Abstract
In this paper we are trying to present a model of analysis that includes a comprehensive perspective of the state of the art in the specialized literature about curriculum development. From this theoretical approach, we get a complete curriculum overview. Including insights into: what are the curriculum principal elements, what we already know about didactic strategies, what are the dimensions the characterise an educational process, etc, This can be used as a route map for teachers or designers that are approaching for the first time to the complexity of a teaching-learning process. In addition, and as we have tested in the validation process of this, it is a useful tool for curriculum analysis, assessment guide for educational practices, as well as check list for curricular implementing taking decision processes. Using this, the planning process and the professional development of teachers will be improved, and may inspire improvement in teaching and learning models. In the end, it can be used as a metacognitive tool for teaching.
Highlights
A Model to Understand the Current Map of the Curriculum DevelopmentFrom the scientific literature, it is quite evident, that in the last years we have made several improvements in the understanding of crucial factors that determine designing, development and implementation of technology enhanced learning processes in education
From our point of view, we still do not have a complete global analysis tool that combine what we already know –and it is included in our literature- from the educational technology research and from the field of learning design and curriculum development
According to Cabero (2004), today, more than ever before, it is a priority to analyse educational designing processes, didactic interactions in classrooms, educational resources and media, didactic tools, strategies and techniques to use, effort invested, and roles assumed by participants at any technology enhanced learning process
Summary
It is quite evident, that in the last years we have made several improvements in the understanding of crucial factors that determine designing, development and implementation of technology enhanced learning processes in education. In this paper we are trying to present a model that includes a complete perspective of the state of the art about curriculum development in teaching-learning models, based on the specialized literature regarding this The building of this framework started from the need to have a single concentrated and systematic diagram that would represent the curriculum, the specific characteristics of its particular elements, and the relationships between those elements and the curriculum as a whole, as an entity; as well as the characteristics of those in this era when some relevant changes in terms of educational technologies have happened. We started the process with a deep literature review that allowed us to built a very complete curriculum overview This included: the curriculum principal elements, what we know about didactic strategies, the dimensions the characterise an educational process, and so on. It can be used as a metacognitive tool for teaching practice
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