Learning Resources - Curriculum 3.01

3.01 Development Process. Describe the curriculum development process.

Introduction

The curriculum development process is essential for the proper design of instruction. Lessons, modules, or any learning experience not developed using a curriculum development process runs a risk of having the audience fail the objectives. As a technology specialist you must use, as well as teach, the curriculum design process as it applies to technology-based learning experiences.

Your Job:

  1. Use the details provided below to create a product that addresses and demonstrates mastery of this competency.
  2. Use the stepwise process listed under Your Portfolio to display the completed product in your ITSC portfolio.

    Product Details:

    • Your product should answer the following questions:
      • What are standards?
      • Who creates/generates standards?
      • How do standards get adopted at the Federal level?
      • How do standards get interpreted at a state level?
      • How do standards get implemented at a local level?
    • Also, describe the curriculum development process in your school.

Your Portfolio:

  1. FTP your completed product for this competency to the "3curric" folder within the web-based portfolio template provided.
  2. Click here to view the "Manage" page in the portfolio template.
  3. Download the "Manage" page from your ftp folder.
  4. Locate 3.01 Development Process on the "Manage" page.
  5. Under "3.01 Development Process" locate this sentence..."To view the evidence that I offer for this competency, please click here."
  6. Link the word "here" to your product.
  7. Delete the old "Manage" page in your ftp folder.
  8. Upload your revised "Manage" page.
  9. Click here to view the "Design" page in the portfolio template.
  10. Download the "Design" page from your ftp folder.
  11. Locate 3.01 Development Process on the "Design" page.
  12. Under "3.01 Development Process" locate this sentence..."To view the evidence that I offer for this competency, please click here."
  13. Link the word "here" to your product.
  14. Delete the old "Design" page in your ftp folder.
  15. Upload your revised "Design" page.
  16. Submit the URL for your completed product in the student database.

Related Resources:

  • National Science Education Standards
    • Type of resource: Website
    • Source: http://www.nap.edu/readingroom/books/nses/html/
    • Description: The National Academies Press Website provides a link to an informational overview related to standards in general and in science. The link titled: Why National Science Education Standards? provides some background needed to help address this competency.
  • Curriculum Integration of Technology
    • Type of resource: Web site
    • Source: http://scnc.mcps.k12.mi.us/tecplan.html#curriculum
    • Description: This is the rationale for a school district's technology curriculum integration plan. Include is the type of technology use expected by grade level.
  • Stages of Curriculum Integration
    • Type of resource: Web site
    • Source: http://scnc.mcps.k12.mi.us/tecplan.html#integration
    • Description: The following are stages of integration of technology into the curricular programs at each level. Although each building is at different stages of technological advancement and has various levels of implementation, all sites need to identify their appropriate level to begin. This information has been prepared for a Michigan school district's technology plan.
  • TERC, a leading education research and development organization
    • Type of resource: Web site
    • Source: http://www.terc.edu/investigations/resource/html/currdev.html
    • Description: TERC is a not-for-profit education research and development organization based in Cambridge, Massachusetts. Their mission is to improve mathematics, science and technology teaching and learning. This siteincludes extensive resources. Interestingly, an article from a mathematics educator's viewpoint is included that summarizes three views of curriculum's role in the classroom. The author disagrees with all three conventional viewpoints and proposes a fourth view that "curriculum is not a recipe or a compendium of what "should" be taught at a particular grade level. Rather, it provides both a coherent mathematics program for students, based on the best thinking available in the field, and material that supports teachers in making better, more thoughtful, more informed decisions about their students' mathematics learning."
  • Technology planning and management handbook - a guide for school district educational technology leaders. Philip J. Brody.
    • Type of resource: Book (hard copy)
    • Source: Educational Technology Publications. Englewood Cliffs, NJ. 1995.
    • Description: Simple, straightforward, sound, practical advice for those responsible for the leading and administrating a school district's technology plan. Staff and curriculum development are covered along with, budgeting, purchasing, equipment maintenance, strategic planning, and user support.
  • Educational leadership and planning for technology. Anthony G. Picciano. 2nd. ed.
    • Type of resource: Book (hard copy)
    • Source: Merrill/Prentice-Hall, Inc. Upper Saddle River, NJ. 1994
    • Description: Chapter 10 discusses the issues involved with educational technology staff development. Chapter 3 discusses equity (gender/diversity) issues related to technology. Chapter 8 and 9 discuss hardware and software planning, selection, and evaluation respectively.
  • Providing Technology Leadership for Restructured Schools.
    • Type of resource: Article (hard copy)
    • Source: "Thomas, Lajeane G.; Knezek, Don"; "Journal of Research on Computing in Education; v24 n2 p265-79 Win 1991"
    • Description: Leaders in professional education and technology were invited to envision the role of technology in restructuring schools and to suggest experiences designed to prepare educational administrators for technology leadership.
  • Leadership in instructional technology. Mathew M. Mauer & George S. Davidson.
    • Type of resource: Book (hard copy)
    • Source: Upper Saddle River, N.J. Merrill, c1998.
    • Description: Constructivist and developmentally appropriate learning theories are the underpinnings of this engaging book. After reading this book, principals, teachers, and technology specialists can not help to "step out of the box" and view teaching and technology in a new light. Issues covered: planning, funding, leadership, staff development, shared goals, censorship, and software evaluation.

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