This is a basic learning slides specializes in the foundations of curriculum. This slide will help you learn more about curriculum development and history of curriculum, its importance in terms of curriculum development, revision and evaluation.

1. FOURFOUNDATIONS OF
CURRICULUM

2. Learning outcomes
• Identify the four major
foundations of curriculum;
• Differentiate the four foundations;
• Illustrate how each foundation is
reflected in the curriculum in the
Philippine context.

3. What does foundation mean?

4. Foundations of
Curriculum
set the external boundaries of
the knowledge of curriculum and
define what constitutes valid
sources from which to derive the
field’s theories, principles, and
ideas.

5. What are the
commonly
accepted
foundations of
curriculum?

6. Foundations
of curriculum
Historical
Sociological Philosophical
Psychological

7. In a nutshell…
The history of one’s country can
affect its educational system and the
kind of curriculum.
Many developments in the purposes,
principles, and contents of the
curriculum took place

8. Educators, curriculum
makers, and teachers
must have espoused
a philosophy or
philosophies deemed
necessary for
planning,
implementing, and
evaluating a school
curriculum. The
philosophy they have
embraced will help
them achieve the
following:

9. define the school’s purpose,
identify the essential subjects to
be taught, design the kind of
learning students must have,
develop approaches or
methodologies on how students
can acquire the necessary
knowledge, skills, and attitude,
produce the instructional
materials, identify the methods
and strategies to be used, and
determine how teachers will
evaluate students

10. offers solutions to
problems by helping
the administrators,
curriculum planners,
and teachers make
sound decisions. A
person’s philosophy
reflects his/her life
experiences, social and
economic background,
shared beliefs, and
education.

11. Psychological Foundations
Psychology provides
information about the teaching
and learning process. It also
seeks answers as to how a
curriculum will be organized to
achieve students’ learning at
the optimum level and what
amount of information, they
can absorb in learning the
various contents of the
curriculum.

12. emphasizes the influence of
society to education. It is
founded on the belief that
there is a mutual and
encompassing relationship
between society and
curriculum because it exists
within the societal context.
Sociological
Foundations

13. schools must be relevant by making their curriculum
more innovative and interdisciplinary. A curriculum
that can address global learners’ diversities, the
explosion of knowledge through the internet, and the
educational reforms and policies recommended or
mandated by the United Nations.

14. Sociological
Foundation
• emphasizes the
influence of
society to
education
• other units of
society educate or
influence the way
people think, such
as families and
friends, and
communities.

15. Do you agree
that technology
be considered
as foundation
of curriculum?

16. As technology
was embraced
by the
educational
institutes, they
realized the
importance of
technology in
education.
Technology as
foundation of curriculum

17. Technology
as
foundation
of
curriculum
Its positives outnumbered the
negatives and now, with technology,
education has taken a whole new
meaning that it leaves us with no
doubt that our educational system
has been transformed owing to the
ever- advancing technology.

18. Technology as foundation of
curriculum
• Technology can
have a
reciprocal
relationship
with teaching
and learning.

19. • Undoubtedly,
without these recent
technologies in
education lessons
can still be achieved,
but there’s a sharp
disconnect between
the way students are
taught in school and
the way the outside
world approaches
socialization,
meaning - making,
and
accomplishment.
• It is critical that
education not only
seek to mitigate this
disconnect in order to
make these two
“worlds” more
seamless, but of
course also to
leverage the power of
these emerging
technologies for
instructional gain.

20. Some arguments:
• Firstly, the concept is a new
phenomenon which threatens
the traditional status quo of
curriculum foundations
• Secondly, the complexity of
incorporating technology as a
core foundation of curriculum
due to its volatile nature as it
changes from time to time

21. • thirdly, the
misconception of
associating
educational
technology to
Information
technology (IT).
• Are these reasons
valid?
• Do they suffice in
turning down the
concept of
qualifying
technology in
constituting
curriculum?

22. Technology as foundation of curriculum
• technology has
captured the lives of
people in every
transaction they make
and for the sake of
harmonizing the
applicability of
technology in our
schools as a source of
knowledge

23. Technology as foundation of curriculum
• Technology has proved
beyond reasonable doubt
that it has stood the test
of time, it has become
societies’ “business as
usual’, it has scientific
backing, it has
transcended the role of
‘machine’ and it has
indeed become a body of
knowledge for everyone
to participate.

24. A proposed curriculum view

25. What about globalization?
Source: usnews.com

26. Wrapping Our Minds Around the
World Countries must teach their
students to be stewards of inclusive
and sustainable development
By Fernando Reimers
Source: https://www.usnews.com/news/best-
countries/articles/2016-08-12/education-must-
focus-on- globalization

27. What is globalization?
• the increased interconnectedness and
interdependence of peoples and countries (WHO)
Source: youmatter.world

28. • It is generally understood to include
two inter- related elements:
– the opening of international
borders to increasingly fast flows
of goods, services, finance, people
and ideas;
– the changes in institutions and
policies at national and
international levels that facilitate
or promote such flows

29. What do experts say about globalization
and curriculum?

30. • IT IS NECESSARY AND urgent that
teachers prepare students to
understand the world in which they live,
in all its complexity, to recognize the
way in which global and local affairs are
intertwined, to understand
globalization and its consequences,
including global risks, and to have the
skills and the desire to contribute to
improving the world.
• (Reimers,F.2016)

31. • “ As teachers provide students the
opportunities to understand
globalization, how it shapes their lives,
to develop the capacity to collaborate
across all lines of difference to advance
worthwhile purposes and to improve
the world, students will recognize
education as relevant to their lives, as
a way to help them make sense of the
world in which they live, and to find
their voice in it.”

32. How does globalization impact
curriculum?
• Source: EdTech Review
• Globalization enhances the student’s ability to
acquire and utilize knowledge.
– Globalization enhances the ability of learners
to access, assess, adopt, and apply
knowledge, to think independently to
exercise appropriate judgment and to
collaborate with others to make sense of new
situations.

33. • Globalization produces an increased
quantity of scientifically and technically
trained persons.
– The emerging economy is based on
knowledge as a key factor of production and
the industries demand the employees remain
highly trained in science and technology.

34. • It encourages students to work in teams.
To be able to work closely in teams is the
need for employees.
– Working in teams requires students to
develop skills in-group dynamics,
compromise, debate, persuasion,
organization, and leadership and
management skills.

35. • Globalization breaks the boundaries of
space and time.
– Using advanced information and
communications technologies, a new system
of knowledge, education and learning should
apply a wide range of synchronous and
asynchronous activities that aid teacher and
student in breaking boundaries of space and
time.

36. • Globalization meets the knowledge,
education and learning challenges and
opportunities of the Information Age.
– Knowledge based businesses often complain
that graduates lack the capacity to learn new
skills and assimilate new knowledge.
Globalization makes it easier for businesses.

37. • Globalization creates and supports
information technologists, policy makers, and
practitioners for the purpose of rethinking
education and supports mechanisms for the
exchange of ideas and experiences in the use
of educational technologies.
• Globalization encourages explorations,
experimentation to push the frontiers of the
potential of information technologies and
communications for more effective learning.

38. • Global sharing of knowledge, skills, and
intellectual assets that are necessary to
multiple developments at different
levels.
• Mutual support, supplement and benefit
to produce synergy for various
developments of countries, communities
and individuals.

39. • Creating values and enhancing efficiency
through the above global sharing and
mutual support to serving local needs and
growth.
• Promoting international understanding,
collaboration, harmony, and acceptance to
cultural diversity across countries and
regions.

40. • Facilitating communications, interactions,
and encouraging multi-cultural
contributions at different levels among
countries.
• The potential fallback of globalization in
education can be the increased
technological gaps and digital divides
between advanced countries and less
developed countries.

41. • Globalization in education may
end up creating more legitimate
opportunities for a few advanced
countries for a new form of
colonization of developing
countries.

42. Thank you and to God be all the
glory….
Prepared by:
Dr. Mary Grace Medina-Bulatao
Professor 5, Dept. Head
Thank you to Dr. Zayda Asuncion for sharing her ideas in this topic

43. References
Gupta, P.(2017). Impact of globalization in education.
EdTech Review. Retrieved from
https://edtechreview.in/news/2730-globalization-in-
education#:~:text=Globalization%20enhances%20the%
20ability%20of,scientifically%20and%20technically%20
trained%20persons.
Ornstein, A. & Hunkins, F. (2018). Curriculum: Foundations,
principles, and issues (7th ed.). England: Pearson.
Talla, M. (2012). Curriculum and development: Perspectives,
principles, and issues. Delhi: Pearson