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Classroom technology to help teachers
Essay on 21st century skills
Essay on 21st century skills
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Recommended: Classroom technology to help teachers
Posner (2004, p. 36) discusses the importance of understanding the situational factors that lead to the development of a particular curriculum. This curriculum has been created as a response to the problem of technology skills and resources being typically isolated as a separate curriculum, rather than being integrated into the broader curricular areas. This leads to curricula that are often devoid of 21st century skills needed by students to ensure future success (Partnership for 21st Century Skills, 2004). The goal of the curriculum, therefore, is to focus on specific technology skills that can be readily integrated into other curricular areas without sacrificing critical objectives within those curricula and, in fact, enhancing the relevance and levels of engagement in those areas.
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.
In terms of theoretical perspectives, this curriculum includes elements of behavioral, experiential, and constructivist practices. The curriculum is experiential in that it focuses on skills that are similar and relevant to real-life experiences of students as they use technology in their current and future lives (Posner, 2004, p. 48). Skills and knowledge in...
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...l Society for Technology in Education (2007). National educational technology standards for students. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Partnership for 21st Century Skills (2004). Framework for 21st century learning. Retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
Posner, G.J. (2004). Analyzing the curriculum (3rd ed.). New York: McGraw-Hill.
Texas Education Agency (1998). Texas essential knowledge and skills for social studies: Subchapter B: Middle school. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
Texas Education Agency (2009). Texas essential knowledge and skills for technology applications: Subchapter B: Middle school. Retrieved from http://ritter.tea.state.tx.us/rules/tac/ch126.html#s12612
Education." Midwest Quarterly 44, no. 2 (Winter2003 2003): 211. Academic Search Premier, EBSCOhost (accessed April 11, 2014).
"Texas Essential Knowledge and Skills." Texas Education Agency. Texas Education Agency, 28 Oct. 2013. Web. 04 Feb. 2014.
Domenico, Desirae M., Ph.D, and Karen H. Jones. "ERIC - Education Resources Information Center." Education Resources Information Center. N.p., Fall 2007. Web. 26 Dec. 2013.
Education week, 22(41) p.12. Retrieved September 28, 2003 from EBSCO database (Masterfile) on the World Wide Web: http://www.ebsco.com.
The following is a curriculum audit of six grade social studies at Rockmart Middle School. Also, to recommend changes to the six grade social studies curriculum with a textbook program, this will ensure that Polk School District has a differentiated rigorous curriculum which challenges all students to reach their full potential while in the six grade. Rockmart Social Studies students at the middle school level develop an increased depth of understanding of global society by expanding their learning networks through collaboration with experts and other students from our local and worldwide communities. At the same time, their understanding of the fundamental principles and values of American democracy
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
For General Education Competencies, I demonstrated in my artifact the use of Information technology. Information technology: Learners will demonstrate
I designed and implemented content that aligned with my lesson objectives in the lesson plans I designed for edTPA in EDU 355. The lesson plan I created is one of three lessons I designed to help students in the 1st grade improve their jumping and landing. Each of the objectives in the lesson plan relates to tasks and content of the lesson.
Texas Center for Educational Technology. (1994). Technology helping year-round to rebuild the education puzzle at Driscoll ISD. Retrieved November 6, 2004, from www.tcet.unt.edu/images/i0601.pdf
National Council for the Social Studies (1988). Social Studies for Early Childhood and Elementary School Children: Preparing for the 21st Century. Retrieved February 21, 2014, from http://www.socialstudies.org/positions/elementary.
Not only can adults learn content through technology, they can also learn about technology itself (Merriam ad Brockett 1997) and develop the skills to use it competently. An example of the technology as curriculum approach is the course, "Exploring the Internet." Offered by the Georgia Center for Continuing Education, the 10-hour, noncredit evening course is designed to provide adults with the concepts and skills for using Internet applications such as e-mail and the Web (Cahoon 1998). The benefits of this approach include the opportunity to address each aspect of the technology in a clear, structured manner; little or no distraction from peripheral learning issues or goals beyond those of learning the technology; and efficiency in acquiring a discrete set of technology skills that can be applied in different settings. The major limitation of the approach is the narrow focus on the technology and the skills to use it. When technology skills are acquired in an isolated environment, they may not be easily transferred and applied by the learner in meaningful ways. In addition, if the learner lacks an opportunity for practice, the skills may deteriorate (Ginsburg 1998).
I have used it more this year and my students downloaded the program to their phones.
When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated.
Starr, L. (2011, June 14). Education World. Retrieved 11 2, 2013, from Technology Integration/ Ideas That Work: http://www.educationworld.com/a_tech/tech/tech176.shtml
Mission Statement: As an educator I will provide for students the opportunity to make a positive difference in their lives to help them accomplish unexpected goals. I will enhance learning to support my students in achieving their highest potential by integrating technology into the curriculum. I will integrate conceptual technology learning techniques that will implement concrete knowledge of technology that will emphasize mastery of understanding. Through committed support from educators, faculty, staff, parents, and the community, I will advance learning to support my students. This will allow students to become confident, creative, motivated, technology-ready students. I will provide leadership to achieve these standards of excellence each student deserves for a technology driven society.