Trends in Curriculum Development in Business Education

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INTRODUCTION
The world moves faster and faster every day, and with every half decade or so, it seems to evolve into an area that one couldn`t fathom days before. The radio was mind-blowing. Then came television, then the Internet. The Internet is still just a baby considering it really hit the mass market about 10-years-ago. Businesses had to quickly jump on board. Different students also have different learning needs and interests and a rigid curriculum really restricts both the teacher and the student, Students need to learn to learn, not just gloss over certain facts about a subject. Teachers and students both need to be doing their job in the classroom but restricting curriculum and crunching numbers do not produce a class of outstanding and free thinkers, and technology is the way trends for curriculum development should be going. Providing technology in schools has been successful in recent years. Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms " (Williams, 2005). Yet teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all. Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, and new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology. Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers. The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum. According to Cimarron Memorial High School senior, (Alana Gross), “It seems that some classrooms are decently equipped with current technology, such as my broadcasting class with the most recent Mac computers for multi-media usage. However, some classes where you`d think they`d have more than a white-board and overhead projector do not”. (Glenn, 2008.) According to Phillip Bond, Under Secretary of Commerce for Technology, “I believe powerful technologies under development in U.S. labs right now are about to transform learning in ways we can`t even imagine. Rapid advancements in the years ahead could enable new  learning environments using such things as simulation, visualization tools, virtual worlds,  personal intelligent tutors, vast digital libraries and museums, learning and collaboration  unbounded by geography” (Bond, 2005). The technologies that are coming could help students of all ages reach their potential by teaching individuals in the way they learn best and at their own pace. We could have knowledge and training when and where we need them. Students will be able to learn faster and better.  They`ll reach much higher levels of achievement, and, in the long run, at a lower cost. At the same time, exciting new jobs and new occupations would be created for education professionals. Development and deployment of these...
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