Curriculum, a Change in Theoretical Thinking Theory
Allen Jackson, Laura Gaudet, Dawn Brammer, Chadron State College, United States ; Larry McDaniel, Dakota State University, United States
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Curriculum design relies on the explanation of phenomena that theory provides, but is not, in itself, theoretical.“At its most scientific, curriculum design is an applied science; like medicine and engineering, it draws on theory from the pure sciences, but itself develops not theory but operating principles to guide decision making in practical situations” (Pratt, 1980, p. 9, as cited by Hanson, 1995). Teaching to the test and following rigid academic agendas will only satisfy the needs of state and federal governing agencies. It would be fool-hardy to think that such curricula will satisfy the demands placed on our current educational system. To say the curriculum presented in many of our Nation’s schools is outdated would be an act of kindness. 21st Century Learners need to learn how to think independently, make decisions on their own,and work with others. It is a time of educational reform; our schools will certainly, as they have in the past, rise to the occasion to meet the needs of this new millennium (Funderstanding, 2001).
Jackson, A., Gaudet, L., Brammer, D. & McDaniel, L. (2009). Curriculum, a Change in Theoretical Thinking Theory. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2181-2189). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)