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Unit 6: Curriculum and Technology Topics:   Technology as it relates to curriculum theory and development

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Unit 6: Curriculum and Technology

Topics:
 

• Technology as it relates to curriculum theory and development.
• Maria Montessori and the Montessori Method
• Technology’s influence on teacher practice and student learning

Learning Objectives:

By the end of this Unit, you will be able to:

1. Assess the role of technology as used in 21st-century classrooms for effectiveness and use in one’s own practice  
2. Evaluate the influence of Maria Montessori’s ideas of the learner-centered program. 
3. Critique the significance of technology relative to assessment, teaching, and learning 
4. Examine ways to enhance educational practice and assessment through implementing technology as a means of differentiation. 

Tasks:

•  Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting to the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Complete and submit Group Activity
• Introduction

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• The unit explores the ideas of technology relative to curriculum theory and development.  The work of Maria Montessori in included because of her choices and suggestions to modify the traditional classroom experience and then also to actualize them.  She believed the classroom needed to be an active space and students needed to contribute to their learning process.  In the Montessori classroom, methods of instruction are experiential.
• From here, we make the connection to technology in the curriculum and how educators, like Montessori, value active learning experiences and letting students facilitate their learning via activities and equipment inclusive of tech tools.  Many of the readings and videos this week present examples of including technology in the classroom so as to help you formulate your thoughts on it relative to curriculum design and perhaps, whether it may find its way into your own practice.

Reading Assignment

 

1. Delaney, M., Delaney, M., & Cdw. (2011, November 01). Training Teachers to Integrate Technology. Retrieved from https://edtechmagazine.com/k12/article/2011/11/training-teachers-integrate-technology

• This article talks about the myths and strategies involved in integrating technology into the classroom.

2.  Andrews, D. (2013, March 6). iPads in the classroom: embedding technology in the primary curriculum. The Guardian. Retrieved from https://www.theguardian.com/teacher-network/teacher-blog/2013/mar/06/ipad-ipod-technology-primary-curriculum

• This entry comes from David Andrews and is a narrative account of how he used hand-held devices in his classroom and what he witnessed during and after the lessons were complete.

3. Ellis, B. (2017, January 30). Which comes first: the curriculum or the technology? Technotes. Retrieved from https://blog.tcea.org/comes-first-curriculum-technology/

• In this article, the author sees the benefits of technology in the classroom but makes the point that it should enhance the curriculum and not be forced upon students. It is an introspective piece discussing the role and importance of including technology in the learning experience.

4. Henson, A. (2012, May 1). Why Technology is Essential in Curriculum and Content Alignment. Retrieved from  http://www.internetatschools.com/Articles/Editorial/Features/Why-Technology-Is-Essential-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx

• This article discusses technology serving as adhesive to tie together curriculum and content alignment as well as serving as an educational tool for both teachers and students.

 

5. Kaplan, D.E. (2017). Creative Technology in the Curriculum in Online Teacher Training. Creative Education 8(8). Retrieved from http://www.scirp.org/journal/PaperInformation.aspx?PaperID=77518

 

• This article describes the role teachers play in terms of technology integration in classrooms.  How are teachers being trained to accomplish this and do online programs help support their training? 

6. Montessori, M. (2013). A critical consideration of the new pedagogy in its relation to modern science. In: D. J. Flinders & S. J. Thornton (eds.), Curriculum Studies Reader (4th ed.), pp. 19–31. New York, NY: RoutledgeFalmer.  Retrieved from https://acurriculumjourney.files.wordpress.com/2014/04/montessori-1912-a-critical-consideration-of-the-new-pedagogy-in-its-relation-to-modern-science.pdf

• Maria Montessori believed in activating the learning experience and I believe her work to be a fitting inclusion in this unit because she challenged the typical teacher-directed classroom and gave students experiential activities and facilitated learning.  Her work here describes a shift in consciousness in terms of educators (both researchers and teachers) and their involvement in curriculum design.

7. Prensky, M. (2008). The Role of Technology in teaching and the classroom.  Educational Technology. Retrieved from http://marcprensky.com/writing/Prensky-The_Role_of_Technology-ET-11-12-08.pdf

• Prensky’s work here feels like an extension of Montessori’s notion of learner-centered classrooms.  Prensky feels that technology’s role is to support students learning on their own.

8. Smith, R., Killen, C., & Knight, S., (2013, September 9).  Using technology to improve curriculum design. Retrieved from https://www.jisc.ac.uk/guides/using-technology-to-improve-curriculum-design

 

• The authors offer up ideas regarding technology as a means of improving the research and design of curriculum programs.  The explore 8 stages of technology in curriculum design from the engagement of stakeholders to reflect on the process to improve the design.

9. Starr, L. (2016, May 10). Integrating Technology in the Classroom: It Takes More Than Just Having Computers. Education World. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml

• This is an excellent resource for teachers new to the idea of integrating technology in the classroom.  There are excellent samples here plus websites as well to incorporate into your methods of instruction.       

10. Zuga, K.F., (2008). Social Reconstruction Curriculum and Technology Education.  Journal of Technology Education, Vol. 3 (2). pp.48-58. Retrieved from https://scholar.lib.vt.edu/ejournals/JTE/v3n2/pdf/zuga.pdf

• This article discusses the Social Reconstruction ideology in terms of schools and society as connected rather than disconnected as per traditional schooling.  The learning experience was about skills and facts and little to no attention was given to actual real-world contexts.  The author here considers how technology education may bridge the gap between classroom and community.

Optional Videos

1. Novack, C.P. (2013, December 11). Practical Ways to Integrate Technology in the Classroom (Without Being An Expert) [Video File]. Retrieved from (5:19)

• This video demonstrates the need for more technology in the classroom experience to keep pace with certain curricula objectives.  Technology co-ordinators and mentoring are showcased in this discussion.

2. NDTV. (2014, December 18). Integrating technology into the curriculum [Video File] Retrieved from

• This video showcases the technology being used in Indian classrooms propelling students in their learning experiences. 

3. OurKidsNet. (2012, November 1). Inside Montessori Schools [Video File]. Retrieved from(4:06)

4. Sprouts. (2016,  June 14). Montessori School Education [Video File]. Retrieved from(3:34)

• These videos are in regard to the work of Maria Montessori. The first video shows the Montessori classroom and what the experience is within the learning environment.  The second video is a brief overview of Maria’s life and development of the Montessori program.

5. WSRTech. (2013, January 11). Integrating Technology into the Curriculum: 2nd Grade iMovies [Video File} Retrieved from (3:29)

• In this video, a grade 2 class uses an application and a tablet to construct movies based on a unit of study.

Discussion Assignment

In the discussion forum, you are expected to participate often and engage in deep levels of discourse.  Please post your initial response as early in the unit as possible and continue to participate throughout the unit. You are required to post an initial response to the question/issue presented in the Forum and then respond to at least 3 of your classmates’ initial posts.  You should also respond to anyone who has responded to you. 

Prensky (2008) writes:

Many teachers resist being taught to use technology. This also makes sense – teachers should resist, because it is not they who should be using the technology to teach students, but rather their students who should be using it, as tools to teach themselves. The teacher’s role should not be a technological one, but an intellectual one – to provide the students with context, quality assurance, and individualized help. (Of course, those teachers who love technology are free to learn and use it.) (p.2).

• Develop your opinion on this point and prepare a post to share with your peers.

Discussion Forums will be peer-assessed using this rubric.

 

Written Assignment

Compare and contrast the advantages of integrating technology into the curriculum. Compose three (3) pros and three (3) cons. You may include your own personal and professional experiences to support your points of view if you are currently teaching.  If you are not teaching, analyze your own experience as a student using technology in the classroom or the experiences of a family member or friend as a teacher or learner.

Submit a paper which is 2-3 pages in length, exclusive of the title and reference pages. The paper should be double-spaced.  Cite at least 1 additional source in APA format.  The paper should be well-written using Times New Roman, 12-point font. Check all content for grammar, spelling and to be sure that you have properly cited all resources (in APA format) used.

Purdue University’s Online Writing Lab (OWL) is a free website that provides excellent information and resources for understanding and using the APA format and style. The OWL website can be accessed here: http://owl.english.purdue.edu/owl/resource/560/01/

Proofread your work to make sure your responses are clear and coherent. Please be mindful of the quality of work you compose and turn in at the graduate level.   Contact your instructor if you have any questions or concerns.  

Papers will be peer-assessed using this rubric. 

Group Activity

During this Unit, you will work with your group to finalize your paper. Remember that each group member must turn a copy of the finalized project by the end of this unit.  Your instructor will be grading the group papers. 

Please refer to the Group Project Assignment document to be sure you and your group are on track.  

• Group Project Assignment
• Group Project Rubric

Checklist

• Peer assess Unit 5 Written Assignment
• Read the Learning Guide and Reading Assignments
• Complete the Discussion Assignment by posting to the Discussion Forum
• Respond to three of your fellow classmates’ posts in the Discussion Forum
• Complete and submit the Written Assignment
• Complete and submit Group Activity