Curriculum Definition

Over the last seven weeks I have been able to develop and critique my own definition of curriculum. I have learned that curriculum is not just a textbook or the material the teacher puts on the board, or even just the assessments given to track student achievement. Instead, I have learned that curriculum is truly everything that happens within the context of schooling, including instruction, meeting special needs, social interaction, and special activities. Curriculum in itself is a very broad word which is made up of many parts that all combine in a unique way, delivering a quality program that allows for the utmost learning experience possible for all students.  Before taking this class, I was not well aware of all the parts that create a quality curriculum: the written, taught, and tested. I used to only view the written portion as the most important part of curriculum development but after further reading, discussing, and analyzing high quality curriculums, I have constructed a clearer understanding of the importance of the other two parts.

The most influential part of class was analyzing another curriculum. Analyzing the high school biology curriculum allowed me to see the importance of not only the written part of curriculum but the importance of making pre and post assessments (tested curriculum), and collecting multiple active learning strategies that help refine the actual taught curriculum delivered on a daily basis. The taught and tested curricula are part of the curriculum trinity and without these two essential parts the written curriculum is ineffective.  When developing a quality curriculum it is necessary to develop all three areas equally and to ensure that it is implemented effectively through guide production, material acquisition, staff development for both teachers and administrators, and sustaining evaluation and feedback (Glatthorn, 2004).  Also, curriculum development should take into account the development of 21^st century skills through the active use of technological resources. Before reading Jacobs' text, I did not understand the importance of creating a 21^st century curriculum. Now, I realize how important it is especially due to the fact that our students are digitally savvy and expect their education to be saturated with challenging technological activities that make the most of their interests and unique abilities.

References

Glatthorn, A. A. (2004). Developing a Quality Curriculum (pp. 49-56). Long Grove: Waveland Press, INC.

Technology and Differentiation

Technology in the classroom is pinnacle in educating students properly for the 21^st century workforce. Classrooms that are equipped with effective technology will truly help students gain the skills that will help them make greater gains in their education. A school that possesses current functional and accessible technology is at a better advantage in creating high level problem solvers who can meet and exceed state level curriculum standards. Students who utilize technology at their school will be better prepared for higher level educational experiences and/or career ready upon graduation. Current technology in every classroom is the standard not the exception. Technology also aids in differentiating instruction and helps motivate students to achieve classroom goals. Jacobs states, “schools are shackled by memories,” meaning that educational curriculum is still being taught like it was 100 years ago and that current technology and education must intertwine and meet the needs of the 21^st century student.  Jacobs describes in chapter twelve the idea of the new “digital aged child” and as an administrator that now means delivering a “digital aged curriculum.”  Therefore, as a 21^st century administrator and learner I expect to see technology infused within our daily curriculum, for example:

1. The use of projectors and interactive boards must be the standard for every classroom.
2. The use of digital media and software, such as, power point, active inspire, and SMART-ware are all examples of ways to digitize information and at the same time make it more interactive and student centered.  
3. Students using technology to complete projects that may have once been done through the use of paper and pencil only. This could range from digital pictures, video, or an online presentation.
4. Creating individualized portfolios. Jacobs makes a great point about social networks and how students voluntarily make interactive portfolios quite often, now we just have to exploit that interest in the classroom.
5. MP3 players and podcasts are great ways to get students talking about school! Students now have the opportunity to publish their own intellect and share it amongst their friends.  Going home and recording yourself talk about school work and then sharing it with the class the next day is a great way to assess how well students are learning the curriculum.
6. Videos! Teachers now have access to a MULTITUDE of videos that can engage students and provide excellent examples (especially in science). Before, watching a video clip was a rare occasion but now with video sites like YouTube and Discovery educational videos are now just a click away!
7. When assessing student mastery, teachers can now utilize games like jeopardy, online quizzes, Study Island, and digitalized performance assessments such as, video recordings, power point presentations, and Wikis. These are all great examples of integrated learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction (CBI).
8. Teacher web pages are a great way to keep in touch with students and to post information.
9. Access to digital textbooks. Digital text books help with reading comprehension and allow for quick searches and explanations of material.

According to O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005) they found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS).  The research illustrates clearly that technology helps increase achievement and is beneficial for all students. Furthermore, Bruce and Levin (1997) developed the idea of technology as differentiated media with four specific foci: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, SMART and promethean software, animation software, and music composition). All of these particular technological examples could be incorporated into the curriculum in order to differentiate it for all students. The key to technology is finding ways to use it in order to meet the needs of all students, in particular their diverse array of learning styles, and to increase their proficiency in all subjects.  Jacobs (2010) agrees with the research by clearly illustrating that technology is needed in order to “hook” students of today. She gives great examples of differentiation such as, interactive software, digital imaging, video and audio creation tools, on-demand video libraries, computers and LCD projectors, and Web 2.0 tools.  All of which will accommodate multiple learning styles through using an appropriate variety of approaches to teaching subject matter while harnessing the power of the 21^st century technological classroom. 

References

Bruce, B.and Levin, J. (1997). Educational technology:media for inquiry, communication, construction, and   expression. Journal of Educational Computing Research. Vol. 17(1), pp. 79-102.       Jacobs, H. H. (2010). Curriculum 21 Essential education for a changing world. Alexandria, VA: ASCD.

O'Dwyer, L.M., Russell, M., Bebell, D., and Tucker-Seeley, K.R. (2005). Examining the relationship between home and school computer use and students' English/Language Arts test scores. The Journal of Technology, Learning, and Assessment. Vol. 3(3) Available:www.bc.edu/research/intasc/studies/USEIT/pdf/USEIT_r10.pdf