Beruflich Dokumente
Kultur Dokumente
CURRICULUM
By
Michael D. King
For more than two centuries, schools have used printed paper materials such as
textbooks, dictionaries, and encyclopedias to educate students, but today learning
resources are reaching a limitless realm. Participatory learning and Literacy 2.0 has
introduced a plethora of new teaching opportunities for educators: multi-media
presentations, computers, streaming video resources and web-based collaborative
lessons and units. With emerging technological resources, students also face new
challenges and opportunities. Today's world demands that students learn how to
access, manage, apply, and evaluate rapidly growing banks of information.
This newly developed technology-based learning must provide students with a wide
range of expanded opportunities from the basics to the complex. The school’s
technology curriculum should address Literacy 2.0, digital storytelling, collaborative
culture and computer ethics as well as word processing, database use, graphics,
and data analysis. It must give students experience in social networking as well as
accessing and organizing information for future use. "Teachers must work together
to ensure that every young person has access to the skills and experiences needed
to become a full participant, can articulate their understanding of how media
shapes perceptions, and has been socialized into the emerging ethical standards
that should shape their practices as media makers and participants in online
communities. In order to meet these objectives, teachers should begin to build units
of study that merge traditional learning with Web 2.0 learning. "1
The lessons and units developed will be integrated into all areas of the curriculum,
not just computer, business or technology classes. The process of blending
traditional internal content with the external Web 2.0 participatory learning world
will require all members of the staff to develop technology-based learning units. The
school’s teachers will be vital partners in curriculum development as teams of
teachers are selected in the development of at least one technology-based learning
unit.
Using the process outlined in this section, teachers will be asked to develop virtual
learning units to be included in the overall technology plan. In order to accomplish
the development of these virtual units, the school must first train key members of
the instructional staff. Once these key members are trained in the unit
development process, the next step will be to ask individuals or teams of teachers
to develop virtual learning units using the Technology-Based Learning Unit Planner.
The instrument requires the teacher to identify instructional standards, purpose for
the unit, learning tasks, types of assessment, technology tools and methods for
integrating technology into the curriculum.
As the process of technology unit development begins, the unit developers should
use the school’s current curriculum frameworks as benchmarks for achievement at
specific grade levels. The unit developer should identify ways to incorporate
technology so that the school will achieve both state and national standards. The
units the teachers develop using this process will serve as samples of what is
possible when technology steps outside the computer lab and moves into the
classrooms.
Exhibit 1-1
MODEL FOR TECHNOLOGY UNIT-BASED DEVELOPMENT
Exhibit 1-2
CONTENT STANDARDS COMPONENT
Subject Area Choosing Proficiencies: What content standards does this unit address?
Establishing Purpose
Students need to know the rationale for learning, and teachers should take the time
to explain it. The purpose for providing a rationale on the Technology-Based Unit
Learning Planner is to help the developers justify the purpose of the unit. If the
purpose for the unit lacks relevance or a real-life application, this step in the
process will reveal these gaps. Exhibit 1-3 Example of Unit Purpose Component
illustrates how this process should be conducted.
Exhibit 1-3
EXAMPLE OF UNIT PURPOSE COMPONENT
Define your instructional purpose in terms of relevance to real life applications.
The purpose of this unit is to require students to write news releases, a skill that will probably be needed
in their professional lives. The unit will require students to work cooperatively and to evaluate their own
and each other’s work. In order to write a news release, they will have to gather pertinent information
from various Internet sources, compile the information, and communicate it using proper conventions of
the English language. Through this units, students will explore influential African Americans and their
contributions to history. Students will use resources provided through various web links designed by the
instructor for conducting their research. The unit will feature a writing webpage for students to use submit
their work online.
Source: Author
Exhibit 1-4
LEARNING TASK COMPONENT
Identify Learning Activity Identify the learning task that the students will be experience.
Domains1
Experiential • The 5Ws of news reporting: Who, What, When, Where and Why
Analytical At the end of this unit, students will work in small groups to write a
news article, which reports their findings about an influential African
Learning
American leader.
Evidential
Learning
Virtual
Learning
Illustrated
Learning
Performance
Learning
Collaborative
Learning
Authentic
Learning
The unit developers also should identify the learning domains (See Exhibit 1-
4a Learning Domains Defined) that will be assigned to task within the unit. It
should include information about the levels of learning by identifying learning
activity domains that will support the unit. These domains are virtual
resources on how technology will be used in the unit to support the activity.
For example, one of the identified learning activities for this unit is data
gathering and synthesis. Students experiencing this unit will be required to
interact with technology to obtain the information necessary to complete the
assigned task. They will be asked to research information and then report
their information electronically.
Exhibit 1-4a
LEARNING DOMAINS DEFINED
____________________________________________________________________________________
_
Experiential Learning
• Ideas, theories, principles of information systems, bodies of knowledge
Inferential Learning
• Deductive powers, inferential reasoning, testing assumptions, decision making
Hypothetical Learning
• Contextualization and interpretation using texts, documents, pictures, objects
Analytical Learning
• Evaluation of systems by observing and analyzing simulated situations or processes
Evidential Learning
Exhibit 1-5
EXAMPLE OF DETERMINING ASSESSMENT
Identify methods of Identify the performance assessment content standards that are
assessment measured.
Writing Rubric 1. the ability to explain a process in writing
Portfolio 2. the ability to compose a news release in an expository writing
Observation mode
3. the ability to work cooperatively to perform a task
Source: Author
Exhibit 1-6
TECHNOLOGY TOOLS
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper
Source: Author
Source: Author
Once teachers understand the capabilities of the technology, they must then take
advantage of these resources as tools for learning, communicating,
handling/managing information, and solving problems. Schools must use computers
as a means, not an end. These new capabilities will allow the teacher and the school
to restructure the way instruction is delivered to students. In exhibit 1-7 a is an
example of a completed unit as it was developed through the six step process of (1)
selecting content standards, (2) establishing purpose, (3) integrating technology,
(4) identifying tools, (5) defining assessment, and (6) developing learning task.
Exhibit 1-8
TECHNOLOGY BASED UNIT DEVELOPER EXAMPLE
Subject Area Choosing Proficiencies: What content standards does this unit address?
UNIT TITLE: “Black History Month”
List all content standards below that this unit will address:
_X_ Language Arts Use aspects of technology to produce an original work.
• Incorporate multimedia into student presentation.
___ Math • Choose multimedia most appropriate for specific purpose.
Draw conclusions and make generalizations based on research findings.
___ Social Science • Explain the purpose of the research.
• Defend a conclusion based on the research findings.
___ P.E. Demonstrate an understanding of value systems from various cultures reflected in
literature.
___Arts • Compare and contrast daily living experiences, customs, and beliefs of diverse cultures.
• Identify connections between personal experiences and experiences reflected in literary selections.
__ Other
Apply concepts of effective writing.
• Compose an effective introduction and conclusion.
• Organize ideas into paragraphs using correct usage, spelling, and capitalization.
• Add "effective transitions."
Define your instructional purpose in terms of relevance to real life applications.
The purpose of this unit is to require students to write news releases, a skill that will probably be needed in their professional lives.
The unit will require students to work cooperatively and to evaluate their own and each other’s work. In order to write a news
release, they will have to gather pertinent information from various Internet sources, compile the information, and communicate it
using proper conventions of the English language. Through this unit, students will explore influential African Americans and their
contributions to history. Students will use resources provided through various web links designed by the instructor for conducting
their research. The unit will feature a writing webpage for students to use submit their work online.
Identify Learning Activity Domains Identify the learning task that the students will be experience.
Experiential Learning The 5Ws of news reporting: Who, What, When, Where and Why
Inferential Learning • The components of an expository paragraph.
Hypothetical Learning • The conventions of properly written English
Analytical Learning
• The writing process
Evidential Learning
Virtual Learning • Cooperative learning strategies
Illustrated Learning • Evaluating and Proofing Techniques
Performance Learning At the end of this unit, students will work in small groups to write a
Collaborative Learning news article, which reports their findings about an influential African
Authentic Learning American leader.
Identify methods of assessment Identify the performance assessment content standards measured.
Writing Rubric • the ability to explain a process in writing
Portfolio • the ability to compose a news release in an expository writing
Observation mode
• the ability to work cooperatively to perform a task
Hardware Software Online Resources Materials
Network File Server Front Page Black History Links Paper
Computer Micro Soft Word Black History Web Site Ink
LCD Projector Power Point On line Writing Lab
Printer Electronic Grade Book
Presentation Available Technology Resources Methods of Presentation
Online Library Computer Center Instructor will develop three web sites for this activity.
Assignments Home Computer Students and teacher will use these pages as a basis for
Whole Class Power Point learning and presentation. Additional technology
Presentation LCD Presentations presentations will include student projects using a
variety of media application resources.
Individual Web Links Black History Home Web Resource Page
Small Group One Online Classroom Computer Assignment and Activity Web Page
Writing Lab Web Page