Technological Foundation of Education
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This document discusses the impact of technology on curriculum and education. It notes that technology has heavily impacted curricula in recent years and that one of the most frequent suggestions for improving schools is integrating technology into teaching and learning. It describes how technologies like computers, CD-ROMs, digital cameras, online databases, electronic bulletin boards, interactive videos, distance learning, and the World Wide Web are changing curricula and requiring changes to how students learn and how teachers teach. It also discusses how technology will require re-examining the role of parental involvement in children's education.
Technological Foundation of Education
- 1. TECHNOLOGICAL FOUNDATIONS OF CURRICULUM JENNIFER M. OESTAR PhD. Development Education Student DR. MANNY DE LOS SANTOS Professor Curriculum Foundations
- 2. TECHNOLOGICAL FOUNDATIONS •The power of technology to change the curriculum is almost beyond comprehension, and the need for technologically induced changes in the curricula in elementary and secondary schools at the beginning of the millennium is strong.
- 3. •Elam (1996) reports that one of the most frequent suggestions educational leaders make for improving today’s schools is the integration of technology into teaching and learning process. •Nicaise and Barnes (1996) address the importance of technology in contemporary classrooms when they state,” Technology (through simulations or microworlds) can facilitate learning, especially the understanding of complex concepts.
- 4. •The Computer In recent years, increased computer use has impacted heavily on curricula in secondary and elementary schools, characterizing the education reform movement. Accdg. To Robert Anderson “ the most dynamic force impacting education today is the implementation of technological advancements.
- 5. •Teaching and learning with technology are not so widespread. •Research findings confirm that motivation and achievement improved after technology was integrated into the curriculum.
- 6. •Teachers should attempt to gradually introduce technology by requiring teachers to write assignments that will require the use of problem solving skills and creativity. •Ex. Students can be taught to use the computer to create open-ended scenarios. •English teachers may write the introduction to stories using word processing software to show to their students when they begin to teach in their own classroom. Each scenario could be designed to help students develop particular skills, including advanced level of thinking.
- 7. •A social studies teacher could begin a story about problems urban dwellers have because of their cultural differences. The software could be designed to help students analyze the problems from the viewpoints of different cultures.. Once the stories are complete, role playing, simulations, and discussions placing students of varied backgrounds into cooperative working relationships can be next. A follow up assignment might be for students to use the computer to develop a profile of their value systems, listing their own beliefs that came to light during the previous exercises.
- 8. •Future curricula must help teachers to assess software to ensure that it is educationally sound. Good software prompts students to produce charts, written responses, and other products that require higher level of thinking.
- 9. •Curricula must also change to alter teachers’ perceptions. According to Geisert and Dunn (1991), some teachers acknowledge still having a computer phobia and remain apprehensive using computers as either an instructional or management tool.
- 10. •Curricula in the elementary and secondary schools must offer non threatening opportunities for teachers to develop computer competency and must give teachers the computer time needed to become comfortable using computers in their lessons.
- 11. Other Technological Developments • The microcomputer revolution is part of a much broader development that includes a number of other inventions. • CD-ROM-enormous amounts of information can be stored on a small disk. • Digital Cameras- use computers to create pictures, and thus, are more convenient than traditional cameras.. It has unlimited uses. Teachers can use it to make a permanent visual record of activities that promote these values
- 12. •The results can be made available on displays or in portfolios kept in the accreditation site work room. •On line data Systems – enable the user to access information from distant sources.. An online number of local libraries subscribe to online data systems making them accessible to virtually everyone.
- 13. •Electronic Bulletin Boards – are bulletin boards connected to computers. Currently, many schools are providing their teachers with modems, permitting them to tie into electronic bulletin boards. This service will allow teachers to share information with other teachers at local schools or universities. This electronic board can be useful in strengthening communications among culturally different schools and universities.
- 14. •Interactive Videos – offers teachers an opportunity to involve students in curriculum development. Students can create scripts, edit material, and make presentations. This technology offers for bringing together students of varying ethnic backgrounds and students from different disciplines to work on cooperative assignments that are exciting to all students.
- 15. •Interactive Distance learning – use satellite disks. A satellite disk was required on each end to provide an uplink for the sender and a down link for the receiver. Recently, the interactive dimension has been added to distance learning, allowing a two-way exchange of ideas. For example, extension courses have been taught extensively using distance learning.
- 16. •The World Wide Web- it offers connection to an unlimited number of information sources that can be useful to educators. •Mecklenburger (1990) explained that an emerging example in the twenty first century is for teachers, principals, and other curriculum planners to continuously search their own minds for additional effective uses of technology to promote learning and other educational goals.
- 17. Impact on Learners •The very nature of technology will require changes in the ways learners think. •Searches on the internet can bounce in all directions as students use a hit-or-miss approach to surfing the seamless web. Students will need help narrowing their searches. Systems for simplifying searches will need to be developed.
- 18. •Teachers may need to adjust the time expectations they hold for students, and teachers may need to devise methods to reduce the levels of frustration felt by students who may spend long periods of time searching for information without getting any human feedback or feeling sure of their progress.
- 19. •Metacognition may be combined with journal keeping to enable students to trace their search methods and develop individual strategies that work for them. Such data could become useful in grouping students with similar learning approaches. Teachers may have to adjust their roles to spend more time working with small groups of students who share common interests, backgrounds and talents.
- 20. Parental Involvement • Changes in technology will also require re- examination of the role parents play in their children’s education. In the past beyond their role in providing students encouragement to do their homeworks, assignments, parents were virtually shut out of their children’s school time learning process, but now many parents have the ability and commitment to directly assist students with their assignments. How and how much these parents should contribute are questions that will need to be explored, now that the computer can make their children’s assignments accessible to parents on a 24 hour basis.