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Posted by:
Jeff Sun
Research/tech assistance org
Lowell, MA
Topic:
Technology as an Ingredient, Not a Curriculum
Message:
I understand standards as part of a triad that includes curriculum, assessment, and standards. Without the other two parts of this three-way combination, any single part makes no sense. Therefore, in the case of standards, they support curriculum and are the basis for what we want to hold students and teachers accountable. Another way of putting this is that to me, the phrase "standards-based curriculum" is an obvious truism. What other sort of curriculum should there be?
Technology has a strong role in this combination. In all cases, I see technology as a tool. In and of itself, technology has no value. I personally do not view "technology" as a curriculum area for which there should be curriculum standards. At least in the way that one sees technology being taught in most of those schools that "teach technology," I see no student learning occurring that truly benefits students. I do on the other hand see value in teachers working with students within the complete context of the core curriculum to best exploit technology's value as a tool for investigation (which includes communication), analysis, and production.
Where I have seen technology used most effectively, it has been transparent in terms of curriculum, but very apparent in terms of students and teachers recognizing the essential value its use brings to the activity at hand. For example, students who use a technology tool (e.g., PowerPoint or a web design tool) to create a culminating product for a curriculum unit are, and must be, keenly aware that it is the technology that is enabling them to communicate their acquired knowledge. Depending on the student, it may be the technology that has drawn them into learning activity. Still, the teacher needs to guide the student to a place where ultimately s/he is excited by the curriculum-based learning and therefore is eager to learn more about that subject. If the excitement ends at the technology, then that learning activity has not achieved ultimate success. Hoe would the teacher know this? This would be made apparent by the assessment employed by the teacher. The assessment mechanism should not focus on the technology (although technology can be a part of the assessed components>, but rather on the curriculum learning.
This scenario clearly requires on the part of the teacher a systemic or holistic knowledge of curriculum/assessment/standards and technology. In my experience, relatively few teachers have developed this comprehensive view. But, when I see a master "technology-using teacher" - and I can find at least one such teacher in just about every school I visit - I find a person with this holistic view.
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