CURRICULUM (moving forward)
If the idea that “learning is a personal, reflective, and transformative process where ideas, experiences, and points of view are processed into something new” is going to dominate a new curriculum, then it should be directly articulated in the objectives (Herzing, 2004, p. 113). Furthermore, if we want students to actively construct knowledge then we need use more direct language in our prescriptions of these learning objectives.
Bolder Language Required
The curricular competencies section needs to be bolder. Here are some examples of ways the curriculum could fully embrace the constructivist theories that increase the value of using digital tools:
Comparison Chart (Between Draft SS 9 and Suggested Constructivist Outcomes)
Bolder Language Required
The curricular competencies section needs to be bolder. Here are some examples of ways the curriculum could fully embrace the constructivist theories that increase the value of using digital tools:
- Use learning standards language that speaks to "creating artifacts that has personal, peer, class and community value".
- Students should be able to discuss and consider the value of artifacts in relation to personal, peer, class and community
Comparison Chart (Between Draft SS 9 and Suggested Constructivist Outcomes)
Draft Language Curricular
Competencies Use Social Studies inquiry processes (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions) Assess and compare the significance of people, places, events, and developments over time and place, and determine what they reveal about issues in the past and present (significance) Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources (evidence) Compare and contrast continuities and changes for different groups across different periods of time and space (continuity and change) Determine and assess the long- and short-term causes and consequences and the intended and unintended consequences of an event, decision, or development (cause and consequence) Explain different perspectives on past or present people, places, issues and events, and distinguish between world views of today and the past (perspective) Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) Make reasoned ethical judgments about controversial actions in the past and present after considering the context and standards of right and wrong (ethical judgment) |
Suggested Changes to Promote Digital Integrated Constructivism
Use Social Studies inquiry processes and relate to self and community (ask questions, gather, interpret and analyze ideas, and communicate findings and decisions) Create artifacts that articulate and discuss the significance of people, places, events, and developments over time and place, and determine what they reveal about issues in the past and present (significance) Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources (evidence) (Unchanged) Compare and contrast continuities and changes with peers/community for different groups across different periods of time and space (continuity and change) Determine and assess the long- and short-term causes and consequences and the intended and unintended consequences of an event, decision, or development and relate to self and community (cause and consequence) Explain different perspectives on past or present people, places, issues and events, and distinguish between world views of today and the past and relate to self and community (perspective) Recognize implicit and explicit ethical judgments in a variety of sources and relate to self and community (ethical judgment) Make reasoned ethical judgments about controversial actions in the past and present after considering the context and standards of right and wrong and relate/share with community (ethical judgment) |
Provincial Exams
Provincial exams in SS 11 require reconsideration to match learning outcomes. It may serve teaching and learning best to eliminate the SS 11 exam altogether. For as long as there is an exam worth 20% that is based on memorization and recall, teachers will always be "preparing" students for the test in lower grades. Perhaps, a provincially assessed project could satisfy university admission requirements and promote the values of the new curriculum simultaneously. Websites or e-Portfolios, as such, would mandate the use of digital technologies and have a positive "trickle down effect".
Provincial exams in SS 11 require reconsideration to match learning outcomes. It may serve teaching and learning best to eliminate the SS 11 exam altogether. For as long as there is an exam worth 20% that is based on memorization and recall, teachers will always be "preparing" students for the test in lower grades. Perhaps, a provincially assessed project could satisfy university admission requirements and promote the values of the new curriculum simultaneously. Websites or e-Portfolios, as such, would mandate the use of digital technologies and have a positive "trickle down effect".
Discussion
For technology to be integrated it needs to be a logical choice to meet outcomes. The draft curricular competencies offers the flexibility for technology use; however, the suggested changes pushes the need for the creation of artifacts that are useful to the student and community. The draft outcomes could still be met with traditional resources where communication is primarily a top down relationship between teacher and student. By adding self, peer and community to the standards, it broadens the relationship between the student and the learning. Eliminating or evolving provincial exams is essential, as they endorse positive values and beliefs throughout all grade levels.
Modern technology affords the medium of the semantic web to be a foundation for communication in social studies. That is not to say that face to face meetings are not striven for, but a community audience is most accessibly online. This pressure makes technology a first choice for curricular goals rather than technology trying to be forced upon dated objectives. This relates to the ability of administration to support and implement technology integration within 21st Century curricular goals, and the challenges that they face.
For technology to be integrated it needs to be a logical choice to meet outcomes. The draft curricular competencies offers the flexibility for technology use; however, the suggested changes pushes the need for the creation of artifacts that are useful to the student and community. The draft outcomes could still be met with traditional resources where communication is primarily a top down relationship between teacher and student. By adding self, peer and community to the standards, it broadens the relationship between the student and the learning. Eliminating or evolving provincial exams is essential, as they endorse positive values and beliefs throughout all grade levels.
Modern technology affords the medium of the semantic web to be a foundation for communication in social studies. That is not to say that face to face meetings are not striven for, but a community audience is most accessibly online. This pressure makes technology a first choice for curricular goals rather than technology trying to be forced upon dated objectives. This relates to the ability of administration to support and implement technology integration within 21st Century curricular goals, and the challenges that they face.