Thematische Bibliographien / Curriculum in technology

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Auswahl der wissenschaftlichen Literatur zum Thema „Curriculum in technology“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Curriculum in technology"

Algabri, Hayder Kareem. „Curriculum Technology Integration for Higher Education“. Journal of Advanced Research in Dynamical and Control Systems 12, Nr. 1 (13.02.2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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Bryant, Lara M. P. „Geospatial Technology Curriculum Development“. International Journal of Applied Geospatial Research 5, Nr. 1 (Januar 2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.

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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their intended discipline, 2) students will demonstrate the appropriate skills needed to design feasible lessons for the K-12 classroom, 3) students can integrate geospatial technology skills into a variety of disciplines and age levels, and 4) students can employ the geographic inquiry method in their lessons. Students presented their lessons to peers and outside reviewers to receive feedback. The students had the option to submit their lessons to the New Hampshire Geographic Alliance for pilot testing and dissemination to help fill the need for relevant curriculum and data.

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Chu, Bei-Tseng (Bill), Venu Dasigi, John Gorgone und David Spooner. „Information technology curriculum development“. ACM SIGCSE Bulletin 33, Nr. 1 (März 2001): 400–401. http://dx.doi.org/10.1145/366413.364760.

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Lewkowich, David. „Technology and Curriculum: Shadows and Machines“. Articles 47, Nr. 1 (14.08.2012): 19–35. http://dx.doi.org/10.7202/1011664ar.

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The influence of technology in today’s classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this paper, I construct a claim that, when introduced into the sphere of education, technology brings its own curricular shadows. I argue that while certain technologies seem to place restrictions on a learner’s capacity for expression and experimentation, these restrictions are by no means absolute or immovable, and that to think through technology aesthetically is to posit the presence of alternative possibilities and meanings. The performative potential of technology is here considered as within a dialogue with the curriculum-as-lived-experience, where learning necessarily exclaims its ambiguity as a forever-fluctuating relationality.

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Bakaç, Ebru. „Comparison of 2005 science and technology curriculum, 2013 and 2018 science course curriculums“. Journal of Human Sciences 16, Nr. 3 (05.09.2019): 857–70. http://dx.doi.org/10.14687/jhs.v16i3.5386.

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The aim of this research is to compare 2005 Science and Technology curriculum, 2013 and 2018 Science curriculums. For this purpose, the curriculum obtained from the site of the Board of Education were examined using qualitative research methods which document analysis in details. Curriculums were compared by taking into account the objectives, gains, content, teaching-learning and measurement-evaluation process. The data were analyzed using the content analysis method. At the end of the research, it was determined that students should be educated as science literate individuals in all curriculums. On the axis of this aim, it was observed that the general objectives for the training of individuals who can use the scientific method, who can look at the world from a scientist's point of view and who can use the scientific process skills effectively. In addition, it was determined that gains was created on the axis of these purposes a spiral program design concept, that there is a continuous decrease in the number of gains and that there is not much change in the content, teaching-learning process and measurement-evaluation dimensions of the curriculums. The following suggestions was made for the experts of curriculum developments and researchers in the light of these results: It seems important that evaluation of the curriculums by conducting quantitative research in accordance with the opinions of the stakeholders, rewrite of the gains in the curricula in details, renewal of the content on the axis of current scientific data, the curriculums include sample activities and measurement-evaluation applications and to renew the curriculum in line with the suggestions from the curriculum development specialists, teachers and other stakeholders. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı 2005 Fen ve Teknoloji dersi öğretim programı, 2013 ve 2018 fen bilimleri dersi öğretim programlarının karşılaştırılarak incelenmesidir. Bu amaçla Talim Terbiye Kurulu Başkanlığı’nın sitesinden elde edilen öğretim programları nitel araştırma yöntemlerinden doküman analizi kullanılarak ayrıntılı bir şekilde incelenmiştir. Öğretim programları amaçlar, kazanımlar, konu alanı (içerik), öğretme-öğrenme süreçleri ve ölçme-değerlendirme basamakları dikkate alınarak karşılaştırılmıştır. Veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonunda bütün öğretim programlarında öğrencilerin fen okur-yazarı bireyler olarak yetiştirilmesinin amaçlandığı saptanmıştır. Bu amaç ekseninde bilimsel yöntemi kullanabilen, dünyaya bir bilim adamının bakış açısıyla bakabilen, bilimsel süreç becerilerini etkili bir şekilde kullanabilen bireylerin yetiştirilmesine yönelik genel amaçlar belirlenmiştir. Ayrıca bu amaçlara yönelik olarak sarmal bir program tasarımı anlayışı ekseninde kazanımlar oluşturulduğu, kazanım sayısında sürekli bir azalma olduğu, programların içerik, öğretme-öğrenme süreçleri ve ölçme- değerlendirme boyutlarında çok fazla bir değişiklik yapılmadığı saptanmıştır. Bu sonuçlar ışığında program geliştirme uzmanlarına ve araştırmacılara yönelik olarak şu önerilerde bulunulmuştur: öğretim programlarının paydaşların görüşleri doğrultusunda nicel araştırmalar yapılarak değerlendirilmesi, öğretim programlarında yer alan kazanımların ayrıntılı bir şekilde yazılması, içeriğin güncel bilimsel veriler ekseninde yenilenmesi, öğretim programlarında örnek etkinlikler ve ölçme-değerlendirme uygulamalarına yer verilmesi, öğretim programlarının program geliştirme uzmanları, öğretmenler ve diğer paydaşlardan gelen öneriler doğrultusunda yenilenmesi önemli görülmektedir.

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Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo und Zbigniew Małodobry. „TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (25.05.2018): 524–33. http://dx.doi.org/10.17770/sie2018vol1.3186.

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In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.

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Sakhnini, Sohair, und Ron Blonder. „Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum“. Nanotechnology Reviews 7, Nr. 5 (25.10.2018): 373–91. http://dx.doi.org/10.1515/ntrev-2018-0026.

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Abstract If we wish to integrate modern science such as nanotechnology into the school science curriculum, we need to find the natural insertion point of modern science with the science, technology, engineering and math curriculum. However, integrating nanoscale science and technology (NST) essential concepts into the middle school science curriculum is challenging. The current study was designed to identify the insertion points of the eight NST essential concepts in the middle school science and technology curriculum. Middle school science and technology teachers underwent a course that included all eight NST essential concepts, aiming to help them understand the NST essential concepts in depth. Then, they were asked to identify a natural insertion point in the existing science and technology curriculum for each of the NST essential concepts. To support research validation, two different groups of teachers participated in two sequential stages of the study (the identification stage and the validation stage). The teachers in the identification stage identified the insertion points of all eight NST essential concepts in the subjects of the science and technology curriculum, which reflects the relevance of the NST concepts from the teachers’ perspective in terms of pedagogical level. The majority of the identified insertion points were validated in the second stage. Forty-two insertion points of the NST essential concepts were suggested to be integrated in middle school science and technology curriculum. All the insertion points that were suggested in the identification stage were confirmed in the validation stage. Another 11 new insertion points were added at the validation stage. The connections to the different scientific subjects in the curriculum are as follows: 19 insertion points were suggested by the teachers in the chemistry part of the chemistry curriculum, 12 in the life science, four in the physics-energy, and seven in technology-systems and products. The results present the opportunity to expose middle school students to contemporary science using the existing science and technology curriculum. The study serves as an example of integrating NST concepts into a middle school science curriculum in Israel, but it can be applied in other science curricula worldwide, taking into consideration the topics included in each curriculum.

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Gupta, Deepty. „Teacher Education Curriculum in context of Information & Communication Technology“. Issues and Ideas in Education 3, Nr. 2 (02.09.2015): 85–101. http://dx.doi.org/10.15415/iie.2015.32007.

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J. Ekstrom, Joseph, Sandra Gorka, Reza Kamali, Eydie Lawson, Barry M. Lunt, Jacob Miller und Han Reichgelt. „The Information Technology Model Curriculum“. Journal of Information Technology Education: Research 5 (2006): 343–61. http://dx.doi.org/10.28945/252.

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Tobin, P. „New technology and curriculum change“. Teaching Mathematics and its Applications 17, Nr. 3 (01.09.1998): 97–105. http://dx.doi.org/10.1093/teamat/17.3.97.

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Dissertationen zum Thema "Curriculum in technology"

Grosso, Michael. „Transportation technology curriculum guide /“. View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1603.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Michael J. Williams. " ... in partial fulfillment of the requirements for the Master of Science (plan C) [in Technology Education]." Includes bibliographical references (chapters 13-14).

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Kapiyo, R. J. A. „Technology in the school curriculum in Kenya“. Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373550.

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Brown, Ryan A. „Curriculum consonance in technology education classrooms the official, intended, implemented, and experienced curricula /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278212.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3712. Adviser: David Flinders. Title from dissertation home page (viewed May 7, 2008).

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Vandeleur, Sonja. „Indigenous technology and culture in the technology curriculum : starting the conversation : a case study“. Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003455.

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Since the collapse of apartheid and the first democratic elections of 1994, education in South Africa has undergone fundamental transformation and part of this transformation was the reconstruction of the school curriculum. The new curriculum, known as Curriculum 2005 and developed in 1997, introduced Technology as a new learning area. This study is based on the inclusion of ‘indigenous technology and culture’, a new aspect introduced in a revision of Curriculum 2005. The broad goal of the study was to examine and explore pedagogic practice in relation to the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology. The study was informed by an examination of literature pertaining to philosophy of technology, indigenous knowledge systems and technology education. The review of the literature highlighted the contested nature of ‘indigenous knowledge systems’. Philosophies on the nature of technological knowledge were reviewed in order to explore the meaning of ‘technology’, and a comparative review of curriculum reform in regard to technology education in various parts of the world was conducted. This study presented an attempt to determine the rationale for the inclusion of ‘indigenous technology and culture’ in the revised National Curriculum Statement for Technology in South Africa and to explore and examine what teachers’ existing practices were in this regard. It also examined a process of participatory co-engagement with a focus group of teachers. This process was an attempt to implement ‘indigenous technology and culture’ of the curriculum in a more meaningful way. A case study approach using an in-depth, interpretive design was used. A questionnaire, document analysis, interviews and focus group discussions were used to conduct the investigation. What emerged from the data analysis was that there was unanimous support for the inclusion of ‘indigenous technology and culture’ in the technology curriculum, but implementation had been problematic. This was partly due to difficulties with the interpretation of this aspect in the curriculum as well as a lack of meaningful teaching and learning for various reasons. The study revealed that teachers face multiple dilemmas in implementing ‘indigenous technology and culture’ as an assessment standard. These dilemmas are pedagogical, political, conceptual, professional and cultural in nature. The intentions of the study were to build a comprehensive understanding of ‘indigenous technology and culture’ and to determine how a focus group of teachers were dealing with this new inclusion. The interpretive study concluded with implications and recommendations for further studies.

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Ho, Chi-keung Christopher. „An evaluation of the design and technology curriculum for secondary I-III for curriculum reform“. Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B3862610X.

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Thorsteinsson, G., H. Denton, T. Page und E. Yokoyama. „Innovation Education within the Technology Curriculum in Iceland“. 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.

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Pickles, John Finbarre. „The process oriented information technology curriculum : a model“. Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274273.

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Bromage, Adrian. „Technology-led curriculum change : from anticipation to performance“. Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275669.

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Clucas, Scott Richard. „Construction as a Curriculum Organizer for Technology Education“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30772.

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This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
Ph. D.

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Karl, Laura C. „Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curriculi“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/970.

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Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multiple case study design was used to explore the views of 10 technology-using elementary teachers in the use of technology in the classroom. These participants were interviewed, participated in a focus group, and submitted an integrated technology lesson plan. Data were analyzed using the constant comparative method. The results showed that teachers were found to be efficacious when incorporating technology into the curriculum and believed their actions could produce the desired results despite their technological skill level. Teachers were found to be self-determined and motivated to integrate technology; however, innovative practice was not evident while existing practice conformed to the instructional norms of the school. Implications for positive social change include allowing teachers to study current beliefs and practice, reflecting on best practices when integrating technology, and identifying technological innovation to enhance the learning of their own students. Recommendations include providing opportunities through professional development initiatives in which teachers and administrators alike study practice in collaborative ways, take ownership of instructional decisions, and take risks while integrating technology.

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Bücher zum Thema "Curriculum in technology"

Council, National Curriculum. Technology in the National curriculum. [York]: NCC, 1993.

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Lincoln, W. L. R. Information technology: A curriculum map. Durham: Hunter Press, 1990.

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Rowntree, Derek. Educational technology in curriculum development. 2. Aufl. London: Paul Chapman, 1988.

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Carrott, Allan. National Curriculum Mathematics and technology. [North Shields]: [Educational Technology Centre, North TynesideLEA], 1989.

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Department of Education & Science. Technology in the national curriculum. London: H.M.S.O., 1990.

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Technology in the L2 Curriculum. Boston, MA: Pearson Education, 2013.

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Council, National Curriculum. Technology in the National Curriculum. York: NCC, 1993.

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Upton, Barry. The technology programme: Design and technology across the curriculum. Lancaster: Framework Press, 1990.

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Bellingham School District No. 501 (Wash.). Technology curriculum guide: Bellingham High School. Bellingham, Wash: The Schools, 1988.

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Wisconsin. Dept. of Public Instruction., Hrsg. Curriculum planning for family and technology. Madison, Wis: Wisconsin Dept. of Public Instruction, 2006.

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Buchteile zum Thema "Curriculum in technology"

Barlex, David. „Curriculum Development“. In Technology Education for Teachers, 197–230. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-161-0_9.

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Barlex, David. „Developing a Technology Curriculum“. In The Future of Technology Education, 143–67. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-170-1_8.

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Parikka, Matti, Aki Rasinen und Arto Ojala. „Technology Education“. In Positioning Technology Education in the Curriculum, 133–43. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_11.

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Elshof, Leo. „Technology Education“. In Positioning Technology Education in the Curriculum, 145–62. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_12.

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Cheek, Dennis. „Tradeoffs in Models of Curriculum Integration“. In Advanced Educational Technology in Technology Education, 27–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_2.

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D, Kadambari, Kumar S, Zayapragassarazan Z und Parija SC. „Use of Technology“. In Improving Discipline-Based Undergraduate Medical Curriculum, 71–90. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1310-3_5.

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Jewitt, Carey. „Multimodal Discourses Across the Curriculum“. In Language, Education and Technology, 31–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_4.

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Dijk, Gerald van. „Learning Language, Learning Technology“. In Positioning Technology Education in the Curriculum, 165–78. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_13.

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Adiels, Lars. „Where did technology go?“ In Positioning Technology Education in the Curriculum, 53–60. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-675-5_5.

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Moriarty, Eugene. „Toward a Global Engineering Curriculum“. In Philosophy of Engineering and Technology, 265–79. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18260-5_16.

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Konferenzberichte zum Thema "Curriculum in technology"

Chu, Bei-Tseng (Bill), Venu Dasigi, John Gorgone und David Spooner. „Information technology curriculum development“. In the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364760.

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Verbyla, Janet, und Graham Roberts. „Web technology as curriculum“. In the third Australasian conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/289393.289399.

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Mahmood, Rand A., und Wasim A. Al-Hamdani. „Is RFID technology secure and private?“ In the 2011 Information Security Curriculum Development Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047456.2047462.

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Demidenko, S., und W. Moorhead. „Electronic test technology curriculum revisiting“. In Third IEEE International Workshop on Electronic Design, Test and Applications (DELTA'06). IEEE, 2006. http://dx.doi.org/10.1109/delta.2006.43.

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Kang, Jai W., Qi Yu, Erik Golen und Edward P. Holden. „IT Curriculum“. In SIGITE '18: The 19th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3241815.3241852.

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L Anderson, Derrick. „Improving Information Technology Curriculum Learning Outcomes“. In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes which lies at the heart of this matter. Methodology : The case study research methodology has been selected to conduct this empirical inquiry facilitating an in depth exploration within its real-life context. The subject of analysis is two Information Technology classes which are composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution: It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings: The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations for Practitioners : Instruction based purely on behaviorism or constructivism does a disservice to the typical college and university level learner. The correct approach lies somewhere in between; the most successful outcome attainment will be the product of incorporating the best of both. Impact on Society: Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research: Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.

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Grant, Emanuel S., und Venky Shankararaman. „Technology-driven software engineering curriculum development“. In 2014 IEEE 27th Conference on Software Engineering Education and Training - (CSEE&T). IEEE, 2014. http://dx.doi.org/10.1109/cseet.2014.6816796.

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Rumantir, Grace Widjaja. „Information Technology Project Management Curriculum Practice“. In 6th IEEE/ACIS International Conference on Computer and Information Science (ICIS 2007). IEEE, 2007. http://dx.doi.org/10.1109/icis.2007.116.

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„A Curriculum for Future Information Technology“. In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004927503600366.

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Floyd, Ronald C. „A model for information technology curriculum“. In the 5th conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1029533.1029555.

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Berichte der Organisationen zum Thema "Curriculum in technology"

Nagle, Barbara. Hydrogen Technology and Energy Curriculum (HyTEC). Office of Scientific and Technical Information (OSTI), Februar 2013. http://dx.doi.org/10.2172/1064422.

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Sahota, Bill, Sundar Nagarathnam und Tarun Mathur. Implementing Adaptive Technology and Supplemental Curriculum for Anatomy and Physiology. Fort Belvoir, VA: Defense Technical Information Center, Oktober 2002. http://dx.doi.org/10.21236/ada408183.

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Spurgeon, Erica, und Melissa Abner. Using technology to integrate writing into the fashion and apparel merchandising curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1847.

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Brecher, K. Middle school integrated science, mathematics and technology curriculum. Final report, September 30, 1991--December 31, 1993. Office of Scientific and Technical Information (OSTI), März 1994. http://dx.doi.org/10.2172/10157495.

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Manwell, James. Wind-energy Science, Technology and Research (WindSTAR) Consortium: Curriculum, Workforce Development, and Education Plan Final Report. Office of Scientific and Technical Information (OSTI), März 2013. http://dx.doi.org/10.2172/1336633.

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Wells, Jennifer. Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1423.

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Mulholland, G., und T. L. Powers. Technology reinvestment project manufacturing education and training: Engineering education in manufacturing across the curriculum. Annual report, June 24, 1994--June 23, 1995. Office of Scientific and Technical Information (OSTI), September 1995. http://dx.doi.org/10.2172/110241.

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Krishnaswami, Hariharan. DISTINCT: Diversity in Solar Talent Through INnovative Curriculum and Training: An Integrated Research and Education Approach towards Creating Diversity and Advancing Utility-Scale Solar Technology. Office of Scientific and Technical Information (OSTI), Februar 2018. http://dx.doi.org/10.2172/1419422.

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Angevine, Colin, Karen Cator, Jeremy Roschelle, Susan A. Thomas, Chelsea Waite und Josh Weisgrau. Computational Thinking for a Computational World. Digital Promise, 2017. http://dx.doi.org/10.51388/20.500.12265/62.

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Computers, smartphones, smart systems, and other technologies are woven into nearly every aspect of our daily lives. As computational technology advances, it is imperative that we educate young people and working adults to thrive in a computational world. In this context, the essential question for American education is: In a computational world, what is important to know and know how to do? This paper argues that computational thinking is both central to computer science and widely applicable throughout education and the workforce. It is a skillset for solving complex problems, a way to learn topics in any discipline, and a necessity for fully participating in a computational world. The paper concludes with recommendations for integrating computational thinking across K-12 curriculum.

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Foster, Nancy, und Christine Mulhern. Making a Place for Curricular Transformation at the University of Technology Sydney. New York: Ithaka S+R, September 2015. http://dx.doi.org/10.18665/sr.241927.

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