Role of Information Technology in Curriculum Development

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Role of Information Technology in Curriculum Development

Information (Definition)
The concept of information is closely related to notions of constraint, communication, control, form, instruction, knowledge, meaning, mental stimulus, pattern, perception and representation (Or)
In general, raw data that:
Has been verified to be accurate and timely
Is specific and organized for a purpose
Is presented within a context that gives it meaning and relevance and which Leads to increase in understanding and decrease in uncertainty.

The value of information lies solely in its ability to affect a behavior, decision, or outcome. A piece of information is considered valueless if, after receiving it, things remain unchanged.

Technology (Definition)
Human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities. (Or)
The innovation, change or modification of the natural environment to satisfy perceived human needs and wants.

Information Technology (Definition):
By the Information Technology Association of America (ITAA) is: “The study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware.” (Or)

Information technology or information and communication technology (ICT) is a broad subject which deals with technology and other aspects of managing and processing information, especially in large organizations. Particularly, IT employs the use of electronic computers, storage media, network administration, server maintenance, and computer software to secure, convert, store, protect, process, transmit, manipulate and retrieve information.

Role of Information Technology in Curriculum Development:
Introduction:
In recent years a synthesis of communication technologies has been occurring, serving to continually extend the capabilities of communication networks. The scale of this trend suggests that many of the central issues for education in the coming years will be driven by technological change. Indeed, the influence of these new technologies in such that they may well form an underlying mechanism for the future of education. From the perspective of curriculum development, these technologies create new challenge of surviving amid so much information. A consequential change is that one of the core illiteracies now required for social and vocational fitness is the ability of filter and decipher knowledge. Hardin puts it this way, ‘Technology is affecting education in revolutionary ways, and the momentum toward these changes is irreversible’.

Curriculum and Technological Change:
Technological change is redefining not only how we communicate, but in turn, is redefining how we need to educate. The ready availability of information has lessened the necessity of ‘rote’ learning, but raises new issues in terms of effective searching and the development of an ability to evaluate information. The development of analytical skills and higher order thinking is increasingly an important focus. The stakeholders and interest groups in this process are many and varied, with pressure for change and reform brought from teachers, schools and school councils, Government authorities, industry and students themselves. All have differing perspectives on the best curriculum planning models to deal with this change. The roots of change are an increase in technological and networking capacity, but what are the ramification for curriculum development, and interpretations necessary for the classroom? Many educators hold the view that computers and internet connectivity are “tools” for learning and thus, believe an increased grade point average in often the only measure of value for technological resources. However, an important perspective for all educators, Government administrators and school boards to consider is that networking represents not...
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