Computer-based tools to support curriculum developers

Since the start of the early 90’s, an increasing number of people are interested in supporting the complex tasks of the curriculum development process with computer-based tools. ‘Curriculum development’ refers to an intentional process or activity directed at (re) designing, developing and implementing curricular interventions in schools, colleges, or corporate education. The term ‘curricular intervention’ serves as a common denominator for curricular products, programs, materials (varying from teacher and student/trainee materials), procedures, scenarios, processes, and the like. A key issue and major challenge in curriculum development is how curricular interventions should be developed in order to achieve a satisfying balance between the ideals of a curriculum change and their realization in practice. This paper provides background information on the roots of computer-based tools for curriculum developers, provides an overview of those tools currently available in the USA and abroad (especially Australia and The Netherlands) and describes probable future trends

Understanding curriculum

Discussion that specifically relates to the school curriculum is firmly back on the educational agenda in the UK after a hiatus of around 25 years. This development is to be welcomed for at least two reasons. First, “the curriculum is – or at least should be – at the heart of educational discourse and practice” (Priestley & Philippou, 2018, p.2). In recent years, there has been a tendency to neglect consideration of curricular issues when developing practice, as schools have become more likely to be influenced by more instrumental concerns driven by accountability systems. Second, teachers play an important role in curriculum making; policy intentions set out in official curriculum texts only take us so far, and they still need to be translated into practice. This is an active process requiring teachers to work from first principles to develop their practice, and thus requires a good understanding of curriculum (e.g. Priestley, Biesta & Robinson, 2015; Nieveen, Van den Akker & Resink, 2010). This chapter provides an introduction to some core curriculum concepts, addressing the following aims, which align closely to ECF standard 3: • To set out a framework for understanding curriculum and its role in the development of educational practice; • To reflect upon the resources required for developing the curriculum; • To explore issues related to sequencing and progression. • To reflect upon the relationship between knowledge and skills in the curriculum. • To suggest implications for curriculum making by teacher

Implementing a 'European' appoach to mathematics education in Indonesia through teacher education

This paper reports on the results of a four-year study called CASCADE-IMEI that is a learning environment (LE) in the form of a face-to-face course and a web site (www.clix.to/zulkardi ) which aims to introduce Realistic Mathematics Education (RME), Dutch approach to mathematics education, as an innovative teaching methods in Indonesia trough prospective mathematics teachers in initial teacher education. It also presents the background of mathematics reform in Indonesia by adapting RME as a promising approach. Then, the paper describes the process of a development research approach in which three prototypes of the LE have been developed and evaluated both by prospective mathematics teachers in Indonesian Educational University in Bandung and several experts in the Netherlands. Finally, it will discuss the changes on the prospective mathematics teachers after they followed the LE program with a more detailed on their teaching performance in junior secondary mathematics classroom

Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?

The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and 21st century skills, and reduces specification of curriculum content. Like other ‘new curriculum’ examples around the world, it brings with it a complex set of interacting curricular elements, with challenges including curriculum design capability and the agency required of those working with the curriculum. In this article we discuss challenges and opportunities for this curriculum reform in light of international curriculum experience. In particular, we highlight the need for attention to the accountability, professional learning, and social network context necessary for the realization of national curriculum aspirations in Wales

ReflAct:Formative assessment for teacher reflection in video-coaching settings

Video coaching appears to be a promising approach for teachers' professional development, but is not automatically productive. To our knowledge, there are no tools to help coaches to formatively assess the quality of reflective talk. Such a tool is needed to help coaches realize the potential of reflective video coaching conversations. Key features of a minimally viable prototype were explored through a mixed-methods proof-of-concept study, focusing on (perceptions of) added value, compatibility, clarity, and tolerance. A total of 17 participants with insight into teachers' reflective practices participated in an online study. Data were collected through think-aloud protocols, interviews, surveys, and use logs. Findings showed modest, yet concrete evidence that a tool would be viable and is worth developing further. First, users indicated that it could add value in terms of development and calibration that outweighed the associated costs. Second, the tool was deemed compatible with improvement needs, though respondents pointed out that attention should be paid to user differences, and to strengthening familiarization opportunities. Third, seven sub-factors require explanation to increase the tool's clarity. Finally, the tool appeared tolerant of various modalities of use, but reasoning about the nature of reflective conversations requires support. Together, the results yield quality criteria that can be used for further development and evaluation, and the findings extend current theory on the collaborative learning and reflection of (pre- and in-service) teacher educators. Overall, this study illustrates how digital technology can facilitate operationalization of ambiguous processes like reflective talk, and highlights the importance of attending to the implementation early on