the curriculum is put across to the pupils through content and organization. David Scott a Professor of Educational Leadership and Learning at the University of Lincoln?s International Institute for Educational Leadership. He is an expert in curriculum studies, David Scott identifies and depicts six curriculum ideologies. These are Foundationalism, Conventionalism, Instrumentalism, Technical Rationality, Critical Pedagogy and Post-modernism.
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...
Winn, William. Toward a rationale and theoretical basis for educational technology. ETR&D: Vol. 37 (pp. 35-46).
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/
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
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...
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...
Courville, K. (2011). Technology and its use in Education: Present Roles and Future Prospects. Presented at the 2011 Recovery School District Technology Summit. Baton Rouge, LA.
Technology enables student to do individualized work on those four key skills and do things faster and better. New curriculum does not focus on technology but to use technology to help our students’ becoming better at Effective Thinking, Effective Action, Effective Relationships and Effective Accomplishment.
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
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
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.