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Journal articles on the topic 'Curriculum in technology'

Author: Grafiati

Published: 24 June 2021

Last updated: 1 February 2022

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1

Algabri, Hayder Kareem. "Curriculum Technology Integration for Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 1 (February 13, 2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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2

Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (January 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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3

Chu, Bei-Tseng (Bill), Venu Dasigi, John Gorgone, and David Spooner. "Information technology curriculum development." ACM SIGCSE Bulletin 33, no. 1 (March 2001): 400–401. http://dx.doi.org/10.1145/366413.364760.

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4

Lewkowich, David. "Technology and Curriculum: Shadows and Machines." Articles 47, no. 1 (August 14, 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, no. 3 (September 5, 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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6

Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo, and Zbigniew Małodobry. "TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 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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7

Sakhnini, Sohair, and 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, no. 5 (October 25, 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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8

Gupta, Deepty. "Teacher Education Curriculum in context of Information & Communication Technology." Issues and Ideas in Education 3, no. 2 (September 2, 2015): 85–101. http://dx.doi.org/10.15415/iie.2015.32007.

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9

J. Ekstrom, Joseph, Sandra Gorka, Reza Kamali, Eydie Lawson, Barry M. Lunt, Jacob Miller, and 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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10

Tobin, P. "New technology and curriculum change." Teaching Mathematics and its Applications 17, no. 3 (September 1, 1998): 97–105. http://dx.doi.org/10.1093/teamat/17.3.97.

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11

Pratt, David. "Curriculum design as humanistic technology." Journal of Curriculum Studies 19, no. 2 (March 1987): 149–62. http://dx.doi.org/10.1080/0022027870190204.

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12

Starkweather, Kendall N. "Technology Education in Tomorrow's Curriculum." NASSP Bulletin 80, no. 581 (September 1996): 6–7. http://dx.doi.org/10.1177/019263659608058104.

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13

Medsker, Karen, and John Fry. "Toward a performance technology curriculum." Performance + Instruction 31, no. 2 (February 1992): 53–56. http://dx.doi.org/10.1002/pfi.4170310215.

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14

O'Shea, Anne. "Curriculum and Information Technology (IT)." Curriculum Journal 7, no. 3 (September 1996): 385–89. http://dx.doi.org/10.1080/0958517960070308.

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15

Yuyun, Ignasia. "Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design." Journal of ELT Research 3, no. 1 (February 6, 2018): 78. http://dx.doi.org/10.22236/jer_vol3issue1pp78-86.

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Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom. Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc. Keywords: curriculum, EFL, technology

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16

Teichert, Laura. "21st-Century Vision Using a 20th-Century Curriculum: Examining British Columbia’s Kindergarten Curriculum Package." Journal of Childhood Studies 39, no. 3 (December 9, 2015): 34. http://dx.doi.org/10.18357/jcs.v39i3.15235.

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This article provides a critical analysis of British Columbia’s early learning curricula concerning 21st-century education and the role of digital technology in the early years. The data sources were the Premier’s Technology Council: A Vision for 21st-Century Education (Premier’s Technology Council, 2010), BC’s Education Plan (British Columbia Ministry of Education, 2011), and the Kindergarten Curriculum Package (British Columbia Ministry of Education, September 2010). Rapid advances in technology call for a review of traditional curriculum standards and active movement toward a realization of 21st-century education beyond mere vision. As children navigate an increasingly digital world, one with blurred lines between content and advertising, critical thinking and critical analysis skills are essential in order for children to effectively manage the vast amounts of information available to them. Educators and policy makers, through curricula developed reflecting digital media use, can play an important role in educating young, technologically engaged students.

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Finn, Jerry, and Melissa Lavitt. "A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs." Journal of Baccalaureate Social Work 1, no. 1 (October 1, 1995): 39–53. http://dx.doi.org/10.18084/1084-7219.1.1.39.

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This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integrated within the curriculum, but that this does not occur in the vast majority of programs. Although most programs stated that they taught some computer-related content in the social work curriculum, forty percent noted that students could graduate without any course content pertaining to computers. When it is present, information technology is primarily taught as part of the research course as a tool for statistical analysis rather than as a tool for facilitating BSW generalist practice. Respondents believed an overcrowded curriculum is the chief barrier to inclusion of information technology curricular content. Discussion focused on the inevitable increase in information technology in the university curriculum. Consequently, it is critical that social work integrate information technology within the curriculum in order to convey the professions unique perspective on issues related to its use in human service organizations and work with clients. Suggestions were made regarding how such integration can occur.

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Mohammed, Anhar Khair alddin, and Suheir Abd Dawad. "Information Technology And E- Iearning." Iraqi Administrative Sciences Journal 2, no. 3 (September 30, 2018): 1–17. http://dx.doi.org/10.33013/iqasj.v2n3y2018.pp1-17.

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The information revolution has changed many aspects of our lives, They also included these changes in education. As the labor market needs now a day to new skills and qualifications led to impose of new trends and updated terms of reference in order to meet the need in the economy, Therefore, it is necessary to reconsider the curricula and teaching methods to keep up with the requirements of the new offering and use of modern technologies, Such as e-learning, which relies on the use of computers and its software using a closed network or shared networks or the Internet. There have been recent extensive changes in the area of education, The labor market started through its needs for new skills and qualifications to impose trends and innovative specialties to meet the needs of the new economy, So the curriculum is the other subjected a revision to cope with modern requirements and available technologies, Such as e-learning, which relies on the Internet as well as the application of information and communication technologies in e-learning. The current study raised questions research that: Can you assign electronic curriculum technology on the application of information and communication technology? And how can be merge the electronic curriculum with one of the applications of information technology and communications? In order to answer these research questions relied on the case study approach by the researchers trying to design electronic curriculum to the Department of Management Information Systems in the College of Business and Economics at the University of Mosul After take the theoretical framework for the study about the concepts information and communication technology and e-learning and its importance and components, Researchers initiated steps to design electronic curriculum. The study found set of conclusions was in the forefront, The adoption of e-learning project requires attention of electronic curriculum technology, And implemented by any educational institution requires them to provide a strong infrastructure and appropriate for this type of education, represented in prepare trained manpower as well as the providing of physical supplies, the appropriate software and provide communication lines that helps to communicate and transfer information between all the relevant authorities. As well as develop of specialized training programs for students, teachers and administrators and sensitize them towards the use of e-learning to make the most of this technology. One of the important recommendations made by the study is the need to keep up with modern developments in the adoption of applications of information and communication technology in order to support e-learning and its technologies in the university.

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Garceau, Linda R., and Robert Bloom. "Technology In The Undergraduate Accounting Curriculum." Review of Business Information Systems (RBIS) 1, no. 1 (January 1, 1997): 51–62. http://dx.doi.org/10.19030/rbis.v1i1.5486.

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20

McCormick, Robert. "Curriculum Development and New Information Technology." Journal of Information Technology for Teacher Education 1, no. 1 (January 1992): 23–50. http://dx.doi.org/10.1080/0962029920010103.

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21

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (June 24, 2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

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In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.

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22

L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 119–31. http://dx.doi.org/10.28945/3746.

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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. Understanding how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes at the heart of this matter. Methodology The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes 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 Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would 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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Barondess, Jeremiah A. "Technology and the Undergraduate Medical Curriculum." International Journal of Technology Assessment in Health Care 3, no. 1 (January 1987): 19–26. http://dx.doi.org/10.1017/s0266462300011703.

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Instruction of medical students in the use of technologic procedures in clinical medicine has emerged in recent years on a more or less piecemeal basis. Individual technologies are introduced as the teaching hospital acquires the requisite equipment and personnel; as experience is gained by faculty and attending staff some sense emerges of the indications, contraindications, risks, accuracy, and usefulness of a procedure, which then is transmitted to housestaff and students. Instruction is likely to occur on a case-by-case basis, supplemented occasionally by conferences or formal presentations, generally oriented around major innovations, such as computerized transaxial tomography or magnetic resonance imaging. As relevant clinical literature appears, it is used to reiterate and expand the available information base of trainees, but to a considerably greater extent for housestaff than for students. Ultimately what emerges is a pattern of use, a gestalt, for each technology, reflecting the synthesis of the available information and clinical experience with the procedure in the particular institution. In view of the enormous number and variety of technologies available, the task of the student or house officer in acquiring even basic familiarity with those in common use is formidable. A coherent approach to instruction in the use of technologic procedures is required. Students need, and medical faculties must find, a way to provide intellectual systems for incorporating technologies into the clinical armamentarium in a manner that permits them to be maximally useful.

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Gray, James R. "Curriculum Design Considerations for Technology Education." Bulletin of Science, Technology & Society 9, no. 1 (February 1989): 33–45. http://dx.doi.org/10.1177/027046768900900105.

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Faughnan, J. G., and R. Elson. "Information technology and the clinical curriculum." Academic Medicine 73, no. 7 (July 1998): 766–9. http://dx.doi.org/10.1097/00001888-199807000-00013.

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Eti, Olga Pilli. "Technology-enhanced 5th grade mathematics curriculum." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1093–98. http://dx.doi.org/10.1016/j.sbspro.2009.01.197.

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Moore, Brian. "Music, Technology, and an Evolving Curriculum." NASSP Bulletin 76, no. 544 (May 1992): 42–46. http://dx.doi.org/10.1177/019263659207654409.

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Smith, David Lee. "Integrating Technology into the Architectural Curriculum." Journal of Architectural Education 41, no. 1 (October 1987): 4–9. http://dx.doi.org/10.1080/10464883.1987.10758459.

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Ornstein, Allan C. "Video Technology and the Urban Curriculum." Education and Urban Society 23, no. 3 (May 1991): 335–41. http://dx.doi.org/10.1177/0013124591023003010.

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Gray, James R. "Curriculum Design Considertions for Technology Education." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 798–99. http://dx.doi.org/10.1177/027046768700700361.

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Gray, James R. "Curriculum Design Considertions for Technology Education." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 798–99. http://dx.doi.org/10.1177/0270467687007005-638.

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MacKinnon, George. "Use of Technology Throughout the Curriculum." Journal of Managed Care Pharmacy 8, no. 2 (March 2002): 86–90. http://dx.doi.org/10.18553/jmcp.2002.8.2.86.

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Smith, David Lee. "Integrating Technology into the Architectural Curriculum." Journal of Architectural Education (1984-) 41, no. 1 (1987): 4. http://dx.doi.org/10.2307/1424902.

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Grigg, Neil S., Marvin E. Criswell, Darrell G. Fontane, and Thomas J. Siller. "Information Technology in Civil Engineering Curriculum." Journal of Professional Issues in Engineering Education and Practice 131, no. 1 (January 2005): 26–31. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:1(26).

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35

Gardner, John. "Information technology in a curriculum straightjacket?" British Journal of Educational Technology 24, no. 3 (September 1993): 217–18. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00079.x.

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Griffin, J. A., and S. Davies. "Information Technology in the National Curriculum." Journal of Computer Assisted Learning 6, no. 4 (December 1990): 255–64. http://dx.doi.org/10.1111/j.1365-2729.1990.tb00374.x.

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McKenney, Susan. "Technology for Curriculum And Teacher Development." Journal of Research on Technology in Education 38, no. 2 (December 2005): 167–90. http://dx.doi.org/10.1080/15391523.2005.10782455.

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Ausband, Leigh T. "Instructional Technology Specialists and Curriculum Work." Journal of Research on Technology in Education 39, no. 1 (September 2006): 1–21. http://dx.doi.org/10.1080/15391523.2006.10782470.

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Tweddle, Sally. "The Future Curriculum and Information Technology." Journal of Information Technology for Teacher Education 2, no. 1 (January 1993): 105–10. http://dx.doi.org/10.1080/0962029930020108.

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Embse, Charles Vonder, and Arne Engebretsen. "Technology Tips: A Mathematical Look at a Free Throw Using Technology." Mathematics Teacher 89, no. 9 (December 1996): 774–79. http://dx.doi.org/10.5951/mt.89.9.0774.

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Technology can be used to promote students' understanding of mathematical concepts and problem-solving techniques. Its use also permits students' mathematical explorations prior to their formal development in the mathematics curriculum and in ways that can capture students' curiosity, imagination, and interest. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) recommends that “[i]n grades 9–12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can … apply the process of mathematical modeling to real-world problem situations” (p. 137). Students empowered with technology have the opportunity to model real-world phenomena and visualize relationships found in the model while gaining ownership in the learning process.

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Zhan, Wei, Ana Goulart, Joseph A. Morgan, and Jay R. Porter. "Vertical And Horizontal Integration Of Laboratory Curricula And Course Projects Across The Electronic Engineering Technology Program." American Journal of Engineering Education (AJEE) 2, no. 2 (November 23, 2011): 67–80. http://dx.doi.org/10.19030/ajee.v2i2.6639.

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This paper discusses the details of the curricular development effort with a focus on the vertical and horizontal integration of laboratory curricula and course projects within the Electronic Engineering Technology (EET) program at Texas A&M University. Both software and hardware aspects are addressed. A common set of software tools are introduced to the sophomore students in the EET curriculum; these tools are then used in several junior and senior level courses. Through early and repeated exposure to these tools, students learn to use them more effectively to solve various engineering problems in laboratory and course projects. A DC permanent magnetic motor is identified as one of the common hardware platforms for multiple course projects. By using a common platform for different course projects, the students can spend much less time preparing for the course projects. With each course adding different features to the common platform, the learning experience in several courses becomes seamlessly integrated. Surveys were conducted to show that the curriculum development effort improved the efficiency of student learning and enhanced the students’ educational experience.

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Halbrooks, Mary C. "DACUM as a Model for Horticulture Curriculum Development and Revision: A Case Study." HortTechnology 13, no. 3 (January 2003): 569–76. http://dx.doi.org/10.21273/horttech.13.3.0569.

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DACUM (develop a curriculum) was implemented at Kent State University (KSU) to develop and revise curricular content of an associate degree program in horticulture technology. Initially, at KSU-Salem in 1990, a committee followed a typical DACUM process to develop a skills profile for the horticulture technology worker. The skills profile consisted of terminal and intermediate learning objectives that served as the content of basic data sheets for thirteen new courses in horticulture technology. This associate degree program was initiated at Salem in 1991 and offers three concentration areas: landscape management, turfgrass management, and arboriculture. Later, when a proposed new program offering was considered at KSU-Geauga, a modified DACUM process was implemented to develop a new skills profile that refl ected both general knowledge areas of horticultural and business practices and industry-spe- cific competency areas. Comparison of the two curricula revealed similarities between the two skills profiles. This led to the recommendation that the original curriculum also be offered at KSU-Geauga campus with two differences: 1) omit the arboricul- ture concentration, and 2) consider a new concentration in greenhouse and nursery operations in the future. The associate degree program in horticulture technology at the KSU-Geauga campus began in 1999. The DACUM process, by involving members of the horticultural industry in the curricular development process, provided several long-term benefits and a high level of cooperation between industry leaders and KSU-Geauga.

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Aydın Sağlık, Mehmet, and Çiğdem Aldan Karademir. "Evaluation of Technology and Design Course 2018 Curriculum According to Teachers’ Views." Journal of Qualitative Research in Education 7, no. 1 (January 31, 2019): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.7c1s.14m.

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Rensfeldt, Annika Bergviken, and Catarina Player-Koro. "“Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms." Seminar.net 16, no. 2 (December 17, 2020): 20. http://dx.doi.org/10.7577/seminar.4048.

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This paper examines major Swedish school digitalization curriculum reforms over the past 50 years by analyzing similarities and differences between the late 1960s, mid-1990s, and early 2010s curricular reforms. By drawing on Jasanoff’s (2015) socio-technical imaginary concept, we examine how digitalization reforms are constituted discursively and materially in struggles over curricular knowledge content, preferred citizenship roles, and infrastructural investments and especially by relating curricular reforms to governance transformations. One recurrent strategy of reform is what we call the back to the future argument, where curricula address an ideal citizenship of future societies, politically used to support change. We suggest that in the more than 50 years of school digitalization issues, it has been surrounded by strong and shifting struggles over the curriculum content and governance transformations. This pendulum movement (Englund, 2012) has taken place partly through central, state-led or new monopolized technology governance and infrastructures and partly through decentralized forms of governing (e.g., in municipal contexts and via IT-supported networks).

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Gujer, W. "Environmental engineering education at the Swiss Federal Institute of Technology in Zürich." Water Science and Technology 41, no. 2 (January 1, 2000): 37–45. http://dx.doi.org/10.2166/wst.2000.0041.

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A revised ten-semester curriculum in environmental engineering was introduced at the Swiss Federal Institute of Technology in 1998 which is based on 10 years of experience with a previous less focused curriculum. The scope of the new curriculum is rather broad and includes sanitary engineering, water resources management, soil pollution control and resource and waste management. Air pollution is not fully developed yet. Based on broad basic studies (first four semesters) the professional studies (semesters 5 to 9) require the students to choose two out of four possible areas of specialization. These studies are followed in credit groups which combine advanced courses and extensive project work designed to reach scientific depth in an exemplary fashion. There is an exchange of teaching units between Environmental Engineering and Environmental Natural Sciences but the two curricula are quite different and lead to significantly different professional profiles.

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Crawford, Renée, and Jane Southcott. "Curriculum stasis: the disconnect between music and technology in the Australian curriculum." Technology, Pedagogy and Education 26, no. 3 (November 8, 2016): 347–66. http://dx.doi.org/10.1080/1475939x.2016.1247747.

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Qasim, Amer, and Faten F. Kharbat. "Blockchain Technology, Business Data Analytics, and Artificial Intelligence: Use in the Accounting Profession and Ideas for Inclusion into the Accounting Curriculum." Journal of Emerging Technologies in Accounting 17, no. 1 (October 1, 2019): 107–17. http://dx.doi.org/10.2308/jeta-52649.

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ABSTRACT Recently, accounting academics have reported increased attention in the accounting profession toward the employment of various technologies. These studies only highlight the exploitation of these technologies in the profession and areas for future research, while missing the need for modernizing the accounting curriculum to meet the industry's technological needs. This paper follows an integrated model for curriculum redesign to reflect blockchain technology, business data analytics, and artificial intelligence employment in the accounting profession. By building on the main four educational curricula designs components, we propose ways to incorporate these technologies into the accounting curriculum. Current industry implementation of new technologies should be considered by academia when designing accounting curriculum to prepare graduates for the market and to ensure their employability. This paper calls for radical changes in the accounting curriculum to reach a balance between existing accounting knowledge and information technology skills relevant to the profession. JEL Classifications: M4; I23; O33.

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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.

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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

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Gürleyik, Sinan, and Elif Akdemir. "Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments." Journal of Education and Training Studies 6, no. 4 (March 18, 2018): 131. http://dx.doi.org/10.11114/jets.v6i4.2994.

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Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

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Harrell, Mikhayla. "Art, Technology and Design: A Merging Curriculum." Design Principles and Practices: An International Journal—Annual Review 3, no. 5 (2009): 1–8. http://dx.doi.org/10.18848/1833-1874/cgp/v03i05/37752.

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