Share globally, adapt locally: software assistance to locate and tailor curriculum posted to the Internet (original) (raw)

Classrooms & Curriculum

2017

Panel Chair: Lisa Roy-Davis Papers Presented: Should the State of Texas Allow Public Universities and Colleges to Permit Guns on Campuses? By Devin Walz Pets in the Elementary Classroom by Anh Doan Technology Case Study of K-12 Students by Cathy Tran Abstract: Technology is an exponentially revolutionizing tool that has pushed all aspects of society to adapt and grow in the time known as the “Information Age”. The way that humans process information, and the speed at which humans can process information, with technology allows humans to grow more efficiently and effectively. Technology is continually designed to become more optimal in business environments where the amount of money and resources are dependent on the efficiently and effectiveness of product development. Similar methods of innovation using technology can be applied to public education teaching to optimize learning in the traditional grade levels of kindergarten to grade 12 (K-12). Unlike business environments, traditi...

Meeting the Challenges of Curriculum and Instruction in School Settings in the United States.pdf

The United States is one of many countries currently undergoing significant changes in educational institutions, particularly in K-12 settings. Most pronounced among these is the impact of unprecedented demographic changes on the curriculum and instruction provided in U.S. schools. Four other factors are also influencing curriculum and instruction including 1) policy changes, 2) emerging new technologies, 3) globalization, and 4) the refugee and immigration issue. Each of these areas provides challenges for both school settings and teacher educators. These challenges and the obstacles they create must be examined and specific recommendations must be developed for teachers, teacher educators, and policymakers to assist in meeting each challenge. Among these recommendations, research shows that: 1) schools must change the structures, culture, and programs of curriculum and instruction to meet the needs of a diverse student body, 2) researchers in higher education institutions must focus their work to help the federal government, state leaders, and school districts decide upon the most appropriate reforms and changes to curriculum and instruction in school settings, 3) more resources from a variety of sources must be invested in technology-use training so teachers can better prepare students to use technology, especially in the context of new assessments, 4) educators should define and advance an agenda that prepares youth for global citizenship, and 5) the core values of educators must include respect, integrity, commitment and excellence, the promotion of diversity and gender equity, choice, and dignity for all students.

Sharing lesson plans over the World Wide Web:important components

1999

Teachers differ greatly in the way they plan their lessons, using personalised formats and incorporating speci®c lesson components. A new resource for lesson ideas is the World Wide Web. Literally thousands of lesson plans can be found online. Are lesson plans on the web different from the lesson plans teachers write? What lesson components should be present to support teachers' needs? A study was conducted comparing the components in teacher-generated lesson plans with components found in web-published lesson plans. Results show that teachers use more logistical references in their plans while web-published lessons present more descriptive information. Combining components that teachers ®nd important with components that are important in communicating a clear and concise description of a lesson resulted in a proposed format for web-published lesson plans. Future research should focus on validating the proposed format, investigating if this format can facilitate cross-cultural sharing of lessons, and creating a web-based lesson plan component database that allows teachers to personalise lesson formats.

Emergent Global Curriculum Trends: Implications for Teachers as Facilitators of Curriculum Change

Curriculum and its’ reforms have received increased attention in international policy in recent years as a means to making education relevant to societal changes. Major curricula reforms focus on providing learners with abilities of learning new skills and knowledge for effective living in the midst of rapid technological change. The reforms have given rise to a range of emergent curriculum trends which have significant implications on how teachers should teach. This paper explores and highlights some of the emergent curriculum trends and the implications for teachers who implement the curricula. The implications are informed by an abundance of research examining how teachers, as facilitators can foster students’ learning by understanding curriculum theory and processes, providing differentiated differentiation; facilitating learner-centered instruction; utilizing multiple instructional strategies, developing global citizens and lifelong learners, and developing emergent curriculum integration of technologies for curriculum delivery. The paper concludes by pointing to the fact that since emergent curricula trends are geared towards the basic purpose of promoting the full realization of individual’s whole life, teachers should align their teaching to correspond to the trend, acquire more knowledge and skills for responsive teaching, meet the needs of students for all-round development and should manifest basic characteristics and direction of curriculum development essential for global citizens.

Educators Across The Globe Collaborate And Exchange Ideas

Journal of International Education Research (JIER), 2011

The Center for Global Education at Marymount University offered unparalleled academic, experiential, and cultural exposure to 17 Marymount University graduate students and two professors who participated in a service-learning project in Porbandar, India, on January 1-18, 2010. The program focused on teaching PreK-7 grades through an integrated approach. The purpose was to help students in math and science methodology to further their understanding of how a diverse population with little concept of U.S. teaching methods approaches learning mathematics and science concepts. This project aligns with NCATEs Professional Standards in that American society is becoming more diverse, with students in classrooms drawn from many cultures and ethnic groups. Preparing teachers to teach all students to meet societys demands for high performance has created a new agenda for educators and policymakers. A model was developed with the NCATEs redesign in mind: to transform Americas P-12 education sys...

An Open Source Learning System for K to 12 Homeschoolers in Developing Nations

Googling the key strings "data on the increase of homeschoolers worldwide" will lead you to hundreds, if not thousands, of current data and information that will show the rise in homeschooling learners worldwide. Most of the distance learning courses to date cater to post-secondary, tertiary and secondary tertiary education. This is a logical development considering that distance education, which began in the early 1700s and 1800s in Europe and the U.S., catered to technical and vocational forms of learning. Though there is minimal data and research on the growth and history of distance education in the primary and secondary levels worldwide, the existing studies and information online present a definite rise in homeschool learners in K to 12 levels. It is, therefore, safe to assume that distance education through the years, probably by the law of natural osmosis, has diffused throughout basic education. With this imminent reality, high demand for open and distance learning platforms for K to 12 homeschoolers is inevitable. This current development has given birth to a learner demographic that is in need of the following: 1. A techno hub/learning center that contains curated information, learning directions, alternative curricula, and open and flexible learning options aligned with the DepEd’s Alternative Learning System (ALS) Program as well as the DepEd’s K to 12 curricula; 2. Assessment and equivalency tests for local and foreign education benchmarking, and; 3. A community of learners, instructional managers, tutors, mentors, parents, experts, partner schools, and local government units that are either highly equipped with knowledge and experience in non-formal education trends and practices, or at the very least, are interested in venturing into alternative learning systems.