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1. Social Reconstruction Concept
Lecture 5
Curriculum Concept Part 2
Social Reconstruction Concept
 Social reconstructionists" are interested in the
relationship between the curriculum and the social,
political and economic development of society.
 Aspects of "Reconstructionism" exists in the minds of
the American curriculum in the 1920s and 1930s.
 Harold Rugg for example, was concerned about the
values that need to be addressed by the school.
 He wants the students to use the new concept that
evolved from the social sciences and the aesthetic to
identify and solve social problems.
2. Technology Curriculum Concept
Key Features: Purpose
 The basic purpose of curriculum development of
society is to challenge (confront) students with serious
problems faced by the human race.
 These problems are not things to be considered special
by social studies only, but to all disciplines, including
economics, chemistry and mathematics.
 This problem of the human race must be emphasized
in the curriculum.
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Key Features: Objectives & Content
 Curriculum development of society, however, has no
objective and universal content.
 For example, in the first year, curriculum provided is
devoted to formulate goals for the development of
politics and society.
 The objectives for the next subsequent years, include
identifying problems, methodology, needs and goals
in science and literature, an evaluation of the link
between education and human relationships, and
identifying strategies for change.
 Teachers as a resource and catalyst will look for
opportunities for students to work together with adults
in projects of social and political activities.
 "Social Reconstructionist“ believed that all teachers
are politicians who have to choose whether to serve or
to provide alternatives to the government / other views
to them.
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Role of Teachers
 Teachers must associate purposes of the world, nation,
and local to the goals of the students.
 Students are then able to use their interest for solving
social problems as highlighted in their class.
 Teachers emphasize cooperation with the community
and its resources.
 Students for example, can engage with projects
undertaken with community health (for science class)
or in acting and writing that are carried out in the
community (for literature and literature classes)
Basic Selection of Learning
Experience
 For “Social Reconstructionist" learning experience
must fulfil the three criteria:
1. It must be the truth,
2. Requires behaviour / action,
3. It teaches values
 First, students need to focus on one aspect of society
they believe possible for change and where they can
focus their dedication / effort on.
 As a result, these students have the opportunity to
know the truth regarding the importance of what they
do.
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 Secondly, students should act on an issue or problem,
and not just to study it .
 There must be responsible action on matters of public
interest that includes working in community groups,
reminding the public about social problems, and
taking a stand on controversial issues.
Evaluation
 Evaluation covers a broad spectrum of student s’
abilities in relation to - clear communication on
certain issues, generate solutions / answers to the
questions, redefine the nature of their views, their
willingness to take action toward achieving excellence.
 Students are also expected / required to evaluate their
own learning and to reflect in groups of their actions.
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 Third, students should develop a clear value system.
 Learning activities should offer students the
opportunity to feel what is right and wrong, what they
want or do not want and also enable students to
acquire the basic direction and to the efforts
undertaken individually or in groups.
Technology Concept
 Technology as a curriculum approach focuses on the
effectiveness of programs, methods and teaching
materials in achieving the aims and objectives of the
educational / instructional that is determined.
 Technology affects school in 2 ways:
1. Applications
2. Theory
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1. Application
 The influence of technology on "applications" is the  Theory of technology is useful in the expansion /
systematic use of various tools and media or a development and evaluation of curriculum materials
sequence of false teaching / make / simulation and instructional systems.
(contrived / artificial) based on the principles of
behavioural science research.  In the process of development, technologists
 Computer assisted teaching uses a systemic approach
formulate rules that will produce the expected
objectives, materials software / courseware, criterion products
reference test, a micro computer which is connected to
a storage device , VCD, "workstations" and other
databases. These are examples of "technology
applications"

Example of Technology Example of Technology Curriculum

Curriculum Concept Concept
System technology: Outcome-Based Education (OBE)
 It was founded from a systematic known as
 "System technology" is used as a framework to develop "competency-based education", which aimed at
and monitor curriculum at state or district levels. defining and assessing students’ performance.
 This approach emphasizes learning outcomes that
students have to acquire/show.
 This approach stated that the performance criteria,
evaluation information, and instruction sets control /
monitor learning experiences to achieve the intended
objectives.

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The principles in defining OBE

1. All curriculum designs, instructional delivery and
assessment focused on what students have to acquire
at the end of their school experience.
2. Providing opportunities for students to learn what is
expected from them
3. All students are expected to achieve high
performance
4. The curriculum is designed in line with the learning
outcomes
5. Most leaders deny OBE approach to capture the
learning from the existing curriculum produced are
drawn from the subjects. Instead, they prefer to
generate learning outcomes based on future life
experiences - patterns and situations encountered by
students when they grow older

 "Instructional Alignment"
Instructional alignment is an example of a measurable
curriculum that involves "teaching for examinations" Examples of Curriculum Technology
(teaching to test) or to the outcomes shown by Concepts
criterion referenced assessment.
 "Alignment" performed by matching situations to
performance that is the criteria in teaching sequence.
 Tests can be built before designing the curriculum.
 "Systematic Personalized instruction", and mastery
learning is associated with 'alignment‘

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1. "Systematic Personalized
Instruction in Higher Education"
 The use technology as the methods (means) for
effective teaching is "personalized system of
instruction" (PSI).
 This system is a "soft technology " which involves
people, content, learning materials and organization
as opposed to "hard technology" that involves only
"devices" like TV, projector and computer.
2. Learning Mastery
 Teaching materials are designed evolving around the
organization
 Objectives are the results of expected learning
 Every students must meet the objectives before they
can move on to another level.
 Mastery is shown by the accurate response from
criterion-referenced tests that matches the content
and behavioral that has been set in each unit
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 PSI uses the principle of behavioral science that
requires active students’ feedback continuously,
immediate results of the knowledge, and a clear
objective statement.
 It allows for individualization; students use a different
time frame and approach to achieve mastery.
 With PSI, the course or the subjects are broken up into
several learning units.
 At the end of each unit, students will be tested to
determine their achievement; then only they can move
on to another unit or stay on for remedial
 Teaching materials is matched with the objective that
allow students to continue the learning process on
their own with minimal guidance from teachers
 The pattern that involves students through this system
involves 3 sections:
1. Identify students knowledge on that subject
2. Giving students self instructional materials or
learning activities that is meticulously designed. The
activity focuses on one specific shortcomings that
has been identified in (1).
3. Giving students evaluative measurements
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Common c/rooms characteristics of

Technology curriculum concept
1. Learning Objective: Either behavioral or stresses on 3. Evaluation:
empirical learning. The objectives stated that the Evaluation is through the conventional approach
learning product and process is in the form of that is, “easily measureable tasks”.
something that is measureable and observed.
Normally, objectives are detailed, specialized and
skill-oriented
2. Method: Technologists prepare programs and
learning materials for wide use and continues to be
the sequence of of learning as “teacher proof”;
where students learn on their own.

Reflection
 If you were to choose either one concepts, which one
would you pick? State the reasons why