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Procedia Social and Behavioral Sciences 15 (2011) 30593062

WCES-2011

The study and comparison of curriculum in smart and traditional

schools
Ladan Salimia *, Alireza Ghonoodib
a

Ph.D student of curriculum planning, Islamic Azad Uuniversity, Khorasgan Branch, Iran
b
Faculty of computer engineering , Islamic Azad University, Sari Branch, Iran

Abstract
Education is a basic element in every country's development, and subsequently, electronic education could be considered the
most effective, reliable and the most modern method in individual and organizational development. This method and approach in
education combines the ICT with the curriculum which will lead to the process of Teaching-Learning. The common trend in such
schools is concentration on the use of the computer in a wide sense concerning the Teaching-Learning process along with a
combinational outlook to the curriculum and also allowing the students to be flexible towards full cooperation and use ICT to
involve themselves in the teaching process. In such schools, the educational contents are not confined to the school books, in
fact, students can also use a wide range of sources such as: the Internet, and e-books which can make them not only digitally
literate but give them a sense of creativity and productivity that cannot be observed in traditional schools. Nowadays, with the
great changes in curriculum, the traditional teaching methods can not satisfy the needs of teachers and students any more. The
purpose of this research is an integration of curriculum along with ICT in smart Schools and its advantages in comparison with
traditional schools.
2011 Published by Elsevier Ltd.
Keywords: Smart School; Traditional School; Curriculum; ICT

1. Introduction
Information and communication technology (ICT) concerns a set of tools and methods that collects, stores,
retrieves, processes and distributes information in various forms. ICTs provide a means for overcoming historically
intractable problems of isolation and lack of access to information and knowledge, crucial impediments to
educational development. ICTs have reshaped the educational landscape by transforming the content and modes of
delivery/acquisition of learning as well as how the educational institutes operate (Tella,2002). The use of new
technology has brought high potentiality in technology-based education which can be effective in the process of
teaching-learning and also offer exciting new possibilities to promote the changes in education methodologies. We
can observe constant usage of ICT in smart school education. Smart schools are types of schools that are flexible
towards the students characteristics and abilities. In smart schools, learners are not expected to adapt themselves to
the necessities of such schools. This issue indicates the difference between traditional and modern pedagogy.

18770428 2011 Published by Elsevier Ltd.

doi:10.1016/j.sbspro.2011.04.245

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2. Curriculum
The study of curriculum changes shows this fact that focus on curriculum as a special field and also as a
curriculum planning started in the beginning of 20th century with a book written by Franklin Boobbitt. Since then,
curriculum contents have seen many changes due to various developments. However, different definitions have been
applied to curriculum, but according to a simple definition: curriculum consists of issues and educational materials
taught by the teacher ( Yarmohammadian 1998).
2.1 Characteristics of curriculum based on ICT:
1. It provides the use of combinational curriculum.
2. It enhances the importance and reliability of curriculum contents.
3. It increases the learners interest.
4. It provides knowledge with suitable structure.
5. It increases the efficiency of curriculum.
6. It enhances the students learning abilities.
7. It increases the flexibility of curriculum.
3. Comparison of curriculum elements in smart and traditional schools
Curriculum is made up of elements which their appropriate coordination would guarantee the success of a
curriculum. There is no consensus between the experts on elements of curriculum, but the most four common points
of view concerning this issue are: objective, content, method and evaluation.
3.1 Objective
In traditional schools objectives mainly focus on gaining knowledge, and there is no chance for a learner to be
productive. Teachers play important roles in determining educational objectives and resources.
Since smart schools are learner-centred, students play more important roles in determining educational tasks and
with the aid of their teachers form their objectives. Table 1 below shows the comparison of educational objectives in
smart and traditional schools.
Table 1. Comparison of Educational Objectives
System Approach
Educational
Objectives
In all aspects
Learner participation in
Determining educational
Objectives

Traditional System
Increasing knowledge
of learner and teacher

Smart System
Providing all-out
student development

None

With the help of teachers

Learners' role

Passive

Active

3.2 Content
In traditional schools, text books are the main source of teaching. In such environment, learners are not allowed
to act on their own, that is, they are limited to their textbooks. At the same time, they dont play any role in
implementing and presenting the content material. Although learners have many things in common, teachers
shouldnt forget the fact that they have individual abilities and unique attitudes towards learning. Equal
consideration of learners ability by the teacher could be an obstacle in learner creativity, which leads to learners
frustration.
In smart schools, contents are provided by Ministry of Education with required standards and by the teachers. In
these kinds of schools learners have easy access to school resources and networks? The learner can use both
electronic contents and teachers own created materials. Content material is planned according to the learner
capabilities. For example, in a class of 40 students, there could be 40 different educational environments so that
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every learner acquires more material by interacting with each other. Through this method, weaker students have a
better chance of improving themselves. Table 2 blow shoes the comparison of curriculum content in smart and
traditional schools.
Table 2. Comparison of Curriculum Content
System Approach
Extent of material
Student participation
in creating subject materials
Subject material
resources

Traditional System
Limited and Selective
None
Textbooks

Smart System
Unlimited and assorted
Group activity and
interaction
Various sources for
Individuals ( e-books, internet,)

3.3 Methods (teaching learning activities)

A school, in traditional context is like a framework in which the teacher transfers knowledge, skills and values to
the students, and plays an important role in teachinglearning process. The class atmosphere reflects the teachers
authoritative outlook. The common teaching process in such schools is solely auditory. Material acquired this way is
very shortlived in the learners mind.
With the aid of multimedia technology, students will be encouraged to gain access to learning materials by
themselves and be independent from their teachers (self-accessed) , to learn according to their own pace and
capability (self-paced), and to explore topics of interests without being tied down to a rigid syllabus(self-directed
learning)( MMoE,2003).
Through this method of learning which is audio-visual the learner can remember the material for a much longer
period of time. All the traditional concepts have been replaced by studentcentred learning, active knowledge
construction and critical and creative thinking (yen, 2005).Research by Young (2003) revealed that the new
technology was very useful in providing a less stressful environment for the students to express their opinions and
thoughts freely. Therefore, the use of ICT in teaching-learning has the following advantages:
1. It will remove the obstacles for the teachers and learners and facilitates the interaction between them.
2. It could be a motivation for new teaching methods.
3. It will create an environment in which cooperation surpasses competition.
Table 3 below shows the comparison of teaching-learning activities in smart and traditional schools.
Table3. Comparison of Teaching Learning Activities
System Approach
Method used in teaching-learning
process
Student participation
in teaching learning
process
Teaching learning
environment
Teacher role

Traditional System
Auditory only

Smart System
Audio Visual

None
( teacher- centred )

Group work
( student- centred)

Limited
( teacher- centred)
Main agent

Unlimited
( student- centred)
Managing
educational environment

3.4 Evaluation
Evaluation of students in traditional schools are held at the end of each term or season, at long intervals. And the
purpose of this evaluation is recalling memorized materials in a particular period of time. The result of this
evaluation is the score taken by the individual.
Evaluation in smart schools is not limited to any particular subject, and is done on a daily basis. Learners are
constantly responsible for their own evaluation in order to construct learning methods which are suitable to their
interest. The purpose of evaluation in these kinds of schools is to help learners by providing:
1. Feedback on their own performance.

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2. Recognition of strengths and weaknesses.

3. Enough information for decision- making.
The outcomes of the evaluation in smart schools are facts and figures and precise information to help learners to
achieve their educational goals.
Table 4 below shows the comparison of evaluation in smart and traditional schools.
Table 4. Comparison of Evaluation
System Approach
Nature of evaluation

Traditional System
Recalling memorized
materials for a long
period of time

Date of evaluation

End of term or season

Result of evaluation

Individual score

Smart System
Tool to show to what
degree they have
achieved their
educational goals
Continual and without
time limitation
Facts and figures to
achieve their
educational goals for
the whole class

4. Conclusion
A new era needs new form of education which has no compatibility with the traditional one. It seems essential
that pedagogy and its elements such as curriculum changes according to technological development. Despite the
many difficulties in implementing ICT in schools, research also shows that students and teachers welcome ICT
policies in schools and believe the technology could be useful in raising standards in teaching and learning
(BECTA,2001; Kington,2003). Using ICT in smart schools enables students to produce creative solutions to support
learning and develop new understanding in areas of learning (Curriculum Corporation, 2006). For integrating
curriculum elements with ICT characteristic, you should consider establishing smart schools. In contrast to
traditional schools teachers are not mere educators, group works are encouraged, students learn according to their
own pace and capability, students can gain access to learning materials through the Internet. Integration of
curriculum with ICT has brought us a lot of advantages such as the increase of the importance and reliability of
curriculum contents, making the curriculum content more flexible, promoting learners interest, and enhancing
curriculum usefulness with the possibility of exploiting a combinational curriculum to teach the learners.
References
BECTA.(2001). Computers for Teachers: An evaluation of phase 1:survey of recipients. London:
Department for Education and Skills.
Curriculum Corporation (2006). Statement of learning for Information and communication Technologies (ICT). Australia, Curriculum
Corporation.
Kington, A.,Harris, Susan, Smith, Paula, Hall, Melanie. (2003). Computers for Teachers: A qualitative evaluation of phase 1. London:
Department for Education and Skills.
MMoE.(2003).Official Website for Malaysia's Smart School Project .Retrieved 1 st April 2003,2003,from http://www.ppk.kpm.my/smartschool/
Tella,A.,Adu,E.,(2009). ICT and curriculum development :the challenges for education
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Yarmohammadian,M.(1998). Curriculum development fundamentals.
Yen,N, G.,Abu Bakar, K.,Roslan, AbedRahman, P.Z. (2005). Predictor of self-regulated learning in
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