Developing New Courses: Choose Two Different Methods For Cou

Developing New Courseschoose2 Different Methods For Course Developmen

Developing New Courses Choose 2 different methods for course development from this week. ( standard technological process and Curriculum planning ) Compare and contrast the course development process for the 2 methods that you have chosen using the grade level and subject you researched in Week 3. (8th grade) Huntsville City School, Alabama Prepare a high-level outline for each method and include them in your post. Respond to at least one of your classmates. Which process do you think is stronger for their stated grade level and subject? Explain your reasoning.

Paper For Above instruction

Introduction

The process of developing a new course involves multiple methodologies that are tailored to meet educational standards, student needs, and educational technology integration. Two prominent methods include the Standard Technological Process and Curriculum Planning. This paper compares and contrasts these two approaches with respect to their application in an 8th-grade science course within Huntsville City Schools, Alabama. It examines the high-level outlines of each development process and assesses which method might be more suitable for this specific context and subject matter.

Standard Technological Process

The Standard Technological Process (STP) is a systematic approach focused on integrating technology into course development to enhance learning outcomes. Its outline involves phases such as:

  • Identify needs and objectives: Clarify what students should learn and achieve.
  • Research and select technological tools: Determine appropriate hardware, software, and digital resources.
  • Design instructional activities: Incorporate technology-based tasks aligned with curriculum standards.
  • Develop assessment methods: Create digital assessments to evaluate student understanding.
  • Implement and evaluate: Deliver the course and analyze technological effectiveness, making adjustments as necessary.

This method emphasizes iterative testing and refinement of technology integration aligned with educational goals. It is particularly effective when incorporating digital literacy and technological fluency into the curriculum.

Curriculum Planning

Curriculum Planning is a broader, systematic process that focuses on designing the overall educational program, including objectives, instructional strategies, and assessment methods. Its high-level steps include:

  • Needs analysis: Assess student needs, grade-level outcomes, and district standards.
  • Curriculum design: Define learning outcomes, select content, and choose instructional methodologies.
  • Sequence curriculum content: Organize lessons and units in a coherent progression.
  • Instructional strategy development: Decide on pedagogical approaches, including project-based or inquiry-based learning.
  • Assessment and evaluation plan: Develop formative and summative assessments aligned with objectives.
  • Implementation plan: Outline resources, timelines, and teacher training.

Curriculum Planning provides a comprehensive framework that ensures alignment with standards and coherent progression of skills and knowledge.

Comparison and Contrast

Both methods share common goals, such as ensuring student achievement and aligning with standards, but differ significantly in scope and focus. The Standard Technological Process centers heavily on integrating technology effectively into instruction, making it highly adaptable for courses emphasizing digital skills. Conversely, Curriculum Planning emphasizes the overall structure and coherence of the educational program, suitable for content-rich subjects like science that require sequential learning.

In terms of process sequence, Curriculum Planning tends to be a more macro-level approach, establishing overall goals and content sequencing before considering technological tools. In contrast, STP is micro-level, focusing on the specific integration of technology within each instructional step.

When applied to 8th-grade science in Huntsville City Schools, Curriculum Planning ensures a coherent progression of scientific concepts, inquiry skills, and real-world applications aligned with state standards. The STP could be incorporated to enhance digital investigations, data analysis, and scientific communication, facilitating a more engaging learning experience.

The choice between these methods depends on the desired emphasis—whether on content coherence or technological enhancement. For a standards-driven science curriculum at grade 8, a combined approach—using curriculum planning as a foundation supplemented by technological integration—may be most effective.

High-Level Outlines for Each Method

Standard Technological Process Outline

  1. Needs identification and goal setting specific to 8th-grade science standards
  2. Research and select appropriate digital tools (simulations, data analysis software)
  3. Design activities incorporating technology (virtual labs, interactive quizzes)
  4. Develop digital assessments aligned with learning outcomes
  5. Implement course, gather feedback, and refine technology use based on student performance and engagement

Curriculum Planning Outline

  1. Conduct needs analysis for 8th-grade science curriculum based on state standards
  2. Define learning outcomes related to scientific inquiry, content mastery, and critical thinking
  3. Organize content into logical units (e.g., physics, ecology, scientific methods)
  4. Select instructional strategies suitable for diverse learners (collaborative projects, experiments)
  5. Create assessment plans including tests, projects, and presentations
  6. Develop implementation timeline and resource allocation, including teacher training

Conclusion

In conclusion, while the Standard Technological Process offers a detailed framework for integrating technology effectively into a course, Curriculum Planning provides a comprehensive foundation for structuring the educational content and pedagogy. For an 8th-grade science course in Huntsville City Schools, a hybrid approach leveraging the strengths of both methods—sound curriculum foundation complemented by targeted technological integration—can offer the most robust and engaging learning experience. Ultimately, the decision on which process is stronger depends on the specific goals of the course and the emphasis on technology versus content sequencing.

References

  1. Harris, M. (2015). Curriculum Planning for Technology Integration. Educational Technology Publishing.
  2. Wilhelm, J. (2013). The Digital Age and Curriculum Development. Routledge.
  3. Ribble, M., & Nomm, T. (2019). Designing Effective Curricula. Sage Publications.
  4. Pierson, M. E. (2001). Technology Integration: Principles for Success. ISTE.
  5. Odell, L. (2017). Planning and Developing Effective Curriculum. Pearson.
  6. Becker, H. J., & Park, J. (2011). Integrating Technology into Classroom Instruction. Journal of Educational Computing Research.
  7. Levy, H. M. (2008). Transforming Education with Technology. Teachers College Record.
  8. Tomlinson, C. A. (2014). The Differentiated Classroom. ASCD.
  9. National Research Council. (2012). A Framework for K-12 Science Education. National Academies Press.
  10. Schmidt, R. (2019). Effective Course Design in the Digital Age. Wiley.

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