Can Technology Make Curriculum Cool?

Over the past few months, you may have heard some talk about Curriculum, Instruction and Technology (CIT) as one of the new specializations for the old Masters of Education (M.Ed.) degree.  Not surprising.

Tech is cool. Curriculum is anything but.  Technology has been a part of the social fabric for about 20 years, or so. Curriculum was carved into stone tablets back in ancient Greece, by Plato or Aristotle, or someone. Think of technology as a much-needed injection of youth serum into curriculum. Technology has fostered new learning theories, new gadgets for instruction, and new ways of doing…well,  just about everything.

According to a recent survey by the Education Week Research Center (2018), teachers said that to help students use technology resources for learning, not just educational games, teachers need a wealth of knowledge about how technology influences new ways of lesson planning, exploring new learning theories, and accommodating unique learners.

“Technology within the classroom, allows educators to enhance the learning experience for all students but more importantly provides educators the capability to meet the diverse learning needs of students,” Dr. Daniel Tanquay, Associate Dean of Faculty and Programs at Southern New Hampshire University said. “The key component to properly integrating technology is the educator’s ability to identify the appropriate technological resources to implement, as based on the student’s learning needs.”

And as with any hot new degree program that comes onto the scene, educators are chiming in with, “Will this benefit my students?”

The short answer? Absolutely. The longer answer? Read on for a few example degree programs.

According to Fischler College (2018) the CIT specialization helps prepare educators to provide effective instruction by incorporating contemporary technology.  The University of Albany has a different spin on CIT titled CDIT (curriculum development and instruction technology). According to U of A (2018), they provide opportunities to explore the intersection of curriculum and instructional design in cutting- edge, technology-infused 21st century teaching and learning environments. At Concordia University, they have a M.Ed. degree titled Curriculum & Instruction: Educational Technology Leadership. Concordia University (2018) describes technology in the classroom as helping students retain more details, access more information, and better share their ideas.

So, a degree with the combination of curriculum, instruction and technology is the new “thing”. It makes sense because educators that are equipped to blend learning theories and instructional technology to enhance student achievement are able to infuse the best practices of two disciplines. School administrators with CIT knowledge can emphasize district-level curriculum planning with instructional technology leadership.

Are you ready to be one of the cool kids? Have you started exploring the new curriculum, instruction and technology degree program?

Exploring Virtual and Augmented Technologies

In this blog post, we will explore how virtual and augmented technologies have found their way into classroom enhancing traditional learning by blurring the physical and digital world. Reducing the gap between the real and digital world makes the learning environment more flexible and adaptive.

Virtual reality (VR) and augmented reality (AR) have the potential to transform the way educators, communicate with students. But where do we start? With so many VR and AR devices, information, and experiences available on the internet, virtual and augmented technologies can be overwhelming.  The brief descriptions (1) and accompanying videos will provide you with the basic ideas and concepts for each technology. Continue reading “Exploring Virtual and Augmented Technologies”

How can a theory guide or inform practice?

Connectivism refers to a theory of learning that stresses the contribution of cultural and social context in the learning process.  Connectivism is closely linked to activity theory proposed by Engeström (Dunaway, 2011).  The association between knowledge, education, and experience is an important aspect of connectivism.  In the digital era, connectivism refers to a learning theory that stresses technology and communication and their effects on a student’s education.

Continue reading “How can a theory guide or inform practice?”