Course Syllabus
TED 533 – Curriculum Development for Technology Education
Summer 2010
Department of Technology
State University of New York College at Oswego
Instructor:
Office:
Email:
Office Hours:
Website:
Mark W. Hardy, Ph.D.
207 Park Hall
mark.hardy@oswego.edu
3:30 to 4:30 MW or by appt.
www.oswego.edu/~hardy
Class Time:
Location:
Phone:
Section 760 8:00 to 11:30
Section 770 12:00 to 3:30
305 Park Hall
315-312-5760
Course Description
The candidates will study the most current principles, procedures, and trends in the development of
school curriculum. This theory and practice will be demonstrated as it pertains to Technology
Education curriculum in a hands-on, laboratory environment. Meeting the needs of diverse learners,
experiences, and cultures will be addressed.
Instructional Methodology
This course will be taught using a combination of classroom exercises, and through an applied
curriculum development project. Students will participate in collaborative exercises during class to
develop, model, and explore curriculum development practices and standards. The skills and theory
gained in class will be applied while developing a curriculum project from the initial rationale, needs
analysis, outcomes and objective development, content development, evaluation, and assessment.
Student Objectives
Candidates will demonstrate the following competencies for successful completion of the course:
A. Synthesize techniques of several notable sources and develop a useable curriculum development
procedure that corresponds with current theory and practice.
B. Compare and contrast past and present examples of curricula in technology Education and
analyze strengths and limitations.
C. Design and write a standards-based Technology Education curriculum for a specified school
situation that is consistent with local, state and federal standards documents.
D. Synthesize procedures and apply a technique for assessing the Technology Education
curriculum that was designed in class, and be able to show the correlation between and among
standards documents, district goals, department goals, course performance indicators
(objectives), and classroom instruction.
E. Demonstrate skills in determining innovative strategies to meet future student and societal
needs, and evaluate current curriculum programs for their veracity, durability, practicality, and
social effectiveness.
Textbooks and Supplies
•
•
•
Posner, G.J., & Rudnitsky, A.N. (2006). Course Design: A Guide to Curriculum Development
for Teachers (7th ed.). New York: Pearson. ISBN: 0205457665
Publication manual of the American Psychological Association (6th Ed.). (2009). Washington,
DC: American Psychological Association
Access to a computer and the internet for information retrieval, word processing, and printing.
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Assignments and Grading
Evaluation will be through written curriculum development assignments, in class work, and a
comprehensive written final exam.
Component
Curriculum Development Assignments
Curriculum Development Project
Final Exam
TOTAL
Assignments
10
1
1
Value
5Points
20 Points
10 Points
Total
50 Points
20 Points
10 Points
80 Points
Grade Calculation will be based on the percentage of points earned to the total points possible. The
percent grade will then be converted into a letter grade with the following grade ranges:
A
B
C
93% - 100%
83% - 86%
73% - 76%
ABC-
90% - 92%
80% - 82%
70% - 72%
B+
C+
E
87% – 89%
77% – 79%
Below 70%
Due Dates & Paper Submissions
Every assignment has a due date marked on the daily calendar. Assignments may be turned in at any
time prior to the due date. Work will only be accepted through campus email until the beginning of
class (8:00 AM for the morning class or 12:00 PM for the afternoon class) on the day that the
assignment is due unless another time is specified by the instructor. Work submitted after the
specified due date and time will not be graded.
Papers must be submitted electronically through your SUNY Oswego email account to the
instructor’s email address (mark.hardy@oswego.edu). Papers will not be accepted for grading
through external mail systems. Students must submit files in MS Word format. Please include your
name and the correct assignment number in the file name. (Example: Smith_Assignment_1.doc)
Papers may be submitted only once. Papers will be returned to the student with comments and a
grade by email. Students may not resubmit graded papers in order to increase their grade.
APA Writing Style and References
All written assignments must utilize citations, references, and writing style as specified in the
Publication Manual of the American Psychological Association, 6th Edition. Graduate students are
should purchase a copy of the manual for their own reference. Several websites are available that
include examples of the proper use of citations and references.
Graduate students are expected to exhibit writing proficiency. All written papers should be
proofread and corrected prior to submission. Papers should be written in the third person, and not in
the first. Use specific nouns instead of pronouns (i.e. “Students”, “Instructors” instead of “They”,
“Them”, or “This”). Avoid writing in a passive voice. Failure to adequately proofread a paper will
significantly affect the grade, or risk having the paper returned with a grade of zero.
Research depends heavily on quality sources. Students will be required to utilize primarily peerreviewed sources such as academic journals, texts, dissertations, and conference proceedings.
Students should avoid web resources, trade publications, and other sources that are not peer
reviewed or may be commercially oriented.
All written content included in papers needs to be properly referenced. Avoid using quotes unless
absolutely warranted. Students are expected to read the information from their research and be able
to synthesize, relate, and expand on the others’ work. Crediting others’ work is an essential
component of graduate-level written work. Failing to correctly cite information sources is
considered plagiarism.
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Formatting Papers
Papers will be formatted using 12-Point Times Roman type, double spaced. Pages should be set up
using 8.5 x 11 paper with 1” margin on the top, bottom, and right side, and a 1.5” margin on the left
side. Assignment length requirements do not include the title page and the reference list page.
All papers should include a cover page with the course name, term, assignment name, student name,
and submission date. Do not include headers or footers on the paper body pages with paper titles or
names. A page titled “Reference List” with all references in APA format should be included at the
end of the paper.
Academic Honesty
Students are expected to follow SUNY Oswego’s academic honesty guidelines as outlined in the
student handbook. Students accept responsibility for academic honesty for every assignment turned
in. Examples of academic dishonesty include, but are not limited to representing work completed by
others as your own, modification of class materials for obtaining a higher grade, misrepresentation of
materials obtained from published sources as your own. Students are required to complete all
assignments independently. Students are encouraged to assist each other and interact in class.
However, each student is to complete his or her own work independently. No portion of any
assignment may be copied by any means in whole, or in part from another student or from written
source and represented as your own. Violating the academic honesty code will result in a failing
grade for the assignment or exam and/or you will receive a failing grade for the course. The
infraction of the academic honesty guidelines will be reported to the Office of Academic Affairs.
Getting Extra Help
If you have questions, or need extra help, take advantage of the following resources:
• Office hours will be before class every day. Stop in to ask questions or discuss projects.
• Email: I typically check email at the end of the day. I will respond to questions the same day
that the email is received.
• Phone: Call me at school – 315-312-5760. Call me at home – 315-947-6048
• Ask a librarian. They will be happy to assist you with technical questions on using library
resources and finding references.
Attendance
Students are expected to be active participants at each and every class meeting. Attendance is
mandatory and will be taken each class meeting. Students with excessive absences will be dropped
from the class with a grade of E.
Disabilities Policy
Qualified students enrolled in this course are eligible for “reasonable accommodations” in
compliance with the Americans with Disabilities Act (ADA). If you have a disabling condition that
may interfere with your ability to successfully complete this course, please contact the Disability
Services Office. Please notify and provide documentation to the instructor during the first week of
classes to make necessary arrangements.
Using Personal Electronic Devices in Class
Using electronic devices including cellular phones and music players is prohibited in the classroom
during class meeting times. Please turn off your cellular phones before the start of class and keep
them off for the duration of class. Noise from these devices interrupts class and is a distraction for
other students.
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TED-533 Curriculum Development for Technology Education
Summer 2010 Daily Plan
Day & Date
Day 1
Tuesday
7/6
Day 2
Thursday
7/8
Day 3
Monday
7/12
Day 4
Wednesday
7/14
Day 5
Monday
7/19
Day 6
Wednesday
7/21
Day 7
Monday
7/26
Day 8
Wednesday
7/28
Day 9
Monday
8/2
Day 10
Wednesday
8/4
Day 11
Monday
8/9
Day 12
Wednesday
8/11
Friday
8/13
Class Activity and Lecture Topics
Course Introduction
Review Course Materials and Syllabus
Student Profiles
Introduction to the Curriculum Development
Curriculum Development Processes
Curriculum Development in Schools
Instructional Context Analysis
Curriculum Rationales
Reading Assignment
Assignments Due
Read Chapters 1 & 2
Read Chapter 1 & 2
Due: Assignment 1
Read Chapter 3
Due: Assignment 2
Learning Standards
New York State Standards
ITEA Standards for Technological Literacy
Technology, Math, and Science Integration
Learner Analysis
Task Analysis
Read Chapter 3
Read the ITEA Standards for
Technological Literacy
Due: Assignment 3
Read Chapter 2
Due: Assignments 4
Goals, Outcomes, and Objectives
Read Chapter 4
Due: Assignments 5
Goals, Objectives, and Outcomes II
Read Chapter 4
Due: Assignment 6
Content Development and Sequencing
DACUM Process Activity
Unit Development
Developing Instructional Strategies
Supporting Diverse Learners
Read Chapters 5 & 6
Due: Assignment 7
Read Chapter 7
Due: Assignment 8
Planning Course Evaluation and Assessment
Read Chapter 8
Due: Assignment 9
Curriculum Content Review Processes and
Standards
Read Chapter 8
Due: Assignment 10
Analysis and Assessment of Existing Curriculum
Content
No Class
Final Curriculum Project Due
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TED-533 Curriculum Development for Technology Education
Curriculum Development Assignments
The following battery of assignments will take you through a complete curriculum development
process from beginning to end. Each of the assignments will generate a component of a finished curriculum
module that you will develop and submit. Identify a curriculum project at the course or unit level that is
personally relevant and may be implemented in your school. Complete the following assignments:
Assignment 1 – Curriculum Development Process Analysis (3-4 Pages)
Locate and review a textbook, guide, or journal article that contains a comprehensive curriculum
development process. Write a review of the curriculum development process in the following
format:
1. Outline and describe the curriculum development process as presented by the author(s). (1 Page)
2. Generate a clear graphical chart (flow chart, web, cycle, etc.) that represents the process.
Include the process title and reference source as part of the page. (1 Page)
3. Compare and contrast the curriculum development process that you found with the framework
provided by Posner and Rudnitsky (2006). What are the strengths? What are the weaknesses?
How appropriate is the process for developing curriculum for Technology Education? (1-2
Pages)
Assignment 2 – Instructional Context Analysis (2-3 Pages)
Provided a narrative description of the school environment where your curriculum unit will be
implemented. The description should address the following:
1. A brief description of the school district including size, student demographics, and community
features.
2. A description of the current Technology Education courses, facilities, faculty, and other
pertinent resources.
3. A description of the curriculum development and review policies, practices, committees, and
resources. What does it take to introduce a new course or instructional unit?
4. Which instructional areas are strong and which need additional support within the school-wide
curriculum.
5. Provide references for where the data and information that you provided above was obtained.
Assignment 3 – Curriculum Rationale (2-3 Pages)
Provide a rationale for your curriculum development project. The rationale needs to answer the
following:
1. What is the instructional problem? Why is instruction needed for the topic or content area that
you have identified?
2. What are the Intended Learning Outcomes for the course? (Remember that the outcomes are
preliminary at this point.)
3. Provide a preliminary content outline for the course or unit.
4. How will the course or instructional unit that you are developing fit into the Technology
Education and School Curriculum in your school?
Assignment 4 – Content Standards Analysis (2-3 Pages)
Using the ITEA Standards for Technological Literacy, and the learning standards for your state,
identify which standards your curriculum module will directly address. This needs to be detailed and
specific. Identify both standards that will be met, and standards that may potentially be met.
Provide a narrative that briefly describes how you intend to meet these standards.
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Assignment 5 – Learner Analysis (2 Pages)
Research and generate a learner analysis that identifies the characteristics of the learners who will
use the curriculum that you are developing. Be specific for your population. The following should
be considered:
1. General Characteristics: Include pertinent broad variables including age, gender, ethnicity, and
past experiences.
2. Academic Information: What is the typical academic background of the student? What content
and educational experiences can be assumed for every student? What specialized courses or
experiences would some of the students have?
3. Personal and Social Characteristics: Consider maturity, mechanical dexterity, socialization,
motivations, and special talents.
4. Non-conventional Learners: What accommodations will need to be made for learners with
disabilities, adult learners, culturally diverse learners, etc.?
5. What assumptions are you making about all students entering into the course?
Assignment 6 – Task Analysis (2 Pages)
Research and generate a task analysis that will analyze the types of tasks that the student will need to
be able to complete as part of the course or instructional unit. Identify the tasks using the following
questions as a guide:
1. What prerequisite skills would a student need? Consider basics such as computer use, motor
skills, mathematics, etc.
2. What tasks will students complete during the course or unit?
3. What tasks may limit a student’s ability to complete the course or unit? Are there
accommodations that will need to be made for some or all students?
4. What specialized facilities, equipment, tools, materials, or other resources will be required.
Assignment 7 – Goals, Outcomes, and Objectives (2-4 Pages)
Develop the key learning goal(s) and/or outcome(s) for your course and the associated learning
objectives. For each of the objectives, write a brief justification for the objective that identifies the
Audience, Behaviors, Conditions, and Degree of performance. Identify the domain(s) and level(s) of
understanding that each objective/outcome lies within. Relate each of the outcomes and objectives
directly to your state standards and the ITEA Standards for Technological Literacy.
Assignment 8 – Content Development and Unit Development (2-4 Pages)
Create a content outline for your course. The content outline should be detailed, organized into
instructional units, and directly related to the outcomes and objectives that were previously
identified. Utilize the preliminary content outline from Assignment 3 as a basis (Modifications may
be necessary).
Note: This assignment should be put into an organized outline format, and not in
a narrative format. Please use single spaced text for this assignment only.
Assignment 9 – Instructional Strategies (2-3 Pages)
Identify the instructional strategies that should be applied in order to develop the curriculum that you
have created. Consider which methodologies would be best practices. For example, consider selfpaced learning, projects, group work, written work, computer-based instruction. What type of
approaches will be needed? You may need multiple approaches for the different outcomes and
objectives. Justify your selections.
Assignment 10 – Evaluation and Assessment (2-3 Pages)
Develop a basic assessment plan for your curriculum. Consider the following components when
developing this plan.
1. How will students be evaluated for their learning? What instruments will be used? How do the
evaluations used relate to the objectives?
2. What long-term considerations need to be made in order to measure the course outcomes?
3. How will the instruction be assessed? What indicators may be used to identify if changes need
to be made to the curriculum?
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Final Curriculum Development Project Guidelines
The final project submission will be a document that combines assignments 2-10 into a
comprehensive whole. Guidelines and requirements for this assignment will be provided in class.
Assignment Evaluation
Assignments 1-10 will be worth 5 points each. The Curriculum Development Project is worth 20
points. Students may submit these assignments only once. The assignments will be graded and
returned with comments and suggestions for improvement. The following general evaluation criteria
will be considered:
1. The assignment requirements are completely and accurately met. All questions are answered.
2. The evaluations, assessments, objectives, and justifications are concisely and clearly written.
3. The student demonstrates an in-depth knowledge of the content and concepts being addressed.
4. The paper is free from errors in style, grammar, punctuation, and spelling. Format and
submission guidelines are accurately followed.
5. Information sources are properly cited. APA guidelines for citations and references are
accurately followed.
6. The student demonstrates that outside resources were analyzed, evaluated, and incorporated into
the assignments.