For the purpose of having a better Idea about what is curriculum.

2. CURRICULUM AND ICT
The present curricula for ICT in education aim at
realizing the goals of the National Policy of ICT in
Schools Education and the National Curriculum
Framework.
Given the dynamic nature of ICT, the curricula,
emphasizing the core educational purposes , is generic
in design and focuses on a broad exposure to
technologies, together aimed at enhancing creativity and
imagination of the learners.

3. For the teacher, it is an initiation
into:

4. For the student, it is an initiation
into:

5. Example is: Project CHILD
( Computer Helping Instruction and Learning Development)

6. CHILD focuses on K-5 self-contained teaching using a
triangulated approach. Cluster of three experts work across
three grade levels to teach three basic formats in technology,
hands on and paper and pencil. The primary level cluster is made
up of K to grade 2 and the intermediate cluster id grade 3-5.
One classroom is set up for reading, one for writing and
one for mathematics. Each of the three teachers in each cluster
becomes content specialist for one of the three projects of CHILD
subject areas. He/she is also responsible for one grade level
classroom.
Learners from each grade level in the cluster move among
the classrooms to spend one hour per day working in each of the
three major areas. Thus the teachers will work in their
specialized field with the same learners for three years.

7. Six stations or learning centers in a Project
CHILD classroom:
 Computer Station for technology-based learning
 Textbook Station for written work
 Challenge Station for activities in game formats
 The Imagination Station for creative expression
 Exploration Station for hands-on activities
 Teacher Station for additional instructional support
Learners follow a precise management plan for moving from
one station to another. Goals are set and activities are
recorded in a book called “passport”. Required curriculum
content is covered in six-week thematic units.

8. Project CHILD Materials:
• Station Planning Guides
• Station Activities/ Task Cards
• Passports
• Teacher’s manual
• Leadership Guide
• Special Needs Inclusion Guide
• Training Facilitator Guide

9. 1.Brain-Based Learning
Brain-based learning is an approach to teaching based on
research in neuroscience. It suggests that our brain learns
naturally. This theory is based on what is currently known about
the structure and function of the brain at the varying stages of
development. This provides a biologically driven framework for
teaching and learning, and helps the recurring learning behaviors.
Brain-based theory includes an electric mix of techniques.
Currently these techniques stress allowing teachers to connect
learning to students’ real life experiences. This form of learning
also encompasses education concepts like mastery learning,
problem-based learning, cooperative education, multiple
intelligences, learning styles, experiential learning among others.

10. Core Principles Guiding Brain-Based Education
• The brain perceives whole and parts simultaneously.
• The brain is a parallel processor which can perform
activities at once.
• Information is stored in multiple areas of the brain
and is retrieved through multiple memory and
neutral pathways
• Learning engages the whole body. All learning is
mind-body: movement, food, attention cycles,
chemicals modulate learning.
• Humans’ search for meaning is innate
• Search for meaning comes from patterning

11. • Emotions are critical to patterning and drive our
attention, meaning and memory.
• Meaning is more important than information
• Learning involves focused attention and peripheral
perception.
• We have two types of memory: spatial and rote
• The brain is social. It develops better in concert with
other brains
• Complex learning is enhanced by challenge and
inhibited by stress
• Every brain is uniquely organized
• Learning is developmental.

12. Interactive Teaching Elements
• Orchestrated Immersion
• Relaxed Alertness
• Active Processing

13. Curriculum in the workplace
Workplace learning needs the education
curriculum as in all other professional settings
such as schools, institutions and universities.
Unlike the curriculum in the Master’s and
Doctoral Degrees where the main features are
research, writing thesis and assignments. The
learning curriculum in the workplace is
emphasized in learning everyday work activities.

14. • Authentic activities, experts others, other workers
and engagement in task are seen as the basis for
effective learning in workplaces.
• Construction of knowledge required for expert
performance.
• Close or proximal guidance by other workers in
securing workplace goals in valued by learners.
• Knowledge being indexed and organized in ways that
is purposeful in terms of the successful securing of
workplace goals.

15. CURRICULUM ISSUES
Poor academic performance of learners.
• Issues on the varied implementation of the curriculum
among schools and teachers seem
to be one of the reasons for the prevailing low performa
nce of schools all over the country.
• Perennial complaint about books and other instructional
materials.
• Overcrowded classrooms do not provide a good learning
environment.
• The teacher has been identified as one of the
influencing factors in the varied implementation of the
curriculum.
• Issues like ill prepared teachers poor attitude towards
change and low morale have been thrown to teachers.
• Leadership support from principals.

16. Curricular innovations lack the sense of ownership from
stakeholders.
• Most of the curricular innovations are handed down
from the top management. Those who are going to
implement simply to the line or follow blindly.
• Sometimes the implementers lack of full understanding
of the changes or modifications that they are doing.
• The goal is unclear, thus there are lot of questions in
the implementation as well as evaluation from the
concerned persons.
Some curricular are results of bandwagon but are not
well supported by managers.
• In the desire of some schools to be part of the global
educational scenario, changes and innovations are
drastically implemented even if the school is not ready.

17. Lack of monitoring and evaluation
•Inadequate monitoring activities to find
out the curricular strengths or
weaknesses and problems are being
encountered.
Innovations results to teacher burn out
• With so many new changes taking place
in the curriculum, many teachers are
getting burn out.
• They got tired easily and motivation is
very low. It is because they cannot cope
with rapid changes that take place.

18.  Japan- Japan’s curriculum reform is centered on setting
National Curriculum Standards
 China- in 1998, China used standardized syllabi and
central-issued textbooks. In the late 1980’s, however, the
Chinese ministry of education began to approve the use of
multiple texts and resources. Schools can now choose their
materials from a ministry-approved list.
 Malaysia - the national curriculum is developed centrally
within the ministry of education which maintains three main
departments (the Curriculum Development Centre, the
department of technical and vocational education.