EDUCATIONAL TECHNOLOGY AS A VEHICLE OF CHANGE IN CURRICULUM DEVELOPMENT

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EDUCATIONAL TECHNOLOGY AS A VEHICLE OF CHANGE IN CURRICULUM DEVELOPMENT

CHAPTER ONE

INTRODUCTION

Background of the study

Given the accelerating pace of change and innovation in the modern world it is necessary that schools take a less conservative role and incorporate innovation into the classroom and curriculum. Increasingly innovative teaching and learning in the classroom is seen as a vehicle for higher student achievement, more relevant learning and the development of skills deemed necessary for working and living in the future. As there is strong evidence for a fundamental shift in the workings of business and society in general there is the need for a fundamental change to take place in the traditional paradigms of education. It is important to note that for the most part the current model of education is based upon a 19th century model, which has only seen cosmetic modifications to the present day. The most, which has occurred, is a steady progression and modification of curriculum in various subject areas. As a whole, North American classrooms are presently in a state of flux concerning innovation. The resulting experimentation and push towards new methods is in all likelihood creating change in the entire model of education. Although this may be unnoticed by many, it stands to reason that if the way in which classrooms teach and function is changed the whole educational establishment will change as well. Forces from all directions are influencing this revolution such as teachers, students, administration, business, and government. However there will need to be a more coherent approach to actual educational reform before the system will see any significant change which reaches into every classroom.

The old and some might say present model of education is a rigid, bureaucratic system, which was created to address the needs of the industrial revolution. A need was created in this economic model for people who had a basic education, which would allow for training in a specific, technical task. In this assembly line mentality, education, and in particular schools, functioned to train people in basic skills such as reading and writing, mathematics and not much else. People also learned to be efficient and obedient to authority, which has the obvious connotation of training people to be “robots”. This type of education matched the prevailing types of jobs at the time such as factory and clerical workers whose occupations involved little more than performing repetitive, identical tasks. Current education still follows this idea very closely with its emphasis on the learning of specific ‘facts’ in an ordered, sequential curriculum with little real-world application. Evaluation is almost always focused on the individual. With time and advances in technology the industrial ways of doing things are quickly coming to an end as we enter the post-industrial or information age. It is being recognized by all that the traditional system

of education provides inadequate preparation for the kind of work which will take place in the 21st century. Already there is a movement away form simple production jobs toward those requiring more thought and manipulation of information. Workers of the future will be “symbolic analysts”, meaning they will identify problems, devise strategies of solving the problems, implement and evaluate them. They will use tools such as computers and scientific instruments in addition to other resources to work with and manipulate words, numbers and images. Not only will this work involve working with various types of data and resources but it will mostly be team oriented as opposed to individual. Work schedules will also be more dynamic. For these reasons education will have to teach children new sets of skills needed for these jobs. They must be able to sort through enormous amounts of data to create unique solutions to problems and be able to see things in context. They will also do this within groups where there is the need to develop consensus, communicate, assist and accept criticism. This kind of change will require integrating education into the fabric of communities. Teachers certainly cannot accomplish this alone. Digital technologies can be used to accomplish the task of integrating homes, schools, workplaces, museums, libraries, social services etc. to accomplish the common goal of education. If learning is to move beyond a narrow-minded individual course of learning facts these changes will have to occur. As is often said, education is an ongoing pervasive process.

Statement of the problem

There may have been previous researches in this subject. This work gives further explanations and analysis in educational technology as a vehicle of change in curriculum development

Objectives of the study
To understand the impact of educational technology as a vehicle of change in curriculum development
To understand the relationship between educational technology and change in curriculum development

Research questions
What is the impact of educational technology as a vehicle of change in curriculum development
What is the relationship between educational technology and change in curriculum development