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Impact of technology on education
Impact of technology on education
Effects of technology on education
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In order to evaluate the effects of technological change on the taught curriculum since the 1980’s we have to unpack some important developments. This essay will focus on the developments of the taught curriculum particularly how it is enacted by teachers, and concurrently the technological changes that have brought about those developments. To do this well, we will need to cover quite a bit of ground concerning the motivations, purposes and effects of curriculum development as a response to technological change. In the grand scope of this essay it will be fairly straight forward to map out the motivations and purposes that have directly influenced the trajectory of curriculum development in New Zealand as these are explicitly set out in the curriculum document. The challenge of this essay will be in the evaluation of the effects of technology on the taught curriculum. The lines of personal opinion and academic discourse could be blurred at this point, but hopefully this awareness means that this won’t be an issue. The ultimate thrust of this essay is to explore the ways in which, whether we are aware of it or not, technology shapes our teaching and instead have our teaching shape technology. Before we can make any claims on the effect of technology on the taught curriculum we have to first look at curriculum development.
Curriculum development in the 1980’s has been referred to as “a decade of documents” by McGee (2001, p. 98). This is a significant decade in the overall scope of curriculum development in New Zealand and the Ministry of Education was driving the change. In the 1980’s there were two reviews and a national curriculum statement. These reviews resulted from the governments set up of a review group. The group was ...
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...nistry of Education. (2007, September 13). Developing the draft: Background. Retrieved April 13, 2014, from The New Zealand Curriculum Online: http://nzcurriculum.tki.org.nz/Archives/Curriculum-project-archives/Developing-the-draft#Background
NZ Ministry of Education. (2007, October 12). History of Curriculum Development. Retrieved April 13, 2014, from The New Zealand Curriculum Online: http://nzcurriculum.tki.org.nz/Archives/Curriculum-project-archives/Developing-the-draft/History-of-curriculum-development
NZ Ministry of Education. (2007). The New Zealand Curriculum. Wellington: Learning Media Limited.
Reid, M. S. (2000). Towards Effective Technology Education in New Zealand. Journal of Technology Education , 33-47.
Wood, B. E., & Sheehan, M. (2012). Dislodging knowledge? The New Zealand Curriculum in the 21st Century. Pacific-Asian Education , 24 (1), 17-30.
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...
A tornado forms by the combination of warm, moist air and cool, dry air which creates instability in the atmosphere. The change of wind direction and increasing wind speed creating an invisible, horizontal spinning effect in the lower atmosphere. Most tornados form from thunderstorms but some form from
Various Authors (2012) Oxford Big Ideas Australian Curriculum History 10, Oxford University Press, South Melbourne, Victoria
In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
Franklin Bobbitt in The Curriculum writes: ‘The central theory [of curriculum] is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. People need the abilities, attitudes, habits, appreciations and forms of knowledge and these will be the objectives of the curriculum. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives.’ (Bobbit...
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...
Ministry of education (1996). Te Whāriki: he whāriki Mātauranga mo nga mokopuna o Aotearoa: Early chilhood curriculum. Wellington, NZ: learning Media Limited.
across the curriculum. Laurence Behrens and Leonard J. Rosen. Eleventh Edition. Longman, 2011. 250-260. Print.
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
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.
This curriculum was first released in 1996 by the New Zealand Ministry of Education and designed for the purpose of providing a consistent framework for all ECE services throughout New Zealand, for children from birth to five years of age. (New Zealand's National Early Childhood Curriculum: Te Whariki, 2011). It gives an unchanging vision, creating unity among all of the staff involved. (Architecture of early childhood - Te Whāriki) The curriculum was founded upon the following statement, “To grow up as competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society.” Both holistic and bicultural approaches are uniquely featured in Te Whāriki and are woven around four principles from which teaching and assessment practices are evaluated. (Te Whāriki - Early Childhood Curriculum, n.d.). (Te Whāriki, 2006). At the core of the ECE curriculum are the following four principals: Relationships, empowerment, holistic development and also family and community. Followi...
Going to school and getting a great education is important for a successful future in today’s world. Years ago, many children did not go to school and many young adults opted to work instead of attending college. In today’s society, gaining a high level of education is almost always mandatory for many jobs. There are many changes being done to the education system along with new items and ways of teaching in the classroom. There is a growing amount of changes in the classroom such as technology, teaching time, teaching styles, and freedom of space.
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.
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.