Curriculum Innovation

Innovation means the introduction of something, ideas or practices that are new and deviate from
the standard practice or formal prescribed curriculum. Innovations are systematic and planned for.
Innovations in education have specific and defined characteristics.

According to Diaz (2011) Shernett (2011), curriculum innovation “is a managed process of
development whose principal products are teaching (and/or testing) materials, methodological
skills, and pedagogical values that are perceived as new by potential adopters”.

Creative initiatives in curriculum planning and implementation processes by learners, teachers and
curriculum specialists (Methods, content organization and delivery, learner assessment, etc.).

Examples:
 Online learning-Using Learning platforms, MOOCs
 Use of multimedia in T/L-Animations, 3D materials, Simulations
 Electronic Report cards
 E-Books
 STEM Innovations in schools
 Gamification
 Social Media in Education
 Virtual classes via Zoom/Google Meet
 Home schooling
 Online assessment
 Cyber school for Science and Maths
 E-registration for UNEB
 ICT integration in teaching
 Using activities of integration as a means of learner assessment
 DIT assessment in secondary education

CRITERIA FOR JUDGING THE VALUE OF CURRICULUM INNOVATION

Rogers and Shoemaker (1971) identified basic criteria on the basis of which the value of an
innovation can be judged. Five criteria can be used and these are: relative advantage, compatibility,
Triability, Observability, and complexity. Let’s examine each of them in turn.
a) Relative advantage
This is the degree to which an innovation is perceived as being better or introducing useful
knowledge leading to acceptability and the rate of adoption. An innovation should bring
improvement in the learning of students, should be economically manageable, and should have a
low initial cost which poses no special risk to anybody’s security.
b) Compatibility – refers to the degree to which an innovation is perceived as being in agreement
with or supportive of the potential adopters’ needs and values.
c) Triability – This refers to the extent to which an innovation can be piloted without taking too
much time, energy or funds. The concern is whether sufficient data can be obtained from a limited
trial in order to make a decision as to whether the innovation is necessary or not.
d) Observability - Means that the potential adopters and sponsors of an innovation would like to
see tangible results. The immediate consequences of the innovation should be clearly defined.
e) Complexity – An innovation must be simple enough to be understood and utilized. If the
potential adopters perceive it as being too complicated in terms of time, money and expertise, they
may avoid it or reject it.
f) Economy - An innovation must fit in with the goals and objectives of education which usually
reflect the needs, interests, values and problems of the society.
g) Alignment - An innovation must be appropriate, economical in terms of time, space and
resources; aligned with the philosophy of the society and the school, and rooted in sound
educational theory.

CURRICULUM INNOVATION PROCESS - PLANNING / STAGES /STEPS

What then is involved in curriculum innovation?
Innovation and change generally follow several logical steps: According to Bishop (1986),
(a) Identify a problem, dissatisfaction or need that requires attention. (Initial disturbance). This
is the pressure exerted to a system either from within or without. This disturbance constitutes
the problem to be dealt with.
- Feeling of need and decision to act on it;
- Diagnosis of problem;
(d) Generate possible solutions to the identified problem or need. Search for solution to the
problem. Select a particular solution or innovation that has been identified as the most appropriate.
(c) Conduct a trial. Application of possible solution to solve the problem.
(d) Evaluation of the strategies applied to see whether it will successfully solve the
problem aligned with the philosophy of the society and the school, and rooted in sound
educational theory.
(e) Review the evaluation.
If the innovation has solved the identified problem, implement it on a wide scale.
(f) Adopt and institutionalize the innovation or search for another solution.

MODELS OF CURRICULUM INNOVATION

Various scholars have proposed different models of innovation. For instance, Ronald Havelock
(1969) identified three main models of innovation as follows:
 The Research, Development and Diffusion Model (R, D and D)
 The Social Interaction Model (SI).
  The Problem – Solving Method (P – S)

The Research, Development and Diffusion Model

In this model an idea or practice is conceived at the central planning unit and then fed into the
system. RD & D is effective where curriculum development is done on a large scale and ideas
have to reach wide geographical areas and isolated users. It is a highly organized, rational approach
to innovation. Following is a logical sequence of activities in using the RD & D model.
• Basic research by a central project team which develops a new curriculum, devises and designs
prototype materials.
• Field trials of the prototype materials and redesign them where necessary
• Mass production of the modified prototype materials
• Mass dissemination or diffusion of the innovation through courses, conferences, and workshops.
• Implementation of the innovation by the users (school, teachers and pupils)
The model can be summarized as follows:-

This model is used in countries which have centralized systems of education under Ministries of
Education. Many African countries fall under this category.
The model can be summarized as follows:-

Research Dvpt Mass Mass User

of prototype Production Diffusion
Figure 1: Summary of RD & D Model

This model is used in countries which have centralized systems of education under Ministries of
Education. Many African countries fall under this category.

What can you identify as the advantages and disadvantages of the RD &D model of
curriculum innovation?

The Social Interaction Model (Periphery to Periphery Model)

This model operates through social interaction and emphasizes diffusion of messages from person
to person. It stresses the importance of interpersonal networks of information, of opinion
leadership, personal contacts and social integration. The strategy takes the form of convincing
administrators and teachers of the usefulness of a new device or practice and enabling them to see
for themselves the new practitioner using the innovation. Individuals involved are the ones to
implement the innovations. The process involves individuals rather than groups and organizations.
It is unplanned and informal hence slow in development.
This unplanned process can be made more systematic by structuring and coordinating the contacts
between groups and individuals interested in curriculum development. This can be done through
courses, conferences, visitations. In social interaction model, the central agency acts merely as a
coordinator or communicator of ideas rather than being the generator of ideas. Ideas are generated
at the periphery and communicated via the centre to other points on the periphery. In Figure 2, the
Social Interaction Model is illustrated:

Figure 2: illustration of the Social Interaction Model

The model is underpinned by the assumptions that:
i. The network of social relations has an impact on the innovation diffusion process
ii. The level of acceptance is an innovation is predicted by social preferences
iii. Personal contact plays a great role in influencing innovation adoption
iv. Group membership highly predicts individual adoption and multi-level effect

What can you identify as the advantages and disadvantages of the social interaction
model of curriculum innovation?

The Problem Solving Model (Periphery – Centre approach)

This model is based on the assumption that an innovation is part of a problem solving process.
The following steps are characteristic of the problem solving model:
• A need is identified
• Need is translated into a problem which is then diagnosed
• Diagnosis leads to search for solutions
• Possible solutions are evaluated – the innovation which provides the best solution is then tested
for its effectiveness
• Implementation of innovation.
Source: Bishop (1985) p. 182

The problem – solving method is referred to as a periphery – centre approach to innovation. The
innovations are initiated, generated and applied by the teachers and schools on the basis of their
needs. Such innovation has strong user commitment and the best chance for long term survival.
In this model the receiver is actively involved in finding an innovation to solve his/her own unique
problem. This model is flexible enough to encompass all types of innovations, including materials,
methods, and groupings of learners. Thus the problem – solving model is local in nature, usually
limited in size, and may not be of high quality compared with more centralized approaches to
curriculum development.

Write short notes on the Planned Linkage model of curriculum innovation. What are the
advantages and disadvantages of the model?