TECHNOLOGICAL FOUNDATIONS IN CURRICULUM

TECHNOLOGICAL FOUNDATIONS IN CURRICULUM

Introduction

Technological foundation of curriculum development refers to what extent or in which way systematic thinking approach supports to the rational approach to curriculum planning, development implementation and evaluation. The most competent approach is said to be system approach.

When system approach started to emerge as a recognized discipline during the 1940s and 1950s, educational technology was based on what is now described as the „technology in education‟ model.

The principle role of educational technology is to help improve the overall efficiency and effectiveness of the teaching / learning process by implementing it through curriculum. Such an improvement can manifests itself in many ways, e.g.:

1.  by increasing the quality of learning, or the degree of mastery;

2.  by decreasing the time taken for learners to attain desired goals;

3.    by increasing the efficiency of teachers in terms of numbers of learners taught, without reducing the quality of learning;

4.  by reducing costs, without affecting quality;

5.  by increasing the independence of learners, and the flexibility of educational provision.

6.  by ensuring sequencing of contents and tasks, etc.

education.

The Systems Approach to Educational Technology

The systems approach to the design and analysis of curriculum and teaching / learning situations is the basis of the great majority of modern educational technology related developments.

The Various Stages in the Systems Approach

Let us now take a more detailed look at the various elements of the basic system so that you may be able to understand system approach clearly. We are going to attend six aspects.

(a) Consider target population characteristics and topic area

The range of backgrounds, interests, knowledge, attitude and skills of students coming on to the course will have a strong influence on course design. Pre-knowledge and any common misconceptions will have to be catered for in the design of the course.

The broad thrust of the course content will also have to be considered. Consideration will be given to the sort of people which the course is trying to develop. The subject area may have traditional aims and directions, but one may wish to consider the justification of these and / or preparation for future change.

(b) Estimate relevant existing skills and knowledge of learners

There may be minimum standards of entry to the course, but this will not always be so. For example, the increasing numbers of non-standard and mature student entrants to higher education will not necessarily have conventional paper qualifications, but may possess skills and qualities which will have an influence on course design. This may have implications for teaching methods, bridging courses, support systems etc. This is one form of diagnosis.

(c) Formulate Objectives / Learning Outcomes

The roles of objectives and learning outcomes in a systemic approach to instruction are to be known as prerequisite to instruction are to be known as prerequisite. The objectives and learning outcomes of the course or curriculum element will attempt to embrace the new skills, knowledge or attitudes which it is intended that the students will acquire.

They may be formulated which it is intended that the students will acquire. They may be formulated by the learners themselves, by employers, by teaching staff, by a validating, examining or professional body, or by some combination of these and other sources. This will indicate the curriculum goals.

(d) Select Appropriate Instructional Methods

Having specified the objectives and learning, we should be in a better position to select appropriate teaching / learning methods through which these have a reasonable chance of being achieved. There are far more teaching methods available to choose from than most people realize.

The process of attempting to match appropriate methods to given objectives and learning an outcome is normally done on the basis of a combination of research and experience. This will focus on curriculum transaction.

(e) Operate Course or Curriculum

The next element in the system is the actual implementation of the course. This involves all the logistical arrangement associated with running the course, including overall structuring, pacing, implementing the chosen teaching strategies, using appropriate supportive media and materials, and ensuring that all aspects of the course run as smoothly as possible.

(f) Assess and Evaluate

The combined result of the preceding stages is that students are involved in a learning experience that is planned to develop their knowledge, skills and attitudes, taking into account the individual needs and experience of the learners Poorly-achieved objectives or learning outcomes should lead the course designers to examine the entire system in order to identify places where improvements might be made.

These deliberations, together with feedback on the course from staff, students, employers, etc. can be used in an evaluation of the entire concept of the course, which should, in turn, form the basis of an on-going cyclical course development process.

Using the Systems Approach in Practice

^Ø        The approach is useful in mapping out the broad flow of factors to be considered and developed, diagrams.

^Ø        In implementing the systems approach, it is important to appreciate that, while the decisions taken at each stage are always affected by earlier decisions, they may themselves necessitate some of these earlier decisions being changed.

^Ø        It is also important to realize that the stages shown are not the only ones possible, and that, once taken, a decision and iterative, always allowing for second thoughts and the refinement of ideas.

We have learnt that curriculum foundations are the components that influence and control the content and organization of the curriculum (Zais 1976, p. 101). They are based upon values one has developed pertaining to knowledge, society, learning, and the individual. Foundations tend to influence the philosophies of those who are developing the curriculum, and these philosophies are, in turn, reflected in the curriculum. Such components as

(1)   definition of the programme area,

(2)   rationale

for the study of the program area,

(3)   content source,

(4)   content structure,

(5)   programme aim, and

(6)   programme goals are included in the curriculum foundations.

As an example we may look at Madeline Hunter‟s (1994) behavioral model for in-service teacher education, known as “design of effective lessons”.

1.  Anticipatory set. The teacher gets students‟ attention and may also gather diagnostic data.

2.  Objective and Purpose. The teacher states what students will learn and how it will be useful.

3.   Input. The teacher provides opportunities for students to acquire new information necessary for students to achieve the objective. This requires prior analysis of the learning objectives and also experiences.

4.   Modeling. The teacher provides opportunities for students to see what they are supposed to learn.

5.   Checking for understanding. The teacher ascertains that students understand what they are supposed to do and the prerequisite skills for doing it.

6.   Guided practice. Students practice their new knowledge under the direct supervision of the teacher. Mistakes are corrected.

7.   Independence practice. After the teacher reasonably confident that the students will not make serious errors, the teacher assigns independent practice exercises.

CONCLUSION

Foundation of curriculum is always a very important for shaping curriculum design and its construction. we have discussed four dimensions of foundations namely philosophical, psychological, sociological and technological foundations. Philosophical foundation gives a rationale of selecting objectives in curriculum.

Psychological foundations mostly relates to specially transactional phase. To make the curriculum socially productive and useful cultural involvement, it is very much important to consider curriculum as a process. Finally technological foundation seems to be important as without technology we are not professionally competent to formulate models or draw design of curriculum, the main wheel of the whole educational enterprise.

Also read

                     PHILOSOPHICAL FOUNDATIONS OF CURRICULUM

                     SOCIOCULTURAL  FOUNDATIONS OF CURRICULUM

                     PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM