The Teacher and the School Curriculum Colegio San Agustin-Bacolod The Teacher as a Curriculum Manager Lesson 1: THE ROLE OF TECHNOLOGY IN DELIVERING THE CURRICULUM Desired Learning Outcomes: • Discussed the role of technology in curriculum application • Enhanced the application of outcomes-based learning with technology both as an aid and platform for learning • Analyzed the significance of systematic lesson planning in which the appropriate choice of media comes to play Scope of Educational Technology* Behavioural Technology Principles of teaching and learning that govern teacher’s and learner’s Instructional Technology Strategies, techniques, devices, stratagems employed to achieve the target learning objectives Teaching Technology The application of philosophical, scientific, sociological knowledge to teaching Instructional Design Context of teaching, teaching tools, and timely and relevant instructional approaches Training Psychology The entire training task composed of task outline preparation, task analysis, and task sequencing Cybernatic Psychology Purports that human beings are machines and that changes among learners may be achieved by controlling behaviour System Analysis A process to address perceived problems achieved through diagnosis, planning, intervention, implementation, evaluation, and feedback *Bernardo, A. & Gonzales, H. (2017). Educational Technology 1. Manila: Rex Book Store, Inc. Role of Instructional Media in the Teaching-Learning Process* Heinich, et. al. (1996) identified the following roles of instructional media in the teachinglearning process: 1. Properly designed instructional media can enhance and promote learning and support teacher-based instruction. 2. Media can be used effectively in formal education situations where a teacher is not available or is working with other students. 3. Media play an important role in the education of students with exceptionalities and disabilities. *Ballado, R. (2012). Basic Concepts in Educational Technology 1. Manila: Rex Book Store, Inc. Compiled by Paul Ray Mark N. Salsag Page 1 of 3 The Teacher and the School Curriculum Colegio San Agustin-Bacolod Classifications of Instructional Media* 1. According to sense modality. Audio materials Include radio, recordings, language laboratories Visual materials Include pictures, photographs, flashcards, flip books, charts, maps, posters, exhibits, bulletin boards, dioramas, models, mock-ups, slides, filmstrips, transparencies, chalkboards, cartoons 2. According to projection. Projected media Transparencies, slides, films or filmstrips, opaque projection materials Non-projected media Photographs, still pictures, objects and the like 3. According to literacy requirement. Some forms of media like books, chalkboards, teaching machines, or computers require the user’s ability to manipulate and understand symbols while others can be understood and appreciated even by an untrained user, like television, motion pictures, filmstrips or cartoons. 4. According to dimensions. Two-dimensional Flat pictures, posters, flashcards, charts, maps, transparencies Three-dimensional Real objects, models, mock-ups, dioramas, exhibits 5. According to pacing of media content. Static Filmstrips, books, chalkboards, slides Dynamic Television, motion pictures, audio recordings 6. According to accessibility. Media could be for solo use as in the case of books or computer-aided instructional materials or for group use as in the case of projected media, radio, recordings, television, and the like. 7. According to cost. Media could be low cost like newspapers or high cost like computers. 8. According to electronic requirement. Non-technical media Still pictures, models, charts, and puppets. Technical media Overhead projectors, language laboratory, cassette recorders and computers. *Ballado, R. (2012). Basic Concepts in Educational Technology 1. Manila: Rex Book Store, Inc. Principles in Selecting Instructional Media* Principle of Approriateness • Instructional materials should clearly state the aims of the lessons. • Instructional materials are applicable to the grade level. • The vocabulary, concepts, and methods should be suitable to the class level. Compiled by Paul Ray Mark N. Salsag Page 2 of 3 The Teacher and the School Curriculum Colegio San Agustin-Bacolod Principle of Authenticity • The instructional materials should be factual and well defined, timely, and reliable. Principle of Use • There should be alternative instructional materials that could be used in case the one that are first created fail or be lost or corrupted on the screen or websites. Principle of Interest • Instructional Materials should be designed in such a way that could spur the enthusiasm of the learners to go on with their tasks or work. • The materials should fire up their imagination and boos their desire to learn and explore more avenues of learning. Principle of Organisation and Balance • The instructional materials and their contents should be aligned with the curriculum. The objectives should be based on the SMART acronym (Specific, measurable, achievable, realistic, and time-bound) and the topics should be arranged in a sequential manner. • They should also prompt the learners to cultivate their imagination and their ingenuity. *Bernardo, A. & Gonzales, H. (2017). Educational Technology 1. Manila: Rex Book Store, Inc. Lesson 2: STAKEHOLDERS IN CURRICULUM IMPLEMENTATION Desired Learning Outcomes: • Identified stakeholders of the curriculum • Enumerate the role of each stakeholder School-based Community-based 1. Learners ▪ The stakeholders of the curriculum, whose needs and abilities are the basis of curriculum content solution and whose achievement level measures the effectiveness of the curriculum 2. Teachers ▪ Establish direction and implementation of a particular program ▪ Select content to be given emphasis ▪ Assist/contribute in the preparation of the scope and sequence of the program ▪ Attend to the pedagogical concerns such that they modify the curriculum to suit the needs of the learners help in evaluating the effectiveness of the curriculum 3. School Administrators ▪ Supervise curriculum implementations ▪ Select, recruit and hire qualified teachers ▪ Admit students ▪ Take charge in the procurement of school equipment and instructional materials needed for the effective delivery of instruction 1. Parents ▪ Support and participate in parent-school organizations where priorities of the curriculum are set 2. Publishers ▪ Provide/develop instructional materials based on the prescribed curriculum 3. Law maker/ government officials ▪ Authorize school budget ▪ Enact legislation to effect curriculum change or improvement ▪ Issue guidelines in designing and implementing curriculum 4. Community-at-large ▪ Often dictates the purpose, goals and content of school curricula ▪ Recommend directions and changes in the curriculum Compiled by Paul Ray Mark N. Salsag Page 3 of 3
