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Journal articles on the topic 'Technological curriculum'

Author: Grafiati

Published: 10 June 2022

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1

Metcalf, Shari J., Amy M. Kamarainen, Tina Grotzer, and Chris Dede. "Teacher Perceptions of the Practicality and Effectiveness of Immersive Ecological Simulations as Classroom Curricula." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 66–77. http://dx.doi.org/10.4018/jvple.2013070105.

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Recent research with Multi-User Virtual Environments (MUVEs) in education has shown that these platforms can be effective and engaging for students; however, educators and administrators have practical concerns about the adoption of MUVE-based curricula. This study looks at implementations of EcoMUVE, a MUVE-based curriculum designed to support middle school learning of ecosystem concepts and processes. Research questions looked at teacher perceptions of the curriculum’s implementation feasibility, alignment with curricular objectives and standards, and perceived value. Results showed that EcoMUVE was very well-received, and technical issues were manageable. Teachers felt the curriculum was effective, aligned well with standards, and compared favorably with a non-MUVE alternative. Particular technological and curriculum features that contributed to EcoMUVE’s perceived value included student-directed learning, an inquiry, role-based pedagogy, immersion in the virtual environment, and the ease of collecting and comparing data with graphs.

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2

Harrison, Michael, and Robert McCormick. "Technological literacy and the curriculum." Computers & Education 19, no. 4 (November 1992): 397–400. http://dx.doi.org/10.1016/0360-1315(92)90091-i.

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3

Mollgaard, Tom, and Karen Sides-Gonzales. "Stockbroker of the technological curriculum." TechTrends 40, no. 5 (October 1995): 28–30. http://dx.doi.org/10.1007/bf02818831.

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4

Kahane, Reuven, and Laura Starr. "Technological Knowledge, Curriculum and Occupational Role Potential." Sociological Review 35, no. 3 (August 1987): 537–58. http://dx.doi.org/10.1111/j.1467-954x.1987.tb00555.x.

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This paper examines technological curricula in terms of their potential to be realized in occupational roles. The more the curriculum is oriented towards roles (as opposed to skills or pure knowledge), the greater the probability that it will be articulated in the labour market and the greater its efficacy and legitimacy. The concept of role has been analytically divided into six components: value commitment, normative, communicative, interactive, role intelligence and proficiency components. Theoretically, the more components are present in a given curriculum, the higher the probability that a given occupational role will be effectively articulated. However, their presence is a necessary but insufficient condition for effective role performance; their integration is of equal, if not greater importance, and the latter is meaningful only when the social context of the articulation is taken into account. It was found that the role components do not appear in a balanced manner in technological curricula investigated in Israel, and some hardly receive any attention. Those that are present are weakly linked to actual economic contexts. Thus, it appears that students in technological education, are socialized to minimal role articulation; ie, they are more likely to implement decontextualized tasks than to assume integral occupational roles.

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Chakraborty, Arpita, Manvendra Pratap Singh, and Mousumi Roy. "Green Curriculum Analysis in Technological Education." International Journal of Progressive Education 14, no. 1 (February 11, 2018): 122–29. http://dx.doi.org/10.29329/ijpe.2018.129.9.

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6

Li, Hui. "Curriculum Designs: Top-down or Bottom-up? —A Case Study in a Technological School of China." Theory and Practice in Language Studies 9, no. 5 (May 1, 2019): 545. http://dx.doi.org/10.17507/tpls.0905.08.

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Competitive education around the world brings up many issues about curriculum design. In order to cultivate the ideal talents with abundant knowledge of language and specialties, it is necessary to design appropriate curricula. This comparative study has been carried out to discuss the appropriateness of curriculum designed for two parallel groups of English learners as a foreign language based on the survey in a technological school, a case study in China. In this special issue, curriculum design is likely to be problematic although it made a little improvement compared to the one before 2010: a) an analogical curriculum has been designed for both groups of students; b) what directions a curriculum design should follow, the more the better? c) how to balance a national curriculum, its localization and its implementation? d) top-down and bottom-up, language and specialty, which matters? This paper eventually puts forwards some suggestions which would be helpful for the future curriculum design.

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Oboho, E. O., and N. Bolton. "Matching students' technological thinking with the demands of a technological curriculum." International Journal of Technology and Design Education 2, no. 2 (1991): 54–61. http://dx.doi.org/10.1007/bf00527962.

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Chen, Hsiao-Jung, Li-Ling Liao, Yu-Che Chang, Chung-Chih Hung, and Li-Chun Chang. "Factors Influencing Technology Integration in the Curriculum for Taiwanese Health Profession Educators: A Mixed-Methods Study." International Journal of Environmental Research and Public Health 16, no. 14 (July 22, 2019): 2602. http://dx.doi.org/10.3390/ijerph16142602.

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In this study, we explored the considerations and the influencing factors for the technological integration of educational curricula based on the technological pedagogical content knowledge (TPCK) framework for health profession educators (HPEs). A mixed methodology was used that included semi-structured interviews with 15 HPEs and an online TPCK survey with a randomly selected sample of 319 HPEs from 217 Taiwanese universities. Five themes emerged, namely, supplementing traditional teaching methods, improving immediate educator–student interactions, tracking the learning process and improving the record-keeping, keeping up with technological trends, and advancing professional learning objectives for different student needs. The presence of pre-existing platforms and inspiration from colleagues and students were facilitators, whereas the risk of technological problems and the need to invest extra time into the preparation process were impediments to technology integration in the curriculum. Of the online respondents (n = 210), 64.2% have integrated at least one technological method into their curriculum. The logistic regression model revealed that gender, prior knowledge regarding how to incorporate technology with teaching, high mean TPCK scores, and relevant school policies were significant predictors of technology integration in the curriculum. Based on these results, recommendations for development in the health profession included efforts to equip HPEs with TPCK, in order to integrate technology into the curriculum effectively.

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Halvorson, Mark. "Revealing the Technological Irresponsibility in Curriculum Design." Curriculum Inquiry 41, no. 1 (January 2011): 34–47. http://dx.doi.org/10.1111/j.1467-873x.2010.00523.x.

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10

Scott, Sandra Davidson. "The Technological Challenge for Curriculum and Instruction." Journalism & Mass Communication Educator 50, no. 2 (June 1995): 30–40. http://dx.doi.org/10.1177/107769589505000204.

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Stunkel, Kenneth R. "Seeking Technological Perspective in the Undergraduate Curriculum." Bulletin of Science, Technology & Society 7, no. 3-4 (August 1987): 854–60. http://dx.doi.org/10.1177/027046768700700372.

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Stunkel, Kenneth R. "Seeking Technological Perspective in the Undergraduate Curriculum." Bulletin of Science, Technology & Society 7, no. 5-6 (December 1987): 854–60. http://dx.doi.org/10.1177/0270467687007005-649.

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Nonato, Karla Jocelya, and Nielce Meneguelo Lobo da Costa. "Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge." Acta Scientiae 23, no. 3 (June 30, 2021): 241–64. http://dx.doi.org/10.17648/acta.scientiae.6513.

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Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.

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Reinsfield, Elizabeth. "Time to Re-Conceptualize the Role of Secondary Schools in New Zealand." International Journal of Adult Education and Technology 11, no. 2 (April 2020): 40–56. http://dx.doi.org/10.4018/ijaet.2020040104.

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Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perceptions and practice. The findings suggest that participants viewed their subject as a means to predominately develop student skills and specialist content knowledge, and practice was impacted by teacher ability to make meaning of curriculum intent. There is an urgent need to challenge some established teachers' views and teaching practices, which negate or marginalise curriculum policy and intent. Recommendations are made to support the alignment of technical and technological ways of thinking and practice, for those teachers who are motivated by the curriculum, which aims to develop student technological literacy.

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Forish-Ferguson, Laura. "Two Technological Fables." Arithmetic Teacher 36, no. 8 (April 1989): 50–51. http://dx.doi.org/10.5951/at.36.8.0050.

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An experienced teacher has either a philosophical position or a gut feeling that reveals a bias toward the “how to” or the “what” of any subject to be taught. These two positions are often mutually exclusive; and thus the process-content debate has a long history in education. A good twenty years have elapsed since the hand-held calculator added its challenge to the debate. In the recent past, the applications of the personal computer in the school curriculum have come under discussion.

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Ford, Emily, Betty Izumi, Jost Lottes, and Dawn Richardson. "Badge it!" Reference Services Review 43, no. 1 (February 9, 2015): 31–44. http://dx.doi.org/10.1108/rsr-07-2014-0026.

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Purpose – The purpose of this article is to discuss the collaborative learning outcomes-based approach taken by a librarian and disciplinary faculty members to improve information literacy (IL) curriculum within disciplinary courses. To this end, the team aimed to award badges to certify IL skills. Design/methodology/approach – This article considers relevant literature on competency-based curriculum, technological innovation in higher education, collaboration between library and disciplinary faculty and badges. This literature is used to frame the approach to plan a successful and sustainable project to embed IL in disciplinary curriculum using digital badges. The approach includes mapping learning outcomes and engaging in instructional design tasks – including planning for content delivery and student assessment. Findings – An approach to technological innovation for instructional projects based on the principles of pedagogical design can result in improvements to IL pedagogy and collaboration between librarians and disciplinary faculty, whether or not a technological implementation is successful. Practical implications – Librarians and disciplinary faculty can take a pedagogical and learning outcomes-based approach to embedding IL into disciplinary curricula. Further, despite administrative push for technological innovation, projects can succeed when focused on improvements to pedagogy rather than solely on the implementation of new technologies. Originality/value – Planning for and implementing badges for IL curriculum is in an incipient phase in higher education. This paper uniquely addresses a collaborative approach to be used by librarians to plan and implement embedded library instruction in disciplinary courses, with or without the use of badging technology.

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Uljens, Michael. "Non-Affirmative Curriculum Theory in a Cosmopolitan Era?" Revista Tempos e Espaços em Educação 9, no. 18 (April 11, 2016): 121–32. http://dx.doi.org/10.20952/revtee.v9i18.4970.

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National curriculum making and curriculum theory are challenged by globally growing political, economic and technological interdependencies, transnational homogenization and aggregation processes. In addition increasing pluralisms within nation states present new topics to be solved. These issues are not new from an education theory perspective. A task and contribution in modern education has been a concept explaining how e.g. socialization (social cohesion) and personalization (individuation) may be considered as integrated ratherthan excluding processes. The modern, or classic, approach early identified dilemmas connected to a reproduction- and transformation oriented curricula, as well as dilemmas emanating from descriptive-technological and normative theory. This article elaborates on relational core concepts developed in nineteenth century modern education theory (Fichte, Hegel, Schleiermacher,Herbart, Snellman). Utilizing concepts from modern education theory a non-affirmative position is argued for as an answer to parts of contemporary challenges.

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18

Yu, Ying. "ESP Teaching in Technological Institutes." Advanced Materials Research 694-697 (May 2013): 3655–58. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.3655.

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Based on the nature and features of ESP teaching in China, this paper analyzes the curriculum position of ESP, puts forward strategies of developing ESP teaching in China: construction of teaching staff, construction of teaching materials, conducting teaching research and construction of evaluation system.

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Wulandari, Ella. "Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 29–45. http://dx.doi.org/10.21831/lingped.v1i1.23983.

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The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge

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Salas, Rachel Marie E., Roy E. Strowd, Imran Ali, Madhu Soni, Logan Schneider, Joseph Safdieh, Bradley V. Vaughn, Alon Y. Avidan, Jane B. Jeffery, and Charlene E. Gamaldo. "Incorporating sleep medicine content into medical school through neuroscience core curricula." Neurology 91, no. 13 (September 5, 2018): 597–610. http://dx.doi.org/10.1212/wnl.0000000000006239.

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ObjectiveTo present (1) justification for earmarking sleep medicine education as an essential component of all medical school curricula and (2) various avenues to incorporate sleep medicine exposure into medical school curricula through (primarily) neuroscience and neurology courses.MethodsPer consensus of a team of leading neurology and sleep medicine educators, an evidence-based rationale for including sleep medicine across a 4-year medical school curriculum is presented along with suggested content, available/vetted resources, and formats for delivering sleep medicine education at various points and through various formats.ResultsGrowing evidence has linked sleep disorders (e.g., sleep-disordered breathing, chronic insufficient sleep) as risk factors for several neurologic disorders. Medical educators in neurology/neuroscience are now strongly advocating for sleep medicine education in the context of neurology/neuroscience pre and post graduate medical education. Sleep medicine education is also a critical component of a proactive strategy to address physician wellness and burnout. The suggested curriculum proposes a sleep educational exposure time of 2–4 hours per year in the form of lectures, flipped-classroom sessions, clinical opportunities, and online educational tools that would result in a 200%–400% increase in the amount of sleep medicine exposure that US medical schools currently provide. The guidelines are accompanied by the recommendation for use of technological education, to facilitate more seamless curricular incorporation.ConclusionEven in this era with limited flexibility to add content to an already packed medical school curriculum, incorporating sleep medicine exposure into the current medical school curriculum is both justified and feasible.

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Burns, Kevin J. "Restructuring School and Curriculum for a Global, Technological Society." NASSP Bulletin 73, no. 514 (February 1989): 29–36. http://dx.doi.org/10.1177/019263658907351406.

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Sion, Ronald T. "The Sixth Technological Revolution Shaping Today's High School Curriculum." Educational Forum 62, no. 4 (December 31, 1998): 316–22. http://dx.doi.org/10.1080/00131729808984365.

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Fëdorov-Fëdorov, Andrei. "DIMENSIÓN INTERNACIONAL EN LOS CURRÍCULA DE UNA UNIVERSIDAD PÚBLICA COSTARRICENSE: CONTRIBUCIÓN DE UN PANELISTA CONVERTIDA EN UN ENSAYO. INTERNATIONAL DIMENSION INTO CURRICULUM OF A PUBLIC UNIVERSITY OF COSTA RICA: CONTRIBUTION OF A PANELIST TURNED INTO A." Revista Electrónica Calidad en la Educación Superior 3, no. 1 (May 4, 2012): 43–56. http://dx.doi.org/10.22458/caes.v3i1.433.

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El presente ensayo versa sobre el tema de internacionalización de los planes de estudio. Al inicio se describe el contexto que justifica la necesidad de integrar una dimensión internacional en los currícula universitarios. Seguidamente se define el término de internacionalización de los planes de estudio y se comenta sobre los factores que inciden en este proceso. Además, se presentan ejemplos de los indicadores de internacionalización de los currícula de ingenierías y se esbozan los resultados de una investigación educativa centrada en este tema, realizada recientemente en el Instituto Tecnológico de Costa Rica. El artículo se concluye resaltando la idea de que la internacionalización de los currícula en nuestras universidades aún se encuentra en su fase germinal, lo cual debe ser superado si se quiere mejorar la pertinencia y calidad de la formación profesional. Palabras clave: Enseñanza superior, enseñanza de la ingeniería, internacionalización, currículum, plan de estudios, Instituto Tecnológico de Costa Rica. AbstractThis paper deals with issues related to internationalization of the curriculum. At the beginning, a broad picture of the context that justifies the integration of an international dimension into university curricula, is painted. Afterwards, an original definition of Internationalization of the curriculum is presented, and key factors that affect this process are discussed. Also, a few examples of internationalization of the engineering curriculum’s indicators are given. In addition, basic research results in this topic, recently held at the Technological Institute of Costa Rica (ITCR), are reported. The article concludes by emphasizing the fact that internationalization of the curriculum at the ITCR lies in an initial phase, which must be overcome if we hope to improve the relevance and quality of engineering higher education. Keywords: Higher education, engineering education, internationalization, curriculum, Technological Institute of Costa Rica.

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Tinajero Villavicencio, Guadalupe, Guadalupe López Bonilla, and Carmen Pérez Fragoso. "Change in the Mexican Technological Baccalaureate: The case of the Discipline of Science, Technology, Society and Values." education policy analysis archives 15 (February 15, 2007): 4. http://dx.doi.org/10.14507/epaa.v15n4.2007.

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This article reports partial results of a research project that attempts, among other things, to identify the scope of educational policies concerning structural reforms to the Mexican high school curriculum. In particular, it covers the curricular reform implemented during the 2004-2005 school year in vocational technological high schools, paying special attention to teacher's adoption of the new pedagogical proposal. The research was carried out in three technological high schools: Agricultural, Marine, and Industrial, where three teachers were observed while teaching a new discipline entitled: Science, Technology, Society and Values I. This is one out of three sequential subjects included in the new curriculum that substitute four subjects from the former historical–social sciences area. Our results showed a lack of teachers' appropriation of the pedagogical proposal introduced with the reform due, in part, to a lack of knowledge regarding its conceptual framework.

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Ryan, Brendan. "Revising the Agenda for a Democratic Curriculum." Australian Journal of Education 30, no. 1 (April 1986): 66–84. http://dx.doi.org/10.1177/000494418603000104.

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This article argues that current socio-educational theorizing licenses a further restriction of opportunities for socially significant educational interventions. Recent major reports on education in South Australia identify technological change as decisive. Moreover, their emphasis upon its supposedly abstract character leads to a narrowly technocratic assessment of its ‘increasing complexities’ and ‘more pervasive influence’. This leads to a push to re-centralize curricular control, notably in those high-status areas nominated as necessary for national scientific and economic development. My analysis also reveals that this official sponsorship of tighter central (i.e. departmental) controls has a strong politico-economic basis because ‘necessary efficiencies' are emphasized at this time of increasing fiscal difficulties. Furthermore, I document the existence of a more narrowly technical emphasis in teacher education, and contend that this will increasingly foster a ‘silent’ acceptance of departmental control of the curriculum by teachers-to-be. I cite recent empirical evidence on teaching practices and attitudes in Australian schools to indicate that the re-centralization of curricular control would formalize—and, of course, extend—what is already the case. Furthermore, I demonstrate the general significance of these basic assumptions about the curriculum and its practices through an analysis of their probable impact upon typical conditions of teaching and upon ‘progressive’ policy initiatives (notably the Victorian Ministerial Papers). I examine at length the broader socio-cultural implications of centralist and technicist curricular assumptions. I conclude by outlining oppositional strategies: these are characterized by broadly based socio-educational interventions and an alternative formulation of what constitutes ‘really useful knowledge’ in ‘an advanced technological society’.

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D., Onuoha Uloma, and Ukachi Ngozi . "Training the Creative Librarian in the Age of Technological Advancement." Information Management and Business Review 5, no. 6 (June 30, 2013): 306–12. http://dx.doi.org/10.22610/imbr.v5i6.1056.

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This paper examined the changes in librarianship brought about by advancement in technology especially as it relates to new work functions expected of librarians. The major objective of the study was to identify the role of curriculum in the training of creative and innovative librarians. The paper demonstrates that curriculum re-assessment in library schools is necessary for the mastery of knowledge needed for problem solving on which the basis of creativity and innovation lies. As a result, the paper concludes by recommending amongst others, that the curriculum of library schools be reviewed taking into consideration the current job requirements of librarians as this would empower librarians apply knowledge to problem solving, thereby bringing about creativity and innovation in library services. Library administrators should also encourage innovation and creativity by ensuring an enabling environment where staff is free to experiment with technology without fear of reproof.

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White, Ron V. "Innovation in Curriculum Planning and Program Development." Annual Review of Applied Linguistics 13 (March 1992): 244–59. http://dx.doi.org/10.1017/s026719050000249x.

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Following definitions by Havelock and Huberman (1978) and Nicholls (1983), innovation can be defined as a deliberate effort, perceived as new and intended to bring about improvement. As such, innovation is distinguished from change which is any difference that occurs between Time one and Time two. What is crucial in innovation is that it is change involving human intervention.Since human agency is involved, innovation can be viewed from many angles: individual, social, organizational, political, technological, and historical. Not surprisingly, much attention has been given to the technological aspects of innovation, among which can be included language pedagogy.

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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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Mishra, Karen E., Kelly Wilder, and Aneil K. Mishra. "Digital literacy in the marketing curriculum." Industry and Higher Education 31, no. 3 (March 8, 2017): 204–11. http://dx.doi.org/10.1177/0950422217697838.

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Employers seeking to capitalize on current marketing graduates’ technological savvy may find a disappointing gap between their expectations and students’ digital preparedness. This study examines these issues by investigating female students’ attitudes and expectations with regard to using digital tools in marketing coursework and in a future career. Although students often claim they are confident about using technology, many actually feel discomfort about their preparedness for using technology in career contexts. Females in particular struggle to feel confident about their technological competence. This presents a challenge for marketing instruction, because employers have indicated that digital tools are critical for new marketing careers. Thus, it is incumbent upon marketing faculty to help prepare students for the job market not only by offering instruction on marketing’s theoretical foundations but also by providing hands-on opportunities for students to improve their digital skills and confidence.

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Tao, Tian, Zou Nengfeng, Jiang Jiyu, and Xu Xiaochun. "Application of Practical Curriculum for College Specialty of Economic Management under TPACK Framework – Taking “Enterprise Operation and Decision Simulation System” Curriculum as an Example." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 124. http://dx.doi.org/10.3991/ijet.v12i07.7223.

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As a new type of educational knowledge integration framework under the appeal for informatization, Technological Pedagogical and Content Knowledge (TPACK) has become a prerequisite for teachers to integrate technologies into their teaching effectively. A comprehensive analysis of the current challenges faced by practical curriculums on economic management is presented in this paper. A curriculum design model was constructed based on the TPACK theoretic framework and the constructivism learning theory. The curriculum “Enterprise Operation and Decision Simulation System” was taken as an example, and the practical curriculum system for economic management under the TPACK framework was designed from three aspects, namely, teaching content, teaching methodology, and teaching technique. On this basis, an econometric analysis software was used to analyze the effects of curriculum implementation. Research indicates that TPACK plays a significant role in improving teaching quality, elevating student satisfaction, and cultivating students’ professional application and practice abilities. The research conclusion is of certain reference value to the practical teaching reform and development in universities.

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Passow, A. Harry, and Jacob H. Schiff. "Designing a Global Curriculum." Gifted Education International 6, no. 2 (September 1989): 68–70. http://dx.doi.org/10.1177/026142948900600202.

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The paper pleads for a global curriculum which will nurture understanding and commitment to a world society. Teachers have neglected to educate pupils for the nuclear age, for the technological revolution; for an international understanding of inter-relationships. Important aspects of the global curriculum should include peace education; inter-cultural studies; the development of thinking and valuing capacities; world problems of hunger, poverty and injustice; ethical and moral dimensions of problems; the changing nature of knowledge, future studies; real problem-solving and communication across the world in a system of networking.

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Yerushalmy, Michal, and Shoshana Gilead. "Solving Equations in a Technological Environment." Mathematics Teacher 90, no. 2 (February 1997): 156–62. http://dx.doi.org/10.5951/mt.90.2.0156.

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What is it that a rich society owes to its citizens? Not, I think, warehousing under the pretext that they are in “ninth-grade algebra or learning Macbeth,” but something far deeper, more valuable, more personal, more meaningful. When a student is bored, I do not think it is necessarily a failure of the student, nor of the teacher, but more often a failure of the curriculum. (Davis 1994, 318)

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Pikkarainen, Ari, and Heidi Piili. "Implementing 3D Printing Education Through Technical Pedagogy and Curriculum Development." International Journal of Engineering Pedagogy (iJEP) 10, no. 6 (December 8, 2020): 95. http://dx.doi.org/10.3991/ijep.v10i6.14859.

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This study presents the development of a new pedagogical method, namely the model of technical pedagogy, for learning additive manufacturing (AM) due to the speed of the technological development. The speed of the technological devel-opment of AM is faster than of the educational one; curricula and teaching meth-ods have to evolve all the time in order to keep up with the development. The im-plementation of AM into the mechanical engineering curriculum in Lapland uni-versity of applied sciences (Lapland UAS) in Finland is used as an example in this study. The aim and purpose of this study is to create a model of technical pedagogy which gives universities the possibility to integrate AM into their cur-riculum more efficiently. This happens by combining traditional pedagogy into technical subjects in curriculum development work. This study also presents the learning concept of AM which shows the learning to be inversely proportional to the requirements of AM. Identification of the learning process of AM help the educators to plan AM education more efficiently.

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Fithriyah, Musa’adatul. "Pendekatan-Pendekatan Dalam Mengembangkan Kurikulum Pendidikan Dasar." At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 2 (March 4, 2020): 200. http://dx.doi.org/10.30736/atl.v1i2.87.

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The curriculum is designed to achieve a dynamic education. It should be developed especially in keeping up with any scientific and technological development. The basic education curriculum is aimed at developing and designing a new curriculum in addition to changing, improving, implementing and even taking control of the basic curriculum. In regard with the curriculum development, it should be implemented through some systematic approaches to produce a better curriculum in accordance with the objectives of national education. The approaches of developing basic education curriculum are carried out by implementing appropriate strategies and methods by taking into account the systematic development steps to produce a better curriculum, especially that is in line with the basic education level. The use of an approach or orientation generally determines the form and pattern used by the curriculum. The approaches that could be used in the development of basic education curriculum are, among others: 1) the subjectmatter approach, 2) the integrative approach, 3) the centralized approach, 4) the decentralized approach, 5) the social reconstruction approach, 6) the technological approach, 7) the humanistic approach. Based on the study of several approaches used in the development of the Basic Education curriculum, it is expected that teachers could develop curriculum and produce a better curriculum especially the Basic Education curriculum to achieve the expected educational goals.Keywords: Approach, curriculum development, basic education

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Fueyo, Vivian, George Roy, and Phillip Vahey. "SunBay Digital Mathematics." Educational Renaissance 1, no. 2 (February 19, 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.

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Compton, Vicki, and Bev France. "Towards a new technological literacy: curriculum development with a difference." Curriculum Matters 3 (June 1, 2007): 158–75. http://dx.doi.org/10.18296/cm.0092.

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Coppola, Nancy Walters, Burt Kimmelman, and Eric Katz. "Pollution Prevention Across the Technological Curriculum: an Interdisciplinary Case Approach." Bulletin of Science, Technology & Society 14, no. 3 (June 1994): 150–54. http://dx.doi.org/10.1177/027046769401400304.

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López-Díaz, María Teresa, and Marta Peña. "Improving Calculus Curriculum in Engineering Degrees: Implementation of Technological Applications." Mathematics 10, no. 3 (January 23, 2022): 341. http://dx.doi.org/10.3390/math10030341.

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The teaching of mathematics has always concerned all the professionals involved in engineering degrees. Curently students have less interest in these studies, what has caused an increase of this concern. The lack of awareness of students about the significance of mathematics in their careers, provoke the decrease of undergraduate students’ motivation, which derives in a low interest in engineering degrees. The aim of this work is that engineering students achieve a greater motivation and involvement in first academic courses, through the implementation of real and technological applications related to their degrees in the learning of mathematical concepts. To this end, the 2019/2020 and 2020/2021 academics years, the seminar “Applications of Multivariable Calculus in Engineering” has been held in Universitat Politècnica de Catalunya-BarcelonaTech (UPC), based on the teaching of Multivariable Calculus by the execution of real problems where calculus concepts are necessary to solve them. With the aim of analyzing students’ motivation and assessment of the seminar, anonymous surveys and personal interviews have been conducted. The number of attending students to the sessions in each academic year has been 16 and all of them have been participants in the surveys and interviews. The results show that students’ responses were generally positive and they agree that their motivation to the subject Multivariable Calculus has increased with the use of real applications of mathematics. The execution of practical problems with engineering applications improves the acquirement of mathematical concepts, what could imply an increase of students’ performance and a decrease of the dropout in the first academic courses of engineering degrees.

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Gerver, Robert, and Richard Sgroi. "Retooling the General-Mathematics Curriculum." Mathematics Teacher 85, no. 4 (April 1992): 270–74. http://dx.doi.org/10.5951/mt.85.4.0270.

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The climate in United States schools has changed considerably since the days when gumchewing and running in the halls were the major problems. Social, political, economic, and technological changes have dramatically altered the classroom environment, as well as the mathematics skills needed to succeed in an increasingly quantitative society. How have the general-mathematics programs in our high schools adapted to these changes? What can be done to retool the general-mathematics curriculum?

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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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Брукс and Elena Bruks. "Technological Approaches to Teaching Terminology." Modern Communication Studies 4, no. 1 (February 17, 2015): 45–50. http://dx.doi.org/10.12737/7778.

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The article analyzes the technological approaches which are taking place in teaching foreign languages to students specialized in physics. The opinion of a number of researchers is reconsidered in the article. Special attention is paid to terminology and curriculum context to form a potential students’ vocabulary, where particular concepts are under critical rethinking. The author singles out methodological aims and objectives, as well as strategies in the students training, where an individual approach is the essence to the educational process. The author defines specifics in training and learning and, it’s from this point of view, the effectiveness and quality of education is studied. The article identifies directions for further research in the field of the language for professional needs.

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Suprayekti, Suprayekti. "INTEGRASI TEKNOLOGI KE DALAM KURIKULUM." Perspektif Ilmu Pendidikan 24, no. XV (October 31, 2011): 204–9. http://dx.doi.org/10.21009/pip.242.9.

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Facilitating instruction and performance improvement in instruction technology become the objectives of instruction technology to solve learning problems faced by the students. This problem can solved and the objectives can be achieved if the technological resources integrated into the curriculum are used properly. How it is done is to be discussed in this article in detail. The teacher as a curriculum developer should possesses technological competence and knows to choose and use the technology integrated in instruction.

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SALMI‎, Karima, and Asma‎ HAMADOU. "EDUCATION ACCORDING TO THE METHOD OF ‎PROPHECY IN FACING THE NEGATIVE ‎ASPECTS OF OPENNESS TO THE WORLD ‎." RIMAK International Journal of Humanities and Social Sciences 03, no. 08 (November 1, 2021): 214–24. http://dx.doi.org/10.47832/2717-8293.8-3.16.

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The curriculum is the most effective way to organize the ‎ways of‏ ‏education and its features, and the curricula have ‎varied and their characteristics as one of the educational ‎tools, according to the philosophy and beliefs of each ‎people. This does not detract from its importance, but rather ‎increases the merit and value of education in general and ‎the education of young people in particular, given what it ‎faces in light of the modernity and sweeping western ‎renaissance the world is experiencing, and a technological ‎boom that has forced us to adopt it with its negatives and ‎positives, and given that young people are the most ‎obedient group to this technology, we must settle their ‎behaviors, and preserving their minds through sound ‎education, hence the importance of the curriculum and its ‎good selection and preparation. But which curriculum is best ‎suited to attaining the highest levels of education, the ‎refinement of the creed, and the creation of a normal human ‎being, especially with the dependence on everything that ‎has happened to our societies, which is neither our thought ‎nor our culture, and we are ignorant of the greatest divine ‎curriculum, which is the curriculum of our Noble Prophet, so ‎are its features manifested in our educational‏ ‏curricula. ‎Arabic in general and Algerian in particular‏?‏ Our research paper aims to monitor the greatness, balance ‎and integration of the Prophet’s curriculum, and how he did ‎not leave any stray or incoming from the foundations of ‎education except that he presented living examples of it and ‎praised it, and we also seek to be active in defining it and ‎clarifying its advantages so that we may contribute to the ‎preservation of our children‎‎. Keywords: Education, Young People, Curricula, Prophetic Curriculum, ‎Openness.

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Cosma Oneţ, Mihaela-Gabriela. "Towards a Transdiciplinary Systemic Approach to National Heritage-Based Learning. Curricular Insights into the Romanian Art Education Reform in the Glocal Transformative Age." Educatia 21 20 (April 28, 2021): 110–19. http://dx.doi.org/10.24193/ed21.2021.20.14.

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The aporia of the collapsology threats in the contemporary era of globalization, as well as our need for psychosocial-ecological resilience and well-being have shown the crucial imperative to improve education. Thus, it is through innovating the curriculum design and its intimate features that humanity will be able to restore the world’s health and wealth. Consequently, the author stresses an original approach to curricula renewal in order to bridge the gap between school and society while building students’ 21st century competencies. Given the challenges of today’s technological and glocal era, new transformative learning pathways have been established by considering transdiciplinarity as theoretical reference. Hence, this study develops a theoretical systemic model to design a national heritage-based learning curriculum, which underpins collaborative and experiential learning. Likewise, through a transferable competency-based curriculum on national heritage, students undergo a transpersonal well-being as a holistic character-building process.

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Hansen, Ron. "The Value of a Utilitarian Curriculum: The Case of Technological Education." International Journal of Technology and Design Education 7, no. 1-2 (January 1997): 111–19. http://dx.doi.org/10.1023/a:1008800818574.

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Driscoll, John T. "Technological Literacy in the Curriculum: a View From Fairfax County, Virginia." Bulletin of Science, Technology & Society 7, no. 1-2 (February 1987): 159–66. http://dx.doi.org/10.1177/027046768700700128.

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Gimbert, Belinda, and Dean Cristol. "Teaching Curriculum with Technology: Enhancing Children's Technological Competence During Early Childhood." Early Childhood Education Journal 31, no. 3 (2003): 207–16. http://dx.doi.org/10.1023/b:ecej.0000012315.64687.ee.

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Williamson, Ben. "Soft openings: the psycho-technological expertise of third sector curriculum reform." Pedagogy, Culture & Society 21, no. 2 (July 2013): 217–37. http://dx.doi.org/10.1080/14681366.2012.759133.

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Rezaei Alikamar, Farid, Mohammadali Mojallal, and Jafar Ghahramani. "Designing and Validation of Curriculum Model of Medium Period Technological Competence." Iranian Journal of Educational Sociology 3, no. 4 (December 1, 2020): 11–18. http://dx.doi.org/10.52547/ijes.3.4.11.

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Yazıcıoğlu, Aylin. "REFLECTIONS OF TECHNOLOGICAL CHANGE ON SOCIAL STUDIES TEACHING IN CURRICULUM AND." International Journal of Eurasian Education and Culture 7, no. 16 (January 1, 2022): 44–85. http://dx.doi.org/10.35826/ijoecc.521.

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