Curriculum Innovative Practices Curriculum is termed as “Learning programme which comprises of Teaching ,learning & assessment materials”(Bob, F., n.d.). Need for “Curriculum of the Future”: According to Young, Curriculum of the Past consists of a concept of knowledge and learning ‘for its own sake’ which is only concerned with transmitting existing knowledge. It emphasizes more on subject knowledge rather than knowledge of the relationship between subjects. School curriculum should promote life long learning by “changing from being heavily ‘designed’ in time-tables, syllabuses and lesson plans to relationships between learning at school and learning in non- school contexts”(Young,1999,p.472). So he proposed the idea of the “Curriculum of the Future” which emphasizes on a transformative concept of knowledge that focuses on creation of new knowledge as well as transmission of existing knowledge. This curriculum also promotes interdependence of knowledge areas and relevance of school knowledge to everyday problems. This idea is matching with the ideas of Daniel Pink (2011) who says that traditional curriculum expects students to solve problems related to single discipline which has one answer, but in real life actual problems are related to mixed discipline and which might have multiple answers. So according to him “In some senses, the curriculum should be messier- just like the real world” (Daniel, 2011, p.13). Purvi Vyas
Transcript
Curriculum Innovative Practices
Curriculum is termed as “Learning programme which comprises of Teaching ,learning & assessment materials”(Bob, F., n.d.).
Need for “Curriculum of the Future”:
According to Young, Curriculum of the Past consists of a concept of knowledge and learning ‘for its own sake’ which is only concerned with transmitting existing knowledge. It emphasizes more on subject knowledge rather than knowledge of the relationship between subjects. School curriculum should promote life long learning by “changing from being heavily ‘designed’ in time-tables, syllabuses and lesson plans to relationships between learning at school and learning in non-school contexts”(Young,1999,p.472).
So he proposed the idea of the “Curriculum of the Future” which emphasizes on a transformative concept of knowledge that focuses on creation of new knowledge as well as transmission of existing knowledge. This curriculum also promotes interdependence of knowledge areas and relevance of school knowledge to everyday problems.
This idea is matching with the ideas of Daniel Pink (2011) who says that traditional curriculum expects students to solve problems related to single discipline which has one answer, but in real life actual problems are related to mixed discipline and which might have multiple answers. So according to him “In some senses, the curriculum should be messier- just like the real world” (Daniel, 2011, p.13).
Purvi Vyas
Technology and Changing Curriculum
Table 1. Overview of pedagogy in the industrial versus the information society (adapted from Voogt & Odenthal, 1997; Wijnen, Zuylen, Mulders, &
To analyze curriculum presentations an analytic framework is useful, which is proposed by many researchers(i.e., Goodlad, Klein & Tye, 1979; Travers & Westbury, 1989; Van den Akker, 1988, 2003) and also used by Voogt and Pelgrum for their research on relationship between ICT use and changes in curriculum using SITE M2 case studies. ( Voogt & Pelgrum, 2005)
Accordingly, the curriculum framework consists of three sections: (1) The Intended curriculum- the curriculum that school intends to realize, which
is generally described in terms of achievement goals and educational processes defined at the national/school system (Law N. at al,2000,p 24),or simply the underlying principles and goals for learning
(2) The Implemented curriculum- the pedagogical process taking place at classroom & school level.
(3) The Attained curriculum-learning outcomes of students through the learning experiences and sometimes learning outcomes of teachers as well.
Diagrammed Analysis Framework of curriculum context which helps to understand ICT supported pedagogical practices within three levels of context: Classroom, School and Community( Law N., Yuen H., Ki W., Li. S C, Lee Y., Chow Y.,2000)
Purvi Vyas
Exploring SITES M2 conceptual framework - 3 types of focuses in IPPUT
According to the results of the research study conducted by Voogt and Pelgrum, the nature and extent of curriculum changes seen in SITE M2 cases varied depending on whether innovation is applied in single disciplined-subjects, cross-curricular nature (using themes) or school-wide. ( Voogt & Pelgrum, 2005)
Single-subject curricular Focus: The ICT supported pedagogical practices were used to improve understanding matter and concepts of a single discipline based subject. ( Voogt & Pelgrum, 2005).
Examples of SITE M2 case with Single subject focus : CN003, CN005, CN010, DE006, FI004, IL009, KR004, NL025, NO007, PH002, PH003.
Thematic curricular Focus: The ICT supported pedagogical practices were cross-curricular nature. Curriculum content was offered through themes and ICT were used to facilitate the implementation of life long learning goals. ( Voogt & Pelgrum, 2005,p.165).
Examples of SITE M2 case with Thematic focus : AU001, CZ002, CZ003, DE002, DE007, DE013, FR001, FR002, FR006, IL001, IT001, ZA008.
Purvi Vyas
School-wide curricular Focus: The ICT supported pedagogical practices were integrated throughout the school curriculum and ICT helped in the realization of the school’s vision on teaching and learning. ( Voogt & Pelgrum, 2005,p.165)
Examples of SITE M2 case with School-wide focus: AU002, AU004, DE003, IL003, NO004, NO005, US014, SG004.
Example of Single-subject focus SITE M2 Case study : CN005
Classroom level Intended goals, Pedagogical practices using ICT(Implemented Goals) & Attained Goals/ Outcomes for a case CN005 from sites databases, http://sitesdatabase.cite.hku.hk/hk_study_center/main.asp
Classroom level Intended goals
Pedagogical practices using ICT(Implemented Goals)
Attained Goals (Outcomes)
Collaborative & organizational Skills
In group of 4 or 5 , students investigated a topic using research using internet & group discussion. ICT was also used extensively for Communication between students.
Working in a team develops communication skills, critical thinking skills.
Improve Learning Attitude
Encouraged to self-learn & research. Use of ICT provides enough opportunities of learning by doing.
Catering for Individual Difference
Open-ended nature of the project provides flexibility of learning. Also, while forming groups & assigning topics this can be taken care of.
Example of Thematic focus SITE M2 Case study : AU001
Classroom level Intended goals, Pedagogical practices using ICT(Implemented Goals) & Attained Goals(Outcomes)for a case CN005 from sites databases, http://sitesdatabase.cite.hku.hk/hk_study_center/main.asp
Classroom level Intended goals
Pedagogical practices using ICT(Implemented Goals)
Attained Goals (Outcomes)
Critical thinking skills
Learning Tasks- based on a structure governed by Gardner's Multiple Intelligences, Bloom's Taxonomy of Thinking Skills and the principles of Critical Literacy.
Highly motivated students
Excellent collaborative skills developed
Responsibility of their own learning
Acquired Advanced ICT knowledge
Independent learning
Collaborative & organizational Skills
Collaboration in group helped gathering ideas & pooling together their discoveries. Ss activities-designed using ‘jigsaw' approach, i.e. Ss tried to do the tasks on their own conferenced with a partner or through on-line discussions contributed to a bigger group discussion. Ss different roles to play within the group such as scribe, editor, and presenter. Ss collaborated spontaneously for the purpose of assisting one another with technological skills, sharing ideas about selection of content, discussing personal responses to concepts and author's experiences, making a decision about focus of an on-line discussion.
Information skills created multimedia presentations to share their learning and understanding with others.
Empower students’ learning
Ss developed expertise in using ICT resources,Ss created multimedia presentations to share their
learning and understanding with others Ss used scanning equipment, created hyperlinks, inserted audio, video and image filesSs used Microsoft Front Page, Microsoft PowerPoint, Media-Gram, multi-media files, and digital cameras.
skills
Motivate studentshighly motivated for the tasks by various activities like sharing information with their group, making presentations .
Self-access learning work at their own pace .
Provide authentic learning contexts to students
Use of Constructivist learning theory by combining History and English using ICT provided contexts for creativity and learning Ss encouraged to interact and get information from outside experts through use of an integrative human approach.
Students can evaluate their own learning
Ss used an electronic unit evaluation and reflection sheet to provide feedback to the teachers as well as reflect on their own learning.
School wide focus SITE M2 Case study : AU004
Classroom level Intended goals, Pedagogical practices using ICT(Implemented Goals) & Attained Goals(Outcomes) for a case CN005 from sites databases, http://sitesdatabase.cite.hku.hk/hk_study_center/main.asp
Classroom level Intended goals
Pedagogical practices using ICT(Implemented Goals)
Attained Goals (Outcomes)
Critical thinking skills
To produce Quality product students are supposed to research the project or problem and designing the process to find the solution develops this skills.
Workforce skills eg ability to work in groups, problem-solving skills, Communication skills.
Multiage class promotes social skills and interaction abilities, provides assistance & mentoring opportunities.
Highly motivated and high self esteem, Independent learning skills and positive attitude towards learning.
Higher order thinking skills
Collaborative & organizational Skills
working in smaller and larger teams helps them learn this skills, also ICT is used for presentation of the project .
Communication skills
ICT helps in reflecting on the progress of the group work.
Empower students’ learning with ICT skills
Students explore range of software and use them creatively to complete the task.
Motivate studentsStudents are encouraged to talk about their work which increases self confidence and self esteem too.
Provide authentic Students are encouraged to talk about their
work which increases self confidence and self esteem too.
Students can evaluate their own learning
Student store their ICT work on a file and this becomes part of an assessment portfolio. Students in Junior school track their own progress by keeping a portfolio of work samples they have produced.
Catering for Individual Differences
Forming pairs of confident & non confident student and let them work by taking turns, increases confidence of students in completing a task.
Analyzing curriculum goals in SITES M2 case-studies :
Summary of results from research article, “ICT and Curriculum change” by Voogt & Pelgrum (2005) for analyzing curriculum goals in SITES M2 study and particularly relationship between ICT-supported pedagogical practices and changes in the curriculum.
Intended curriculum Goals :
Purvi Vyas
Goals for Single-subject curriculum
focusGoals for School-wide
curriculum focusGoals for Thematic curriculum focus
Intended curriculum Goals
The cases shows innovations in presenting current curriculum content in a more effective way with the aim to develop life-long learning competencies in students.
Realizing new goal of self responsibility of their own learning
In-depth & independent learning
Higher order thinking skills & reasoning skills
Improvement of teaching of content & concepts
More in-depth coverage of content
Focus on new goals which are important for the information society
Develops life long learning competencies
Develop independent learning skills
Implemented curriculum goals:
Student activities
Single-subject (n = 11)
School-wide (n=8)
Thematic (n=13) Teacher
activitiesSingle-subject (n = 11)
School-wide (n=8)
Thematic (n=13)
Searching for information 63.6 (7) 100.0 (8) 76.9 (10) Lecture 54.5 (6) 37.5 (3) 0.0 (0)
Purvi Vyas
Implemented Curriculum
Goals
Change inSchool Environment
Students Roles Teacher’s Role Emphasis on formative Assessment
Problem solving tasks 54.5 (6) 62.5 (5) 23.1 (3) Create
structure 90.9 (10) 100.0 (8) 92.3 (12)
Picked own tasks 27.3 (3) 75.0 (6) 46.2 (6)
Design/ prepare instructionalMaterials
81.8 (9) 54.5 (6) 72.7 (8)
Collaboration 90.9 (10) 87.5 (7) 61.5 (8)
Monitor/ assess student progress
72.7 (8) 87.5 (7) 69.2 (9)
Self- or peer assessment 27.3 (3) 75.0 (6) 53.8 (7)
Collaborate with colleagues
54.5 (8) 100.0 (8) 53.8 (7)
The tables above shows the students and teachers roles/activities per Curricular Focus, in order to achieve the intended curriculum goals, which constitutes Implemented curriculum goals. The roles stated here were analysed by Voogt and Peldrum in their research on “ICT and Curriculum change”.
Attained curriculum goals:
Purvi Vyas
Outcomes seen in Teachers
Development of a positive attitude towards the innovative practice ( due to recognition given by colleagues) –a general outcome for all 3 patterns
Development of pedagogical skills –a general outcome for all 3 patterns
Acquisition of ICT skills- but concern about continuous ICT training
Acquisition of collaborative skills in Thematic & School-wide focus
General Student outcome
Students were very positive about the innovation and positive attitude towards learning and schoolWere motivated and this improved their self-esteem.Acquisition of ICT skills by students
Attained curriculum
goals
Responsibility of their own learning process
Subject matter knowledge
Acquisition of meta-cognitive skills
ore in-depth coverage of content
Collaborative skills & communication skills
Information handling skills-important skill for life long learning
Collaborative skills & communication skills
Outcomes for School-wide curriculum
focus
Outcomes for Single-subject
curriculum focus
Outcomes for Thematic curriculum
focus
Contribution of ICT identified in the chosen case-studies of innovative curriculum practices by Voogt & pelgrum (2005, p. 172):
General Role of ICT for all three curriculum types ICT facilitated curriculum change and educational reform Cultivated ICT skills in students as well as teachers Means of communication, internal as well as outside school To relate the curriculum to the real world Helped students to prepare presentations with professional outlook Search for new updates in information
Single subject focus: ICT helped improve existing curriculum Supported more in-depth coverage of curriculum content resulted in good
understanding of subject matter Use of specific software or creation of special Website for a purpose Facilitated Modeling and visualization Facilitated guided & reflective learning
Thematic focus: Role of ICT was related to educational reform related to changes in our society
preparing students for the information society
Purvi Vyas
School-wide Curriculum focus: Role of ICT was related to educational reform-cultivating responsibility of
their(students) own learning
Bibliography
Bob, F. (n.d.). MITE6310 (5) by Bob Fox on Prezi. Prezi - The Zooming Presentation Editor.
Retrieved November 15, 2011, from http://prezi.com/74joywda0ypd/mite6310-5/
Framework for 21st Century Learning - The Partnership for 21st Century Skills. (n.d.). The
Partnership for 21st Century Skills. Retrieved November 18, 2011, from
http://www.p21.org/overview
Law, N., Yuen, H. K., Ki, W. W., Li, S. C., Lee, Y., & Chow, Y. (2000). Research
Framework and Design. Changing Classroom & Changing Schools: A Study of Good
Practices in using ICT in Hong Kong Schools (pp. 23-45). Hong Kong: CITE,
Faculty of Education,The University of Hong Kong.
Law, N., Pelgrum, W., Monseur, C., Brese, F., Carstens, R., Voogt, J., et al. (2008).
Pedagogy and ICT use in schools around the World-Findings from the IEA SITE
2006 study. Hong Kong: Springer, Comparative Education Research Centre,The
University of Hong Kong.
Purvi Vyas
Law, N., Yuen, A., & Fox, R. (2011). Educational Innovations Beyond Technology.
NewYork: Springer.
M2 database. (n.d.). http://sitesdatabase.cite.hku.hk. Retrieved October 1, 2011, from
