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Journal articles on the topic 'Curriculum in technology'

Author: Grafiati

Published: 24 June 2021

Last updated: 29 July 2025

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1

Algabri, Hayder Kareem. "Curriculum Technology Integration for Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 1 (2020): 295–300. http://dx.doi.org/10.5373/jardcs/v12i1/20201043.

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2

Bryant, Lara M. P. "Geospatial Technology Curriculum Development." International Journal of Applied Geospatial Research 5, no. 1 (2014): 60–69. http://dx.doi.org/10.4018/ijagr.2014010104.

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The final project for students enrolled in Geospatial Technologies for the K-12 Classroom (GEOG 321) is the development of a lesson for their future classroom. An obstacle to implementing geospatial technologies in public classrooms is lack of relevant curriculum and data. After reviewing the limited existing curriculum, students design age-appropriate lessons for possible publication on the New Hampshire Geographic Alliance website. The objectives for this final project were: 1) students will determine age-appropriate skills that utilize geospatial technologies to support instruction in their

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3

Chu, Bei-Tseng (Bill), Venu Dasigi, John Gorgone, and David Spooner. "Information technology curriculum development." ACM SIGCSE Bulletin 33, no. 1 (2001): 400–401. http://dx.doi.org/10.1145/366413.364760.

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4

Vainio, Teija, and Veikko Surakka. "Developing human technology curriculum." Interaction Design and Architecture(s), no. 13_14 (September 20, 2012): 7–15. http://dx.doi.org/10.55612/s-5002-013_14-001.

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During the past ten years expertise in human-computer interaction has shifted from humans interacting with desktop computers to individual human beings or groups of human beings interacting with embedded or mobile technology. Thus, humans are not only interacting with computers but with technology. Obviously, this shift should be reflected in how we educate human-technology interaction (HTI) experts today and in the future. We tackle this educational challenge first by analysing current Master’s-level education in collaboration with two universities and second, discussing postgraduate educatio

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5

Lewkowich, David. "Technology and Curriculum: Shadows and Machines." Articles 47, no. 1 (2012): 19–35. http://dx.doi.org/10.7202/1011664ar.

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The influence of technology in today’s classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this paper, I construct a claim that, when introduced into the sphere of education, technology brings its own curricular shadows. I argue that while certain technologies seem to place restrictions on a learner’s capacity for expression and experimentation, t

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6

Turturică, Ondina Oana. "6. Design – Synthesis Phenomenon: Art, Science and Technology." Review of Artistic Education 26, no. 1 (2023): 186–89. http://dx.doi.org/10.2478/rae-2023-0026.

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Abstract This article discusses the issue of curricular adaptation of subject content for students attending courses in Clothing Design and Visual and Decorative Arts in which the content of the national curriculum components is correlated with the student’s real possibilities to prioritize and compare their individual vocational performance and accumulated acquisitions during the development of design projects, following the individualized and differentiated curriculum in Clothing Design courses through algorithmic teaching strategies or heuristic strategies that require creativity in order t

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7

J. Ekstrom, Joseph, Sandra Gorka, Reza Kamali, et al. "The Information Technology Model Curriculum." Journal of Information Technology Education: Research 5 (2006): 343–61. http://dx.doi.org/10.28945/252.

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8

Tobin, P. "New technology and curriculum change." Teaching Mathematics and its Applications 17, no. 3 (1998): 97–105. http://dx.doi.org/10.1093/teamat/17.3.97.

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9

Pratt, David. "Curriculum design as humanistic technology." Journal of Curriculum Studies 19, no. 2 (1987): 149–62. http://dx.doi.org/10.1080/0022027870190204.

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10

Starkweather, Kendall N. "Technology Education in Tomorrow's Curriculum." NASSP Bulletin 80, no. 581 (1996): 6–7. http://dx.doi.org/10.1177/019263659608058104.

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11

O'Shea, Anne. "Curriculum and Information Technology (IT)." Curriculum Journal 7, no. 3 (1996): 385–89. http://dx.doi.org/10.1080/0958517960070308.

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12

Medsker, Karen, and John Fry. "Toward a performance technology curriculum." Performance + Instruction 31, no. 2 (1992): 53–56. http://dx.doi.org/10.1002/pfi.4170310215.

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13

Yuyun, Ignasia. "Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design." Journal of ELT Research 3, no. 1 (2018): 78. http://dx.doi.org/10.22236/jer_vol3issue1pp78-86.

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Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom. Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TP

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14

Mishra, Gaurav Vedprakash, Archana Dhok, Tripti Srivastava, Rohan Kumar Singh, and Prerna Anup Patwa. "Critical Appraisal of Curriculum Content for Bachelor of Science in Intensive Care Technology Under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as Against Subject Centricity." Journal of Datta Meghe Institute of Medical Sciences University 16, no. 2 (2021): 354–56. http://dx.doi.org/10.4103/jdmimsu.jdmimsu_292_21.

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Background: The specialty of intensive care of patients, also known widely as “critical care medicine” is one that includes how to properly look after and take care of patients who are critically ill. In the academic year 2020–2021, an undergraduate course curriculum on intensive care technology was launched in the Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University), the curricular inclusions for which were the document of interest for the present study. It is vital to determine the standing of the curriculum prepared for a new course for unde

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15

Finn, Jerry, and Melissa Lavitt. "A Survey of Information Technology-Related Curriculum in Undergraduate Work Programs." Journal of Baccalaureate Social Work 1, no. 1 (1995): 39–53. http://dx.doi.org/10.18084/1084-7219.1.1.39.

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This study examined the extent to which undergraduate social work programs include information technology in their curriculum and how this inclusion is implemented. A national survey (N=297) of BSW programs was conducted in order to learn more about the inclusion of computer literacy skills in BSW education, and to assess the importance and amount of information technology content in BSW programs. Furthermore, feelings about the creation of a CSWE computer literacy requirement were also sought. It was found that respondents believe that information technology is important and should be integra

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16

Embse, Charles Vonder, and Arne Engebretsen. "Technology Tips: A Mathematical Look at a Free Throw Using Technology." Mathematics Teacher 89, no. 9 (1996): 774–79. http://dx.doi.org/10.5951/mt.89.9.0774.

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Technology can be used to promote students' understanding of mathematical concepts and problem-solving techniques. Its use also permits students' mathematical explorations prior to their formal development in the mathematics curriculum and in ways that can capture students' curiosity, imagination, and interest. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) recommends that “[i]n grades 9–12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can … apply the process of mathematical

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17

L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 119–31. http://dx.doi.org/10.28945/3746.

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Aim/Purpose Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. Understanding how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of

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18

Garceau, Linda R., and Robert Bloom. "Technology In The Undergraduate Accounting Curriculum." Review of Business Information Systems (RBIS) 1, no. 1 (1997): 51–62. http://dx.doi.org/10.19030/rbis.v1i1.5486.

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19

Smith, David Lee. "Integrating Technology into the Architectural Curriculum." Journal of Architectural Education (1984-) 41, no. 1 (1987): 4. http://dx.doi.org/10.2307/1424902.

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20

Griffin, J. A., and S. Davies. "Information Technology in the National Curriculum." Journal of Computer Assisted Learning 6, no. 4 (1990): 255–64. http://dx.doi.org/10.1111/j.1365-2729.1990.tb00374.x.

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21

Gardner, John. "Information technology in a curriculum straightjacket?" British Journal of Educational Technology 24, no. 3 (1993): 217–18. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00079.x.

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22

MacKinnon, George. "Use of Technology Throughout the Curriculum." Journal of Managed Care Pharmacy 8, no. 2 (2002): 86–90. http://dx.doi.org/10.18553/jmcp.2002.8.2.86.

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23

McCormick, Robert. "Curriculum Development and New Information Technology." Journal of Information Technology for Teacher Education 1, no. 1 (1992): 23–50. http://dx.doi.org/10.1080/0962029920010103.

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24

Tweddle, Sally. "The Future Curriculum and Information Technology." Journal of Information Technology for Teacher Education 2, no. 1 (1993): 105–10. http://dx.doi.org/10.1080/0962029930020108.

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25

McKenney, Susan. "Technology for Curriculum And Teacher Development." Journal of Research on Technology in Education 38, no. 2 (2005): 167–90. http://dx.doi.org/10.1080/15391523.2005.10782455.

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26

Ausband, Leigh T. "Instructional Technology Specialists and Curriculum Work." Journal of Research on Technology in Education 39, no. 1 (2006): 1–21. http://dx.doi.org/10.1080/15391523.2006.10782470.

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27

Barondess, Jeremiah A. "Technology and the Undergraduate Medical Curriculum." International Journal of Technology Assessment in Health Care 3, no. 1 (1987): 19–26. http://dx.doi.org/10.1017/s0266462300011703.

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Instruction of medical students in the use of technologic procedures in clinical medicine has emerged in recent years on a more or less piecemeal basis. Individual technologies are introduced as the teaching hospital acquires the requisite equipment and personnel; as experience is gained by faculty and attending staff some sense emerges of the indications, contraindications, risks, accuracy, and usefulness of a procedure, which then is transmitted to housestaff and students. Instruction is likely to occur on a case-by-case basis, supplemented occasionally by conferences or formal presentations

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28

Smith, David Lee. "Integrating Technology into the Architectural Curriculum." Journal of Architectural Education 41, no. 1 (1987): 4–9. http://dx.doi.org/10.1080/10464883.1987.10758459.

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29

Gray, James R. "Curriculum Design Considerations for Technology Education." Bulletin of Science, Technology & Society 9, no. 1 (1989): 33–45. http://dx.doi.org/10.1177/027046768900900105.

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30

Faughnan, J. G., and R. Elson. "Information technology and the clinical curriculum." Academic Medicine 73, no. 7 (1998): 766–9. http://dx.doi.org/10.1097/00001888-199807000-00013.

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31

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

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In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.

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32

Eti, Olga Pilli. "Technology-enhanced 5th grade mathematics curriculum." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1093–98. http://dx.doi.org/10.1016/j.sbspro.2009.01.197.

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33

Moore, Brian. "Music, Technology, and an Evolving Curriculum." NASSP Bulletin 76, no. 544 (1992): 42–46. http://dx.doi.org/10.1177/019263659207654409.

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34

Ornstein, Allan C. "Video Technology and the Urban Curriculum." Education and Urban Society 23, no. 3 (1991): 335–41. http://dx.doi.org/10.1177/0013124591023003010.

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35

Grigg, Neil S., Marvin E. Criswell, Darrell G. Fontane, and Thomas J. Siller. "Information Technology in Civil Engineering Curriculum." Journal of Professional Issues in Engineering Education and Practice 131, no. 1 (2005): 26–31. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:1(26).

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36

Gray, James R. "Curriculum Design Considertions for Technology Education." Bulletin of Science, Technology & Society 7, no. 3-4 (1987): 798–99. http://dx.doi.org/10.1177/027046768700700361.

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37

Gray, James R. "Curriculum Design Considertions for Technology Education." Bulletin of Science, Technology & Society 7, no. 5-6 (1987): 798–99. http://dx.doi.org/10.1177/0270467687007005-638.

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38

Üker, Hanifi, and Kamil Arif Kirkiç. "Evaluation of an Innovative Technology Curriculum." Shanlax International Journal of Education 12, no. 3 (2024): 1–10. http://dx.doi.org/10.34293/education.v12i3.7340.

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This research aims to devise an innovative curriculum, to determine the opinions of parents, teachers, students, and educators of the curriculum, and to present results using the CIPP approach. The study employed a qualitative research method, a program execution case study. It used maximum variation sampling, a purposeful sampling method. The study, involving eighteen participants, was conducted in a high school that runs a technology education program. Data was obtained using the semi-structured and focus group interview methods. Participant confirmation was obtained to increase reliability,

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39

Hašková, Alena, Monika Valentová, and Peter Brečka. "Parents’ Views on the Technology Curriculum." Education and Self Development 19, no. 4 (2024): 37–49. https://doi.org/10.26907/esd.19.4.04.

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In September 2023, in Slovakia a curriculum reform of primary and secondary schools, announced by the Ministry of Education, Research, Development and Youth of the Slovak Republic in 2020, has entered in its pilot phase. In this phase first schools have started to teach according the new State Educational Programs, while from September 2026 all schools are expected to teach according to them. The paper presents the selected results of a cross-sectional survey research carried out in three regions of Slovakia with the aim to explore the opinions of parents on the technology curriculum. In each

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40

Yuliza, Yuliza. "Education Planning Curriculum Based on Technology: Impact Evaluation." Development: Studies in Educational Management and Leadership 1, no. 1 (2022): 55–74. http://dx.doi.org/10.47766/development.v1i1.642.

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Curriculum planning is the initial stage of an element of management. The curriculum is an important part of the educational process. Education without a curriculum will look disorganized. In addition, the curriculum is a medium for achieving educational goals, and at the same time, also serves as a guide for the implementation of the teaching and learning process in various types and levels of educational units. Curriculum planning is a central function of learning management and must be future-oriented. In this regard, this article aims to examine how technology-based curriculum planning. Ba

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41

Bakaç, Ebru. "Comparison of 2005 science and technology curriculum, 2013 and 2018 science course curriculums." Journal of Human Sciences 16, no. 3 (2019): 857–70. http://dx.doi.org/10.14687/jhs.v16i3.5386.

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The aim of this research is to compare 2005 Science and Technology curriculum, 2013 and 2018 Science curriculums. For this purpose, the curriculum obtained from the site of the Board of Education were examined using qualitative research methods which document analysis in details. Curriculums were compared by taking into account the objectives, gains, content, teaching-learning and measurement-evaluation process. The data were analyzed using the content analysis method. At the end of the research, it was determined that students should be educated as science literate individuals in all curricul

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42

Xu, Chunhai, Songsak Phusee-orn, and Pacharawit Chansirisira. "Training Curriculum Development for Enhancing Teacher’s Digital Literacy Ability for Classroom Management of at Nanchang Vocational University, China." Higher Education Studies 15, no. 2 (2025): 226. https://doi.org/10.5539/hes.v15n2p226.

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The main objective of this study is to develop a training curriculum that integrates the basic components of digital literacy and the 70-20-10 learning model to enhance the digital literacy abilities of teachers at Nanchang Vocational University. The curriculum mainly includes the following two research questions: (1) What is the current status, desirable, and needs assessment of teachers at Nanchang Vocational University in utilizing Teacher&#39;s digital literacy? (2) How to design and develop training curriculums aimed at improving the ability of teachers at Nanchang Vocational Universi

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43

Gupta, Deepty. "Teacher Education Curriculum in context of Information & Communication Technology." Issues and Ideas in Education 3, no. 2 (2015): 85–101. http://dx.doi.org/10.15415/iie.2015.32007.

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44

Mampota, Selialia, Setho John Mokhets’engoane, and Lehlohonolo Kurata. "Connectivism Theory: Exploring its Relevance in Informing Lesotho’s Integrated Curriculum for Effective Learning in the Digital Age." European Journal of Education and Pedagogy 4, no. 4 (2023): 6–12. http://dx.doi.org/10.24018/ejedu.2023.4.4.705.

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At present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism

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45

Shen, Zhenghua, and Jinsuo Huang. "Reform of Craftsmanship Spirit Cultivation Integrated in Automation Major Curriculums." Journal of Education and Educational Research 1, no. 3 (2023): 69–72. http://dx.doi.org/10.54097/jeer.v1i3.4801.

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To solve abrupt, superficial and unsystematic problems in the cultivation of craftsmanship spirit in Automation Major Curriculums，the curriculum content and craftsmanship spirit were deeply integrated, taking the curriculum of “Automatic Detection Technology” as an example，it can effectively improve students' professional ability and professional quality. It emphasizes the relationship between the curriculum content and craftsmanship spirit, and integrate the cultivation of craftsmanship spirit into the curriculum teaching in the four dimensions of ideology and morality, will quality, professi

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46

Wahidha, Rahma, and Absharini Kardena. "Exploring the Integrating Technology in ELT Curriculum." ALSYSTECH Journal of Education Technology 2, no. 3 (2024): 191–205. http://dx.doi.org/10.58578/alsystech.v2i3.3253.

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The curriculum must be purposefully arranged and divided into distinct programs in order to fulfill the nation's educational goals, which have been set by the Indonesian government. A major factor in determining what should be included in an educational curriculum is technology integration inside the curriculum. It is necessary to conduct research studies that examine the extent and effectiveness of technology integration in Indonesia's English curriculum. Because of this, it's imperative that instructors look into effective ways to incorporate technology into English curricula and stay up to

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47

Sakhnini, Sohair, and Ron Blonder. "Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum." Nanotechnology Reviews 7, no. 5 (2018): 373–91. http://dx.doi.org/10.1515/ntrev-2018-0026.

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Abstract If we wish to integrate modern science such as nanotechnology into the school science curriculum, we need to find the natural insertion point of modern science with the science, technology, engineering and math curriculum. However, integrating nanoscale science and technology (NST) essential concepts into the middle school science curriculum is challenging. The current study was designed to identify the insertion points of the eight NST essential concepts in the middle school science and technology curriculum. Middle school science and technology teachers underwent a course that inclu

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48

Lim, yunjin, Yu Hyun Choi, Seonng-il Kim, Seok Young Kwon, and Hyung-In Ham. "Development and Feature Analysis of 2022 revised Technology Subject Curriculum." Korean Technology Education Association 24, no. 1 (2024): 1–21. http://dx.doi.org/10.34138/kjte.2024.24.1.1.

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The purpose of this study was to develop the 2022 revised technology and curriculum. The study was divided into primary and secondary research according to the government's curriculum development process. The research methods used in this study included literature research, expert consultation, Delphi survey, and policy consultation. One of the most important features of the 2022 revised technology subject curriculum development is that the participation of professors at technology teacher training institutions and current technology teachers increased compared to the previous curriculum. As a

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49

Crawford, Renée, and Jane Southcott. "Curriculum stasis: the disconnect between music and technology in the Australian curriculum." Technology, Pedagogy and Education 26, no. 3 (2016): 347–66. http://dx.doi.org/10.1080/1475939x.2016.1247747.

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50

Gürleyik, Sinan, and Elif Akdemir. "Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments." Journal of Education and Training Studies 6, no. 4 (2018): 131. http://dx.doi.org/10.11114/jets.v6i4.2994.

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Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhance

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