Hidden Curriculum Presentation


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  • Hidden Curriculum Presentation

    1. 1. Title slide marqueA2 University of Phoenix CUR 558 November 4, 2007
    2. 2. The tasks of the technology implementation team <ul><li>Installation and maintenance of technology-based equipment and associated software, including ongoing support of the computer lab and media libraries. </li></ul><ul><li>Ongoing training of classroom teachers in use of the technology resources which are being integrated into the school. </li></ul><ul><ul><li>Workshops </li></ul></ul><ul><ul><li>One-on-one training </li></ul></ul><ul><li>Working with individual teachers in integrating technology into their classroom pedagogy. </li></ul><ul><li>Design of subject-specific instructional media in support of teacher requirements. </li></ul><ul><li>Conducting technology training of students as per technology course requirements. </li></ul>“ Usually, when educators refer to school curriculum, they have explicit, consciously planned course objectives in mind. In contrast to this didactic curriculum, students experience an ‘unwritten curriculum’ characterized by informality and lack of conscious planning.” Wren (1999, ¶ 4)
    3. 3. The “unwritten” or hidden curriculum <ul><li>“ The hidden curriculum is a term used to describe the unwritten social rules and expectations of behavior that we all seem to know, but were never taught.” </li></ul>autismnetwork.org (2007) The hidden curriculum is the implicit education that surrounds and underlies our explicit curriculum.
    4. 4. Why is it important for our technology team to discuss this? “ The first rule of the hidden curriculum is you don’t talk about the hidden curriculum.” With apologies to the movie “Fight Club” for paraphrasing : “ This semiprivate nature of the hidden curriculum is essential to its existence. The more it becomes public, the more it becomes part of formal curriculum.” (Synder, 1970, p. 7)
    5. 5. Technology Integration Hidden Curriculum: A Constructivist Agenda <ul><li>Help the individual teacher to see how constructivist teaching methods can be used to improve student learning of the specific subject matter in their own classroom. </li></ul><ul><li>Convince those who are doubtful of constructivist methods by modeling through our own instructional example. </li></ul><ul><li>Encourage transfer of constructivist methods to other aspects of our teacher-learners’ classroom pedagogy. </li></ul>
    6. 6. Five Underlying Constructivist Principles For Our Technology Curriculum <ul><li>Maintain a buffer between the learner and potentially damaging effects of instructional practices. </li></ul><ul><li>Provide a context for learning that supports both autonomy and relatedness. </li></ul><ul><li>Embed the reasons for learning into the learning activity itself. </li></ul><ul><li>Support self-regulated learning by promoting skills and attitudes that enable the learner to assume increased responsibility for the developmental restructuring process. </li></ul><ul><li>Strengthen the learner’s tendency to engage intentional learning processes, especially by encouraging the strategic exploration of errors. </li></ul>Lebow (1993, p. 5-12)
    7. 7. Teaching to the Individual <ul><li>Access the teacher-learner’s database records for Level of Technology Implementation (LoTi) , Current Instructional Practices (CIP) and Personal Computer Use (PCU) assessment scores. </li></ul><ul><li>Determine specific levels of constructivist method to include in this specific teaching session. </li></ul><ul><li>Prepare materials for specific constructivist activities for this session, tailored to the specific needs of the teacher-learner. Some teacher-learners may need more or less gradual exposure to constructivist practices to assimilate the ideas more smoothly. </li></ul><ul><li>Plan the session activities with the teacher-learner to integrate their desired learning outcomes with the pre-planned curriculum. </li></ul><ul><ul><li>Remember to keep the hidden curriculum on the down-low! Don’t discuss it, just do it… the modeled constructivist behavior is “just the way we do this”. </li></ul></ul><ul><li>Do the lesson with the teacher-learner, being sure to clearly model both the explicit and implicit curriculum where needed. Let the teacher-learners interests guide the lesson as much as possible. </li></ul><ul><li>Review the session with the teacher-learner, encouraging them to reflect on what they’ve learned, in the context in which they learned it. </li></ul><ul><li>Re-assess the teacher-learner on the LoTi/CIP/PCU scales at appropriate benchmarks. </li></ul>
    8. 8. How does this affect our teacher-learners? <ul><li>“ The teachers in our study did increase their use of technology in ways seen as more constructivist, regardless of their broader instructional practices. One explanation for these results may be that when teachers see technology modeled using constructivist compatible, student-centered approaches, they are likely to use it in that way.” </li></ul>Matzen and Edmunds (2007, p. 427) “ The results of the current study confirm that teachers who have solid basic skills and comfort levels with technology and those who use computer technologies in their classrooms are more likely to use constructivist teaching practices.” Rakes et al (2006, p. 422)
    9. 9. Put it into practice! <ul><li>How would you approach the following scenarios? Prepare to discuss your answers with the technology team. </li></ul><ul><ul><li>Mrs. Smith has been a teacher for over 40 years “thankyouverymuch” and “knows how to teach her social studies class”. Meanwhile, three computers sit unused in the corner of her classroom. LoTi: 0, CIP: 3, PCU: 1 </li></ul></ul><ul><ul><li>Ms. Brown is a new teacher fresh out of pre-service training. She comes from a poor urban area where she did not have much access to technology until college, where she learned to appreciate computers as learning tools, but is inexperienced in their classroom implementation. LoTi: 3, CIP: 4, PCU: 4 </li></ul></ul><ul><ul><li>Mr. Jones has used computers for over two years as a component of his math class, however most of this computing has been in the form of students filling out regimented worksheets and doing directed spreadsheet activities. LoTi: 3, CIP: 3, PCU: 3 </li></ul></ul>Remember the first rule of the hidden curriculum! For a refresher on the LoTi/CIP/PCU scales, visit: http://www.loticonnection.com/DETAILS.html
    10. 10. References <ul><li>autismnetwork.org. (2007). Hidden Curriculum: Introduction. Retrieved October 31, 2007, from http://www.autismnetwork.org/modules/social/hidden/index.html </li></ul><ul><li>Lebow, D. (1993). Constructivist Values for Instructional Systems Design: Five Principles Toward a New Mindset. ETR&D, 41(3), 4-16. Retrieved August 28, 2007, from EBSCOhost </li></ul><ul><li>LoTi Connection. (2007). Free LoTi Tools. Retrieved November 4, 2007, from http://www.loticonnection.com/freeloti.html </li></ul><ul><li>Matzen, N., & Edmunds, J. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal of Research on Technology in Education, 39(4), 417-430. Retrieved August 28, 2007, from EBSCOhost </li></ul><ul><li>Rakes, G., Fields, V., & Cox, K. (2006). The Influence of Teacher's Technology Use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 409-424. Retrieved August 28, 2007, from EBSCOhost </li></ul><ul><li>Snyder, B. (1970). The Hidden Curriculum: A noted educator and psychiatrist examines a major cause of college student unrest. New York: Alfred A Knopf. </li></ul><ul><li>Wren, D. (1999). School Culture: Exploring The Hidden Curriculum. Adolescence. Retrieved October 28, 2007, from EBSCOhost </li></ul>