Plugged into Curriculum Development

Being plugged into curriculum development compels one to examine emerging theory in current curricular development, but we have to examine the whole picture in recent education. We have seen educators customize and individualize curriculum according to needs of all students. In many instances, we have seen new assessments (next generation computerized assessments) and other technological resources (adoptino of iPads) being instituted. In addition, we have seen an emphasis on skills over facts in curriculum design. We will explore how emerging trends in curriculum development are demonstrated in specific subject or content areas.

In the K12 arena, English language arts (ELA), reading, or writing (literacy); social studies; mathematics; science; foreign language; the arts; and physical and health education make up what is frequently known as the “common curriculum”.  The common curriculum is what is usually taught in schools everywhere.

How might you as a curriculum developer anticipate a future trend in a subject or content area? How would you identify a political, economic, or other social factor (e.g., wellness’ effect on physical education and health) that has the potential for re-shaping a subject area? How you would identify technology or another outside influence that might affect a subject or content area (e.g., virtual and augmented reality)? Some trends in the given subject areas can be found below:

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How To Attract Your Students With Virtual and Augmented Realities

VR and AR

In classroom across the world, educators are exploring how virtual and augmented realities have found their way into classroom enhancing the traditional learning environments by blurring the physical and digital world. In addition to creating comprehensive, rigorous, and coherent curriculum, educators also created a personalized and motivating learning environment for every student. Reducing the gap between the real and digital world makes the learning environment more flexible and adaptive.

Virtual reality and augmented reality have the potential to transform the way educators communicate with students, the way educators attract students to learning. But where do we start? With so many devices, information, and experiences available on the internet, virtual and augmented technologies can be overwhelming.
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