Curriculum Terms and Concepts
Curriculum Terms and Concepts:
"It's the pedagogy, not the technology, that's the key. New technologies are unreliable, expensive, and something new that both teachers and students have to learn to use. Only when a technology allows use to reach a hitherto inaccessible educational goal, or to reach an existing goal more effectively, should we consider employing it.
"It's a mistake to put technology center-stage as we plan and execute educational reforms. Technology should hover shyly in the wings, ready to lend its power, but only as needed."
- George Brackett, author of educational software
On the definitions page, there is one sentence in red ink. Do you remember what it said?
On the web, unplanned teaching and learning is a recipe for wasting time.
This is not to say unplanned learning is impossible. But with a class full of students, telling them they're "on their own" to learn about the history of Chicago, is sure to result in a good number of them quickly getting diverted to the Chicago LovaBulls page.
If you're going to use new technologies in your lesson plan or curriculum, you need to think about how you're going to do it. The best way to do this is to write a curriculum or lesson plan.
In traditional teaching, the lesson plan (and any materials the students need) is all the teacher needs to teach the lesson. This is true with a web-based lesson or curriculum as well. The difference is: you need to create BOTH the plan AND the web pages to support the teaching and learning. The web site becomes the "materials" the students use to learn.
By carefully planning what materials will be most useful, and at which point in the lesson, the teacher will produce a more effective and engaging web site.
The "complete curriculum" includes a "teaching" or "curriculum" guide, that spells out a curriculum or lesson's aims and methods. It says to the teacher: "here's what this is trying to do and here's how to use this web site to help you."
It includes a set of elements that describe your goals and help the teacher (whether that's you or some other teacher) use the lesson or curriculum effectively.
We hope you'll really spend some time thinking about your WIT lesson or curriculum, since it may be the first time you get to really think about how to use the Internet with your students to help in your classroom. If you've carefully planned the lesson or unit, when you use in next school year you'll be happy with the results.
The contents of the Web Institute Web Site, including the On-Line Curriculum, Web Tank, and Session Notes, are Copyright 1999-2000, Graham School of General Studies, University of Chicago. No one may print, copy, or otherwise reproduce these materials without the express written permission of the Director of Education Programs at the Graham School. All rights reserved.
The chapters from Curriculum Webs: A Practical Guide to Weaving the Web into Teaching and Learning are Copyright 1999-2000, Craig A. Cunningham and Marty Billingsley. No one may print, copy, or otherwise reproduce these materials without the express written permission of the authors. All rights reserved.