NEW LITERACIES, THE CURRICULUM AND CURRICULUM DEVELOPMENT

LITERACY

"The ability to identify, understands, interpret, create, communicate and compute, using printed and written
materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals
to achieve their goals, to develop their knowledge and potential, and to participate fully in their community
and wider society.” –UNESCO

NEW LITERACIES

Refer to new forms of literacy made possible by digital technology developments. Commonly recognized
examples include instant messaging, blogging, social networking, podcasting, photo sharing, digital
storytelling, and conducting online searches.

• Socio-cultural theory of literacy

• New literacies about more than ICT and literacy
• Importantly the new literacies include questions about identity, society and change.
• Development from and contemporary to multi-literacies
• Opens up textual practices in terms of questioning and representing everyday life.

LEARNERS AND NEW LITERACIES

• Online research and comprehension is a self- directed process of text construction and knowledge
construction.
• Five practices appear to define online research and comprehension processing: (1) identifying a
problem and then (2) locating,
(3) evaluating, (4) synthesizing, and (5) communicating information.
• Online research and comprehension is not isomorphic with offline reading comprehension;
additional skills and strategies appear to be required.
• Online contexts may be especially supportive for some struggling readers.
• Adolescents are not always very skilled with online research and comprehension.
• Collaborative online reading and writing practices appear to increase comprehension and learning.

NEW LITERACIES AND THE CLASSROOM

• How will the role of educators change with the rise of new literacies?
• With a world of digital materials at students’ fingertips, traditional instructional materials like
textbooks are no longer canonical.Educators could be even more important as they guide
students through the contexts of learning materials, not simply the content.
• Educators must learn to engage with new technologies and the literacy practices surrounding
them
• New literacies will bring about new challenges for schools, because in no small part, new
technologies (and the cultural practices around them) are changing incredibly quickly.

• A planned and guided set of learning experiences and intended outcomes, formulated
through systematic reconstruction of knowledge and experiences under the auspices of
the school, for the learners' continuous and willful growth in personal social
competence. (Daniel Tanner, 1980)

• A written document that systematically describes goals planned, objectives, content, learning
activities, evaluation, procedures and so forth. (Pratt, 1980

• the whole body of a course in an educational institution or by a department. (The International

Dictionary)

• courses taught in schools or university. (Oxford English Dictionary)

 TYPES OF CURRICULA
RECOMMENDED

• Almost of the curricula found in schools are recommended

• The recommendations come in the form of memoranda or policy, standards and guidelines.
(e.g. DepEd, CHED, TESDA, UNESCO)
WRITTEN

• A form of course study, syllabi, modules, books, instructional guide among others.
• Made by the curriculum experts with the participation of teachers.
• K to 12 for Philippine Basic Education

TAUGHT

• The skill of the teacher to facilitate learning based on written curriculum with the aid of instructional
materials and facilities will be necessary.
• The taught curriculum will depend largely on the teaching style of the teacher and the learning style
of the learners.

SUPPORTED

• These include print materials like books, charts, posters, worksheets, or non-print materials.
• Supported curriculum also includes facilities where learning occurs outside or inside the four-walled
building.

ASSESSED

• Taught and Supported curricula have to evaluated to find out if the teacher has succeeded or not in
facilitating learning.
• In the process of teaching and end of every lesson be or teaching episode, an assessment is made.
o Assessment OF learning
o Assessment FOR learning
o Assessment As learning Assessment OF learning
• is basically related to the concept of summative assessment.
• It is an assessment mainly focused on finding out the extent of student's learning
primarily to appropriate grade to represent student's achievement.

Assessment FOR learning

• it involves using assessment in the classroom to raise student's achievement.

• It is based on the idea that a learner will most likely to improve if they are given
constant feedback on what the aims are, where are they on process of attaining these
aims, and how can they better attain these aims.

Assessment As learning

• This is based on the idea that assessment begins as students develop realization of
the goals of instruction and the standards for performance.
• It involves goal-setting, monitoring- progress, and reflecting on
results.
• It serves as a basis for metacognitive process of students.

Metacognition is thinking beyond thinking, being responsible for our own learning.

LEARNED

• How do we know if the student has learned?

• These are measured by tools in assessment, which can indicate the cognitive, affective, and
psychomotor.
• Learned curriculum will also demonstrate higher order and critical thinking and lifelong skills.

HIDDEN/IMPLICIT

• This curriculum is not deliberately planned, but has a great impact on the behavior of the learner.
• Peer influence, school environment, media, parental pressures, societal changes, cultural
practices, natural calamities are some factors that create the hidden curriculum.
4 MAJOR FOUNDATIONS OF CURRICULUM

• Philosophical
• Historical
• Psychological
• Social

PHILOSOPHICAL FOUNDATION

Perennalism

Aim: To educate the rational person; cultivate intellect.

Role: Teacher assists students to think with reason.

Focus: Classical subjects, literacy analysis. Curriculum is enduring.

Trends: Use of great books and return to liberal arts

Essentialism

Aim: To promote intellectual growth of learners to become competent.

Role: Teachers are sole authorities in the subject area.

Focus: Essential skills of the 3R's: Essential subjects.

Trends: Back to Basics. Excellence in Education. Cultural Literacy

Progressivism

Aim: Promote democratic social living.

Role: Teacher leads for growth and development of lifelong learners.

Focus: Interdisciplinary subjects. Learner-centered. Outcomes-based.

Trends: Equal opportunities for all. Contextualized curriculum. Humanistic education.

Reconstructionism

Aim: To improve and reconstruct society. Education for change.

Role: Teacher acts agent of change and reforms

Focus: Present and future educational landscape.

Trends: School and curricular reform. Global education. Collaboration and Convergence.
Standards and Competencies

HISTORICAL FOUNDATION

Franklin Bobbit (1876-1956)

• Started Curriculum development movement.

• Curriculum as a science that emphasize on student's needs.
• Curriculum prepares learners for adult life.
• Objectives and activities grouped together when task are clarified.

Werret Charters (1875-1952)

• Like Bobbit, curriculum is science and emphasizes student's needs.

• Objectives and activities should match. Subject matter or content relatives to objectives.

Hollis Caswell (1901-1989)

• Sees curriculum as organized around social functions of themes, organized knowledge and
learner's interest.
• Caswell believes that curriculum, instruction and learning as interrelated.
• Curriculum is a set of experience.

Ralph Tyler (1902-1994)

• Tyler believes that curriculum is a science and an extension of school's philosophy. It is based on
student's needs and interest.
• The process emphasizes problem solving. The curriculum aims to educate generalists and not
specialists
 Hilda Taba (1902-1967)

• Contribute to the theoretical and pedagogical foundations of concepts development and critical
thinking in social studies curriculum.
• Helped lay the foundation for diverse student population.

William Kilpartick (1875-1952)

• Curricula are purposeful activities which are child-centered.

• The purpose of the curriculum is child development and growth. The project method was
introduced by Kilpartick where teacher and student plan the activities.

The curriculum develops social relationships and small group instruction.

Harold Rugg (1886-1960)

• To rugg, curriculum should develop the whole child. It is child-centered.

• With the statement of objectives and related learning activities, curriculum should produce
outcomes.
• Harold rugg emphasized social studies and the teacher plans curriculum in advance

Peter Oliva (1992-2012)

• Described how curriculum change is a cooperative endeavor.

• Teachers and curriculum specialist constitute the professional core of planners.
• Significant improvement through group activity.

Robert Gagne (1916-2002)

• Proposed the Hierarchical Learning Theory

• Behavior is based on prerequisite conditions.
• Introduced tasking in the formulations of objectives

PSYCHOLOGICAL FOUNDATION

Ivan Pavlov (1849-1936)

• Father of the Classical Conditioning. Theory of S-R Theory

• The key to learning is early years of life are to train them what you want them to become.
• S-R Theory is a foundation of learning practice called indoctration

Edward Thorndike (1874-1949)

• Championed the Connectionism Theory

• Proposed the three laws of learning
o Law of readiness
o Law of exercise
o Law of effect
• Specific stimulus has specific response

Jean Piaget (1896-1980)

• Describes cognitive development in terms of stages from birth to maturity

• Sensorimotor stage (0-2), preoperational stage (2-7), concrete operations stage (7- 11) and
formal operation (11 - onwards)
• Assimilation
• Accommodation
• Equilibrium

Lev Vygotsky (1896-1934)

• Cultural-transmission and development

• Children could, as a result of their interaction with society, actually perform
certain cognitive actions prior to arriving at development stage.
• Sociocultural development theory
• Pedagogy creates learning processes that lead to development.
• Child is an active agent on his or her educational process.

Howard Gardner

• Gardner's multiple intelligences

• Human have several different ways of processing information and these ways are relatively
independent of one another.
 Daniel Goleman

• Emotion contains the power of affect action.

• Emotional Quotient HUMANISTIC PSYCHOLOGY

Abraham Maslow (1908-1970)

• Self-Actualization Theory Classical Theory of human needs.

• A child whose basic needs are not met will not be interested in acquiring knowledge of the world.
"learner who can accomplish, grow and actualize his or her human self"

Carl Rogers (1902-1987)

• Non-directive and Therapeutic Learning

• Established counselling procedures and methods for facilitating learning.
• Children's perceptions, which are highly individualistics, influence their learning and behaviour in
class.

SOCIAL FOUNDATIONS

John Dewey (1859-1952)

• Considered two fundamental elements – schools and civil society to be major topics needing
attention and reconstruction to encourage experimental intelligence and plurality.
• Learning by doing

Alvin Toffier

• Wrote the book Future Shock

• Believed that knowledge should prepare students for the future.
• Suggested that in the future, parents might have the resources to teach prescribed curriculum
from home as a result of technology, not in spite of it. (Home Schooling)

Society and Society SymbolSociety as an source of change

• Schools as an agents of change
• Knowledge as an agent of change

Curriculum Development

It is a dynamic process. In curriculum development, there are always changes that occur that are
intended for improvement.

Curriculum Development Process

• Development connotes changes which is systematic.

• A change for the better means alteration, modifications or improvement of existing
condition.
• To procedure positive changes, development should be purposeful, planned and progressive.

Phases of Curriculum Development

1. Curriculum planning - consider the school vision, mission and goal.

2. Curriculum designing - the way curriculum is conceptualized to include the selection and
organization of content, the selection and organization of learning experience or activities
and the selection of the assessment procedure and tools to measure achieved learning
outcomes.
3. Curriculum Implementing - The teacher, who is facilitator of learning, leads in putting into
action the plan which is based on the curriculum design.
4. Curriculum evaluating - determines the extent to which the desired outcomes have been
achieved. This procedure is on-going as in finding out of progress of learning or the mastery
of learning

Ralph Tyler Model: Four Basic Principles

He posited four fundamentals prrinciples which are illustrated as answers to the following question:

1. What education purposes should school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained or not.
 Tyler's Model shows that in curriculum development, the following considerations should be made:

• Purpose of the school

• Educational experiences related to the purpose
• Organization of the experiences
• Evaluation of the experience

Hilda Taba Model: Grassroots Approach

She presented six major steps to her linear model which are the following:
• Diagnosis of learners needs and expectations of the larger society,
• Formulation of learning objectives
• Selection of learning contents
• Organization of learning contents
• Selection of learning contents
• Determination of what to evaluate and the means of doing it

21st Century literacies as the ability to:

• Develop proficiency and fluency with the tools of technology;

• Build intentional cross-cultural connections and relationships with others so to pose and solve
problems collaboratively and strengthen independent thought;
• Design and share information for global communities to meet a variety of purposes;
• Manage, analyze, and synthesize multiple streams of simultaneous information;
• Create, critique, analyze, and evaluate multimedia texts;
• Attend to the ethical responsibilities required by these complex environments. (NCTE, 2013)

NICHOLSON AND GALGUERA (2013) suggest

five skills that must be taught to address the gap in students’ new literacy skills. These skills include:
(a) The ability to identify questions and frame problems to guide reading on the internet,

(b) The capacity to identify information that is relevant to one’s needs,

(c) Competence with critically evaluating online information,

(d) facility with reading and synthesizing information from multiple multimedia sources, and

(e) understanding how to communicate with others in contexts where information is learned about and
shared collectively

Five Basic Types of Curriculum Model

1. TRADITIONAL
• Workbook-Textbook Approach
• Focused on grades.
• Traditional curriculum is a curriculum stay at traditional method of teaching.
• The techniques of teaching are not changing.
• It concentrated a learning of the learners by old and commonly strategies of teaching.
• The facilities are good for the learners to have learning at all.

Advantages

• cover the basics, lesson plans laid out, security

Disadvantages

• Time consuming
• Expensive
• Difficult to teach several grades simultaneously,
• Subjects each taught separately

2. THEMATIC
• Integrated study
• focused on academics based on student's interest
Advantages

All ages learn together; uses real books, inexpensive, teaches to child’s area of interest

Disadvantages
 • Can have gaps in skills so needs balance;
• can be overwhelming to new homeschoolers, lesson plans are more flexible and require
you to provide the structure;
• may lack resource materials on the field, lacks test taking skills in content areas.

3. PROGRAMMED
• This type is often based on a self-paced, sequential workbook.
• It requires no preparation and usually little direct teaching by the parent
Advantages

• Very easy to use, little preparation, lessons planned out, independent learner based, self- paced,
especially great for content areas

Disadvantages

• Not appropriate for younger grades,

• Not suitable for auditory learners,
• Boring to some,
• Not designed to be interactive,
• Skill building might be lacking

4. CLASSICAL
• This coincides with a child’s cognitive development.
• Involves the Trivium of learning Advantages

• Works well for families with children close in ability level;

• developmentally appropriate methods;
• uses real books;
• unit study approach to content;
• systematic/chronological method to content;
• hooked/linked to history; progression of knowledge;

Disadvantages

• May not “feel” structured when compared to traditional curriculum;

• Not yet, totally self-contained;
• may be difficult to use when there is a wide ability gapbetween children;
• may be easy to miss certain skills

TECHNOLOGICAL

• Curriculum models are tool used by educators. It is the content but also planning to put into the
subject matter: goals and objectives, assessments, and sequencing. Schools and districts create a
curriculum guide, framework that detailed what, how and when instruction occurs. They primary
use of a curriculum guide to give educators a uniform methodology so all students have the same
opportunity to learn.
• A curriculum model is the tool that helps those who write and develop curriculum guides.
They provide a reason for the choices made in teaching.

Curriculum models have five areas they define:

1. Focus – subject or student. Where is the emphasis?

2. Approach – traditional or modern. What type of instruction will be used?

3. Content - topic based or content based. How will units or strands be written?
4. Process - formative or summative. How will assessments be used?
5. Structure - system, linear or cyclical. How often does the curriculum get reviewed?
Technological

Technology integration is the use of technology resources -- computers, mobile devices like
smartphones and tablets, digital cameras, social media platforms and networks, software applications,
the Internet, etc. -- in daily classroom practices, and in the management of a school.
Successful technology integration is achieved when the use of technology is:

• Routine and transparent

• Accessible and readily available for the task at hand
 • Supporting the curricular goals, and helping the students to effectively reach their goals

When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using
a technology tool -- it is second nature. And students are often more actively engaged in projects when
technology tools are a seamless part of the learning process.

"Effective integration of technology is achieved when students are able to select technology tools to
help them obtain information in a timely manner, analyze and synthesize the information, and present it
professionally. The technology should become an integral part of how the classroom functions -- as
accessible as all other classroom tools." -- National Educational Technology

Standards for Students, International Society for Technology in Education

When effectively integrated into the curriculum, technology tools can extend learning in powerful
ways. These tools can provide students and teachers with:

• Access to up-to-date, primary source material

• Methods of collecting/recording data
• Ways to collaborate with students, teachers, and experts around the world
• Opportunities for expressing understanding via multimedia
• Learning that is relevant and assessment that is authentic
• Training for publishing and presenting their new knowledge

Types of Technology Integration

• Online Learning and Blended Classrooms

• Project-Based Activities Incorporating Technology
• Game-Based Learning and Assessment
• Learning with Mobile and Handled Devices\
• Learning Tools like Interacive Whiteboards and Student Response Systems
• Web-Based Projects, Explorations, and Research
• Student-Created Media like Podcast, Videos or Slideshows
• Collaborative Online Tools
• Using Social Media to Engage Students

Frameworks for Technology Integration

The SAMR (Substitution, Augmentation, Modification, Redefinition) model, created by Dr. Ruben
Puentudura, guides the process of reflecting on how we are integrating technology into our classrooms. The
ultimate goal of technology integration is to completely redefine how we teach and learn, and to do things
that we never could before the technology was in our hands.

The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that
educators need in order to successfully integrate technology into their teaching.
 Level of Technology Integration

Mary Beth Hertz shares four levels of classroom technology integration she has observed in schools:

1. Sparse: Technology is rarely used or available. Students rarely use technology to complete
assignments or projects.

2. Basic: Technology is used or available occasionally/often in a lab rather than the classroom.
Students are comfortable with one or two tools and sometimes use these tools to create projects that
show understanding of content.

3. Comfortable: Technology is used in the classroom on a fairly regular basis. Students are
comfortable with a variety of tools and often use these tools to create projects that show
understanding of content.

4. Seamless: Students employ technology daily in the classroom using a variety of tools to complete
assignments and create projects that show a deep understanding of content.

Advantages

• Can be more interactive and engaging

• Provides structured learning so child can learn more independently

• Can be great preparation for future learning- delivery system of the future

• Opportunity to learn from a different teacher or teachers on line

• Can have virtual classmates

Disadvantages

• On-line can be pricey

• Can be frustrating if not technologically savvy or if student has poor typing or reading skills

• Has set deadlines so less scheduling flexibility

• May include more “busy work” as it is more of a structured school environment

• Software has preprogrammed responses and if child does not answer with exact responses may
cause frustration.

Curriculum Development Process

• Development connotes changes which is systematic.

• A change for the better means alteration, modifications or improvement of existing condition.

• To produce positive changes, development should be purposeful, planned and progressive.

Phases of Curriculum Development

1. Curriculum planning – consider the school vision, mission and goal.

2. Curriculum designing – the way curriculum is conceptualized to include the selection and organization
of content, the selection and organization of learning experience or activities and the selection of the
assessment procedure and tools to measure achieved learning outcomes.

3. Curriculum implementation – the teacher who is facilitator of learning, leads in putting in action the
plan which is based on the curriculum design.

4. Curriculum evaluating – determines the extent to which the desired outcomes have been achieved.
This procedure is on-going as in finding out of progress of learning or the mastery of learning.

Ralph Tyler Model: Four Basic Principles

He posited four fundamentals principles which are illustrated as answers to the following question:

1. What education purposes should school seek to attain?

2. What educational experiences can be provided that are likely to attain these purposes?

3. How can these educational experiences be effectively organized?

4. How can we determine whether these purposes are being attained or not?
Tyler’s Model shows that in curriculum development, the following considerations should be made:

1. Purpose of the school

2. Educational experiences related to the purpose
3. Organization of the experiences
4. Evaluation of the experience
Hilda Taba Model: Grassroots Approach

She presented six major steps to her linear model which are the following:
1. Diagnosis of learners needs and expectations of the larger society.

2. Formulation of learning objectives.

3. Selection of learning contents.
4. Organization of learning contents.
5. Selection of learning contents.
6. Determination of what to evaluate and the means of doing it.
Our Responsibilities

What can we do to make sure that students are prepared for their literacy future? The International
Reading Association recommends the following:

Teachers

• Take full advantage of professional development opportunities to explore new instructional strategies
and resources that effectively use ICTs in the classroom.

• Explore new instructional models for integrating the Internet and other ICTs as part of literacy
instruction.

• Provide equal opportunity and access for all students to use ICTs that foster and improve
learning.

• Read professional publications on a regular basis to keep up with current research and best practices
for using technology in instruction to enhance students’ literacy learning.

Teacher educators

• Provide professional development and support to teacher education faculty to incorporate technology
into their courses across the curriculum.

• Ensure that teacher preparation programs provide distributed practice to teacher candidates in
technology enriched teaching throughout their teacher preparation.

• Assist induction programs for new teachers to provide applications of instructional technology in
the classroom.

• Support graduate teacher education for practicing teachers that incorporates technology into all
professional development at colleges and universities.

• Provide at all levels interest-driven, inquiry projects with opportunities for exploration and
expansion of teachers’ knowledge base.
School administrators

• Ensure that sufficient time and 30% of your district’s technology budget are devoted to professional
development in the effective use of ICTs in the classroom.

• Encourage teachers and staff to work collaboratively and integrate effective instructional models that use
the Internet and other ICTs when creating lessons in literacy instruction.

• Provide teachers and staff with access to online journals, professional publications, and opportunities to
attend professional conferences that offer current research and best practices for using ICTs to enhance
students’ literacy learning.

• Develop acceptable policies for safe Internet use for students and staff.

• Support teachers’ attempts to develop classroom websites to publish student work and share literacy
resources with students and parents.

Policymakers

• Expand definitions of reading and writing to “literacies” that include the ability to locate, critically
evaluate, communicate, and thoughtfully construct new ideas within networked information environments
such as the Internet.

• Support initiatives that guarantee Internet access for schools and libraries.

• Support initiatives that provide funding for staff development and teacher education in integrating
Internet and other technologies into the literacy curriculum.

• Ensure that the new literacies of the Internet and other ICTs are integrated within assessments of
reading and writing proficiency
 Researchers

• Bring your particular area of expertise to research ICTs use in ways that better inform policymakers and
educators about how best to support new literacies.

• Examine carefully ways in which definitions of literacy are changing as well as the implications of these
changes for research and development.

• Conduct research that identifies the new Internet literacy practices as well as instructional strategies
essential for supporting successful literacy performance within different information and communication
technologies.
• Report findings about effective classroom ICTs use in ways that schools can understand and use.
There are at least four common elements that apply to nearly all of the current perspectives being used
to inform the broader dimensions of new literacies research

(Coiro, Knobel, Lankshear, & Leu, 2008): (1) The Internet and other ICTs require new social practices,
skills, strategies, and dispositions for their effective use; (2) new literacies are central to full civic,
economic, and personal participation in a global community; (3) new literacies rapidly change as defining
technologies change; and (4) new literacies are multiple, multimodal, and multifaceted; thus, they benefit
from multiple lenses seeking to understand how to better support our students in a digital age.

21st Century skills are today’s students need to succeed in their careers during the Information Age.

The twelve 21st Century skills are:

1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
These skills are intended to help students keep up with the lightning-pace of today’s modern markets.
Each skill is unique in how it helps students, but they all have one quality in common.

The Three 21st Century Skill Categories

Each 21st Century skill is broken into one of three categories:

1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students about the mental processes required to adapt and improve
upon a modern work environment.
A literacy skill (IMT) focuses on how students can discern facts, publishing outlets, and the technology
behind them. There’s a strong focus on determining trustworthy sources and factual information to separate
it from the misinformation that floods the Internet.

Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These intangibles focus
on both personal and professional qualities.

21st Century literacies as the ability to:

• Develop proficiency and fluency with the tools of technology;

• Build intentional cross-cultural connections and relationships with others so to pose and solve
problems collaboratively and strengthen independent thought;

• Design and share information for global communities to meet a variety of purposes;

• Manage, analyze, and synthesize multiple streams of simultaneous information;

• Create, critique, analyze, and evaluate multimedia texts;

• Attend to the ethical responsibilities required by these complex environments. (NCTE, 2013)
NICHOLSON AND GALGUERA (2013) suggest
five skills that must be taught to address the gap in students’ new literacy skills. These skills include:

(a) the ability to identify questions and frame problems to guide reading on the internet,

(b) the capacity to identify information that is relevant to one’s needs,

(c) competence with critically evaluating online information,

(d) facility with reading and synthesizing information from multiple multimedia sources, and

(e) understanding how to communicate with others in contexts where information is learned about and
shared collectively