Exemplars of Curriculum Theory

Ellis, Arthur K.

doi:10.4324/9781315855318

Cited by 55 publications

(83 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Overall, the Brazilian educational policy is characterized by a high degree of society-centeredness (Ellis, 2004) (Bunge, 1966). Moreover, the ultimate goal of imbuing Korean students with creative power or ability suggests an underlying conception of Technology as a Creation Process.…”

Section: Curriculum Conceptions Of Technology In Brazilmentioning

confidence: 99%

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Oliveira

Schneider

Kim

2020

Human Behav and Emerg Tech

View full text Add to dashboard Cite

Despite its ubiquity in modern life, there presently exists no consensual agreement on what technology is exactly. Striving for theoretical advancement and clarity, this grounded theoretical paper comparatively considers how technology is explicitly defined or implicitly conceptualized in the national education policies of three different countries: Brazil, Korea, and the United States. Serving as a source of theoretical insight, curriculum conceptions of technology are considered in light of scholastic philosophy and academic theorizing about the nature of technology. It is described how curriculum conceptions of technology varies in terms of alignment with humanities-or engineeringoriented philosophical perspectives on technology, in terms of society-centeredness (technology-society relations) or learner-centeredness (technology-self relations), and in terms of prioritizing preparation of informed users or producers/creators of technology. Despite such variations, several common themes are noticeable, including a strong emphasis on the latest technologies, the creative side of technological design, and a tendency to conceive of technology computationally. It is argued that comparing the national curricula of different countries offers a unique opportunity to examine diverse perspectives on technology and potentially advance deliberations about its nature. International comparison also provides a broader and richer context for theorizing about the ontological status of such an important and yet elusive human endeavor. K E Y W O R D S curriculum conceptions, national policies, nature of technology, philosophy and history of technology, technology in the curriculum 1 | INTRODUCTION Whether integrated across the content areas or taught as a separate school subject, technology has become an integral part of the school curriculum. Across the globe and the K-12 grade spectrum, educators have increasingly recognized and capitalized upon the potential of information and communication technologies to pedagogically support student development and learning of academic content like science (Krajcik & Mun, 2014; Oliveira et al., 2019). Students, in turn, have come to learn largely through technological representations (e.g., digitalized images and interactive inscriptions) and can now learn about technology itself with the recent emergence of new school subjects such as computer science in countries like the United States. In curriculum development and policy-making circles, if the question is "What knowledge is most worth?", the answer is likely to include technology. Its ubiquity in education has been celebrated by some scholars who have argued that technology can radically transform and improve schooling (Dede, 2000; Mcdonald & Ingvarson, 1997) and help make it more inclusive to displaced and underprivileged populations worldwide (UNESCO, 2018). In contrast, others have lamented this rapidly

show abstract

Section: Curriculum Conceptions Of Technology In Brazilmentioning

confidence: 99%

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Oliveira

Schneider

Kim

2020

Human Behav and Emerg Tech

View full text Add to dashboard Cite

show abstract

“…Differing notions of curriculum tradition have been forwarded so farsome scholars refer to subcomponents of curriculum tradition as ideologies (Schiro, 2013;Schubert, 1986) and others refer to them as models (Ellis, 2004), traditions of practice (Zeichner, 1993) and orientations (Eisner & Vallance, 1974) among else. Despite the differing views, a broad consensus is identified in the literature around four main competing curriculum ideologies, namely humanists/scholar academic, child study/learner centred, social meliorists/social reconstruction and social efficiency (Kliebard, 2004;Tahirsylaj, 2017).…”

Section: Competing Anglo-american Curriculum Ideologiesmentioning

confidence: 99%

“…The Tyler rationale operates under the assumptions of the educational philosophy of social efficiency and serves as a technocratic model that dominated American schools to the present day (Deng & Luke, 2008). Indeed, the persistence of Tyler rationale situated in social efficiency curriculum ideology throughout the twentieth century to the present days has been evidenced by both curriculum scholars and historians of education (Ellis, 2004;Kliebard, 2004Kliebard, , 1970Pinar, 2011;Ravitch, 2000).…”

Section: Competing Anglo-american Curriculum Ideologiesmentioning

confidence: 99%

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Tahirsylaj

2019

Nordic Journal of Studies in Educational Policy

View full text Add to dashboard Cite

This article builds upon the international dialogue around 'curriculum crisis' initiated by Michael Young in Journal of Curriculum Studies (JCS) in 2013 and followed up in JCS in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare 'curriculum crisis'; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that 'curriculum crisis' is only partially about bringing knowledge back in, and the article suggests 'the prepared mind' as a metaphor to bridge knowledge and learning outcome perspectives. Specialized knowledge in curricula will become even more relevant in the innovation age, and a prepared mind adaptable to the changing world and open to continued learning can assist individuals navigate life and career creatively, meaningfully and constructively.

show abstract

“…Istorija kurikuluma seţe u daleku, antičku prošlost kada imenica curriculum nastaje od latinskog glagola currere (Ellis, 2004:5). Kurikulum izvorno potiče od glagola koji znači trčati, hrliti, teći, broditi, učestvovati u trci, juriti na trkalištu, da bi derivativno dobio imeničko značenje a) trka, trčanje; b) tečaj, kurs; c) trkalište, optimalan put dolaska na cilj; d) kurs ţivota, ţivot (Ellis, 2004:5, Oliva, 2005Despotović, 2010:8). Kurikulum će tokom svoje istorije uvek imati ili negovati tu svoju dvojnu imeničko-glagolsku prirodu, tako što će s jedne strane biti imenica da označi plan, bluprint, agendu ili dokument, ili sa druge strane, poput glagola, označavaće kretanje, akciju, strategije, ciljeve u akciji, praksi ili na delu (Pinar, 2008:5).…”

Section: Odreďenje Pojmaunclassified

“…Uprkos velikom broju evaluacionih modela i izveštaja u poslednje vreme, sve je jasnije da postoji mnogo toga što još treba istraţiti i utvrditi, jednako kao što postoji potreba da se osmisle sloţeniji, stroţi, ciljaniji i sofisticiraniji načini praćenja učinka i napretka studenta (Richards, 2001;Ellis, 2004;Henderson, 2004;Jacobs, 2010). To je utoliko delikatnije kada je CLIL u pitanju zato što moramo da imamo na umu je ovde reč ne samo o lingvističkim i naučnim kompetencijama, o postizanju akademskog uspeha iz jezika i geogolije, već i o izgradnji stavova i standarda koji idu u susret novoj viziji visokog obrazovanja u Evropi, i društvu gde je kompetitivnost neophodna za profesionalni razvoj svakog pojedinca.…”

Section: Model Evaluacionih Mera I Evaluacioni Izveštajunclassified

Content and language integrated learning (CLIL) in earth science

Беко¹

View full text Add to dashboard Cite

show abstract

Exemplars of Curriculum Theory

Cited by 55 publications

References 0 publications

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Curriculum conceptions of technology: Theoretical insights from National Education Policies in Brazil, Korea, and the United States

Revisiting ‘curriculum crisis’ dialogue: in search of an antidote

Content and language integrated learning (CLIL) in earth science

Contact Info

Product

Resources

About