VALENCIA COLLEGES (BUKIDNON), INC.

P17A Hagkol Poblacion, Valencia City 8709, Bukidnon

Tel. nos. 088-828-3142 Email: [email protected]

EDUC 5- CURRICULUM DEVELOPMENT

2nd Semester of A.Y. 2020-2021

The Role of Technology in Delivering the Curriculum

Desired Learning Outcomes in the classroom

1. Discussed role of technology in curriculum application

2. Enhanced the application of outcome-based learning with technology both as an aid and
platform for learning

3. Analyzed the significance of systematic lesson planning in which the appropriate choice of media
comes to play.

Instructional media may also be referred to as media technology or learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to learners.

Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose, depending on what he sees fit with the intended
instructional setting.

Instructional media may also be referred to as media technology or learning technology, or simply
technology. Technology plays a crucial role in delivering instruction to learners.

Technology offers various tools of learning and these range from non-projected and projected
media from which the teacher can choose, depending on what he sees fit with the intended
instructional setting. For example, will chalkboard presentation be sufficient in illustrating a
mathematical procedure; will a video clip be needed for motivating learners?

In the process, what ensues is objective-matching where the teacher decides on what media or
technology to use help achieve the set learning objectives.

Non-projected media Projected media

Real Objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (Books, work sheets) Films
Visual (Drawings, Photographs, Graphs, Charts, Video, VCD, DVD,
Posters) Computer/ multimedia presentations
Visual boards (Chalkboard, Whiteboard,
Flannel Board. etc.)
Audio materials
Table 1. Types of instructional media/technology

Factors in Technology Selection

In deciding on which technology to use from a wide range of media available, the factors on
which to base selections are:

1. Practically. Is the equipment (hardware) or already prepared lesson material (software)

available? If not what would be the cost in acquiring the equipment or producing the lesson
in audial or visual form?
2. Appropriateness in relation to the learners. Is the medium suitable to the learners’ ability to
comprehend? Will the medium be a source of plain amusement or entertainment, but not
learning?
3. Activity/ suitability. Will the chosen media fit the set instructional event, resulting in either
information, motivation, or psychomotor display?
4. Objective-matching. Overall, does the medium help achieving the learning objective(s)?

The Role of Technology in curriculum Delivery

It can easily be observed that technological innovation in the multifarious fields of commerce,
science and education, is fast developing such that it is difficult to foresee the technological revolution in
the millennium, inclusive of educational changes. For certain, however, technological changes in
changes. For certain, however, technological changes in education will make its impact on the delivery
of more effective, efficient and humanizing teaching and learning.

But, presently we can identify three current trends that could carry on to the nature of
education in the future. The first trend is the paradigm shift from teacher-centered to student student-
centered approach to learning. The second is the broadening realization that education is not simply a
delivery of facts and information, but an educative process of cultivating the cognitive, affective,
psychomotor, and much more the contemplative intelligence of the learners of the learners of a new
age. But the third and possibly the more explosive trend is the increase in the use of new information
and communication technology or ICT.

Already at the turn of the past century, ICT, in its various forms and manifestations has made its
increasing influence on education, and the trend is expected to speed up even more rapidly. Propelling
this brisk development is the spread of the use of the computer and the availability of desktop micro-
computers affordable not only to cottage industries businesses, and homes but also to schools.

For now, the primary roles of educational technology in delivering the school curriculum’s
instructional program have been identified:

● Upgrading the quality of teaching-and-learning in schools

● Increasing the capability of the teacher to effectively inculcate learning, and for students to gain
mastery of lessons and courses

● Broadening the delivery of education outside schools through non-traditional approaches to

formal and informal learning, such as open Universities and lifelong learning adult learners

● Revolutionizing the use of technology to boost educational paradigm shifts that give importance
to student-centered and holistic learning.

ENRICHMENT

Home assignment for students to design through drawing or cut outs from print publications
(such as newspapers and magazines) the futuristic classroom. (Clue: laptops or electronic computer for
every student, electronic camera audio-video conversation, teleconferencing, digital photo or video
student production, etc.)

Take action

Class activity: make students in groups decide on (a) specific lesson to be taught (b) learning objectives
(c) choice of media (d) preparing in grid form a Lesson Plan, as in the following example:

Table 2 An Example of a Simplified Lesson Plan

Subject : Science
Level : Grade 6
Class size : 45 students
Duration : 2 periods (2 hours)
Lesson : Saving Our Earth
Topic : Natural resources

Specific desired learning outcomes:

At the end of the lesson, learners must have:

● Correctly understood the situation that planet earth is in

● Identified dangers, causes and ways to save the earth
● Appreciated natural resources and graphically expressed their appreciation of the earth’s
natural resources

Instructional media

● VHS Discovery material – Or Planet Earth

(15 minutes)
● White board

Activities

● Teacher introduces the general topic and lesson

● Pupils are prepared to view the VHS material
● After viewing, the teacher engages pupils in a brief motivational discussion (what planet did you
see? What is happening to the earth now? Why do you think there I a need to save the earth?
Etc.)
● Teacher highlights meaningful opinions from the class
● Teacher divides the class into groups, each group to fill in a grid brief points on:

A. Dangers to the earth

B. Causes of dangers
C. Ways to save the earth

● Teacher asks each group to prepare a board presentation of their brief output.
● Teacher makes a summary of the lesson.
● Teacher assigns each student to prepare a poster design (with picture and text) on the subject of
Saving Natural Resources of the Earth for presentation and discussion in the next class.
 Learners say, we learn 83% through the use of sight, compared with less effective ways to learn:
hearing (10%) smell (4%) touch (2%) and taste (1%). In the use of visuals for a wide range of materials
(visual boards, charts, overhead transparencies, slides, computer-generate presentations), there are
basic principles of basic design,

Assess a visual material or presentation (a transparency or slide using the

following criteria:

● Visual elements (pictures, illustrations, graphics):

1. Lettering style or font – consistency and harmony

2. Number of lettering style – no more than 2 in a static display

(chart, bulletin board)

3. Use of capitals – short titles or headlines should be no more than 6 words

4. Lettering colors - easy to see and read. Use of contrast is good emphasis

5. Lettering size- good visibility even for students at the back of the classroom

6. Spacing between letters – equal and even spacing

7. Spacing between lines – not too close as to blur at a distance

8. Number of lines – no more than 8 lines of text in each transparency/slide

9. Appeal – unusual/catchy, two-dimensional, interactive (use of overlays or movable flaps)

10. Use of directional – devices (arrows, bold letters, bullets, contrasting color and size, special
placement of an item.

● Overall look: patterns o alignment, shape, balance, style, color scheme and color appeal.

That educators are now more keenly aware of their responsibility to deliver the highest
quality of education to learners. They also recognize the need to use and integrate technology in
the curriculum and the teaching-learning process of classroom instruction. There is no doubt,
however, that the concept of educational technology is a very complex one, made more
sophisticated with the advent of what is called hypermedia or multimedia packages that include:
text, audio, graphic image (still picture) animation, and video clip.

Today, hypermedia finds an application in what is known as information and

communication technology or ICT that includes tutorial software packages, webpages,
simulation games, project management packages, and others. An example is the hypermedia
package in economics which can be accessed through the internet site WinEcon.

Everyday technology including information and communication technology, advances by

leaps and bounds, thus as it advances we can be certain that educational technology will
continue to play an important role in education. In the traditional approach to instruction, the
teacher (a) presents the lesson to the class (b) assesses the students (through oral or written
tests (c) moves to the next lesson.
Self-Reflect.

In a proposed mastery approach to instruction, the teacher (a) presents the lesson to the
whole class (b) assesses if learners attained mastery of the lesson (c) provides enrichment
activities with the use of media technology (d) re-mediates the non-mastery student (e) moves
on to the next lesson.

1. How is the mastery approach better than the traditional one?

2. The mastery approach appears time-consuming and difficult. Do you believe practice and
experience can overcome these difficulties?

3. How can technology help in enrichment activities?

4. Should the effective use of media be also assessed by the teacher? How? Why?
Lesson 4 Stakeholders in Curriculum
Implementation

Desired Learning Outcomes

- Identified stakeholders of the curriculum

- Enumerate the role of each stakeholder

Take Off

Who are involved in curriculum and curriculum development?

These are the persons who we call the stakeholders. Stakeholders are individuals or institutions that are
interested in the curriculum. They get involved in many different ways. You must be one of them
together with the teachers, school managers, parents and even the whole community have interest in
the curriculum. We will all meet them in this lesson.

Content Focus

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old
view that students are mere recipients of the curriculum, is now changing. Learners
have more dynamic participation from the planning, designing, implementing, and
evaluating. However, the degree of their involvement is dependent on their maturity.
The older they are in high school or college, the more they participate. From another
angle, whether learners are in the elementary or college level, they can make a break
curriculum implementation by their active non-involvement. After all, learners together
with the teachers, put action to the curriculum.

At the end of the curriculum development process, the fundamental question

asked is: Have the students learned?

When some college students were asked about their role in curriculum development,
here are their answers.

Student 1: I never realize that as a student, I have a participation in curriculum

development. It is true that as a student, our learning is the basis of the success or
failure of the curriculum. For example, if all of us pass the board examination, it
means that the teacher education curriculum is a success.

Student 2: In high school our teachers would always look into what we are learning.
The whole year around, we have varied curricular and co-curricular activities inside
the class. I think we as students, should be considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were very simple. But
now that we are in college, the content we learn has become complicated. I learned
that actually, our curriculum is spiral, and that the difficulty of the subject matter is
also adjusted to our maturity level.
 Why do curricularists place of lot of premium on the students? It is because, the
learners make the curriculum alive. A written curriculum that does not consider the students, will have a
little chance to succeed.

2. Teachers are Curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the
teacher. Teachers influence upon learners cannot be measured. Better teachers foster
better learning. But teachers need to continue with their professional development to
contribute to the success of curriculum implementation. Teachers should have full
knowledge of the program philosophy, content and components of curriculum and ways
of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learner’s
characteristics. As curriculum developer’s teachers are part of textbooks committees,
teacher selection, school evaluation committee or textbooks and module writers
themselves.

When a curriculum has already been written, the teachers role is to implement
like a technician, however, teachers are reflective persons. They put their heart into
what they do. They are very mindful that in the center of everything they do, is the
learner.

Some of the roles that the teachers do in curriculum implementation are:

1. guiding, facilitating and directing the activities of the learners:

2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process, and
5. making a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation.
Unsuccessful implementation may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

Student: I believe my teachers know very well our curriculum. She knows what to teach
and how to teach it well. I do not miss my class every day because she guides us in all our
lesson activities. Without our teacher, I am not sure if we can learn more than what we
are achieving now.

Teacher: as a classroom teacher, it is my responsibility to make my students learn. I have

to give action to the written curriculum. I have to see it that my students are provided
experiences to learn from. I keep in my mind, how I can sustain the interest of my students
by using teaching strategies that are effective. At the end of the day, I am very happy to
know that my students have achieved the intended learning outcomes. I do this because
as a teacher, I am a curriculum implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing, and
implementing are in the hands of a good teacher. In the educational setting, it is clear that the teacher
has a very significant role in curriculum development.
 3. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the need for change and the
implementation process. They should be ready to assist the teachers and the students in
the implementation. Communication line should be open to all concerned should the
school leaders lead in curriculum teamwork. Convincing the parents on the merits of the
new curriculum is the school heads. They should be committed to change and should
employ strategies to meet the needs of the teachers, and the learners like buildings,
books, library and other needed resources.

Let us listen to the two school heads on how, they understand their makes on the
curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to lead my

school in any curriculum innovation. First of all, I make sure that my teachers understand the
restructuring or alteration of our school curriculum that is forthcoming. I also call on the parents to
participate in the change that I will happen by keeping them informed. I have to make sure that
materials needed are available for the teachers and students to use. I always keep in mind my role as
an instructional leader.

Head Teacher: leading a small school in a far flung barrio has its pros and cons. First, there are a few
teachers to supervise and fewer students to support. As a proactive school head, I always see to it that
we keep pace with the changes in the school curriculum. While preparing for the implementation of K
to 12, I realize that change process is inevitable. My teachers have to be retained, and their attitudes
should be changed. I am responsible in seeing to it that the curriculum is implemented as it should be
and at the end of the year, our school can show evidence that learning has taken place as designed by
the K to 12 recommended curriculums.

4. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring home
a homework from school, some parents are unable to help. Schools need to listen to parents
concern about school curriculum like textbooks, school activities, grading systems and others.
Schools have one way of engaging parents’ cooperation through Brigada Eskewela. In this event,
parents will be able to know the situation in the school. Most co-curricular activities as
chaperones to children in boy and girl scouting, science camping and the like. Parents may not
directly partner for the success of any curriculum development endeavor.

Here are two examples of how parents think of their stake in curriculum development.
Parent: I am proud that my child goes to this school. The teachers are hardworking and the
school is very supportive. on my part, I always cooperate with the schools concern that will
make my child learn. I volunteer for work where I am needed. We, parents, support the
Brigada Eskwela and others school activities. If they call on us parents, we always answer
their request. We also make suggestions on how, the parents at home can assist the learning
of the children.

Guardian: I am a guardian. I stand as a second parent of nieces and nephew. I know that as a
parent, I should not leave entirely to the school the responsibility of the educating the child.
Although, I do not really know how much of new curriculum, I welcome the changes that the
school is making. I am always ready to be support to school concern wards.
 How do parents help shape the curriculum in schools? Here are some observations.

● The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and
students are highly motivated. When parents take interest in their child’s learning, they become
closer to the school.

● The home is the extended school environment. In lifelong learning, the achieved learning in
schools are transferred at home. Thus, the home becomes the laboratory of learning. Parents
see to it that what children learn in school are practiced at home. They follow up lessons, they
make available materials for learning and they give permission for the participation of their
children.

● In most schools, parent associations are organized. This is being encouraged in School Base
Management. In some cases, this organization also includes teachers to expand the school
learning community. Many school projects and activities are supported by this organization. This
is considered as the best practice in most performing schools.

5. Community as the curriculum Resources and a Learning Environment

“It takes the whole village to educate the child” goes the statement of former First Lady
Hillary Clinton. What do you think of statement?

Yes, it is true that the school is in the community, hence the community is the extended
school ground, a learning environment. All the barangay leaders, the elders, other citizens and
residents of the community have a stake in the curriculum. It is the bigger school community
that becomes the venue of learning. The rich natural and human resources of the community
can assist in educating the children. The community is the reflection of the school’s influence
and the school is a reflection of the community support.

Gather Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are
agencies and organizations that are involved in the planning, design, implementation and
evaluation of the school curriculum. To name a few, the list follows.

6.1 Government Agencies

- Dep-Ed, TESDA, CHED – trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.

- Professional Regulation Commission (PRC) and Civil Service Commission (CSC) – the agency that
certifies and issues teacher licenses to quality one to teach and affirms and confirms the
appointment of teachers in the public schools.
- Local Government Units (LGU) include the municipal government officials and the barangay officials.
Some of the teachers are paid through the budget of the LGU’s. they also construct school
buildings, provide equipment, support the professional development teachers and provide schools
supplies and books. They are the big supporters in the implementation of a school curriculum.

6.2 Non-Government Agencies

Non-government agencies are organization and foundations that have the main function
to support education. To name a few, this includes the following:
 - Gawad Kalinga (GK) – to build communities – build communities means to include
education. The full support of GK in early childhood education