This document discusses curriculum change and innovation. It defines change as reworking familiar elements into new relationships, while innovation involves fundamentally new ideas, practices, or beliefs. Curriculum change and innovation is a modification of what existed before through new developments. Sources of change include national imposition by central authorities, societal needs, and new technologies. Types of curriculum change are hardware changes involving new facilities and equipment, and software changes affecting content delivery methods. Strategies for curriculum change and evaluation include participative problem solving and planned linkages between schools and agencies. Models of change include research and diffusion, problem solving, and social interaction. Planning change involves agents, innovations, users, and allowing time for the process.

1. CURRICULUM CHANGE AND
INNOVATION
BY
NARMATHA P

2. DEFINITION OF CHANGE AND
INNOVATION
Change is an ongoing and unconscious
process that involves reworking familiar
elements into new relationship.
(e.g.) An alternative book.
Innovation , which in the development
of ideas, practices, or beliefs that are
fundamentally new.
(e.g.) Teaching the subject in new way.

3. DEFINITION CURRICULUM CHANGE AND
INNOVATION
A modification of what was existing
before the development of ideas practices,
belief that are fundamentally new.
Innovation- (e.g.) Teaching the subject in
new way.
Change – (e.g.) An alternative book.

4. SOURCES OF CHANGE AND
INNOVATION
National imposition- Occur when the
central authority decides to adopt a new
idea.
Societal need - To tackle existing
problems and identify the new problems.
Technology- Due to development of new
technology like a using computer in
education and online technology in
lessons.

5. TYPE OF CURRICULUM CHANGE
Hardware change
New classrooms
Equipment
Books
Playgrounds
Software change
Affect the content of the curriculum
Related to the methods of delivery of
curriculum.

6. FORMS OF CHANGE
Substitution
(e.g.) New textbook and equipment.
Alteration
(e.g.) Replacement of the whole curriculum and
syllabus.
Addition
(e.g.) Introduction of new component like audio,
visual aids and workshops.
Restructuring
(e.g.)Rearrangement of the curriculum or syllabus.

7. STRATEGIES OF CURRICULUM CHANGE
AND EVALUATION
Participative problem solving - This
strategy focuses on the users and their
needs. Then how they satisfy these need.
Planned linkage- This is linkage process
based on the link between the school and
the various specialized agencies like
national agencies of curriculum
development.

8. Cont’d
Coercive Strategies- An already prepared
curriculum is developed by the
government education sector such as
national curriculum development center in
the form of a syllabus document was given
to the teachers to implement.

9. MODELS OF CURRICULIM CHANGE AND
INNOVETION(TANNER AND TANNER-1980)
 The research, development and diffusion model-
1.Invented or discovered,
2.Developed ,
3.Disseminated to the user.
 Problem solving model or Problem reduction
model-
1.Determine the problem,
2. Search for an innovation,
3.Evaluate the trials,
4.Implement the innovation.

10. CONT’D
Social interaction model- Involves the
transmission of knowledge by social group
of school.
1.Awareness of innovation,
2.Interest in the innovation,
3.Trial the innovation,
4.Adoption for permanent use.

11. PLANNING AND EXECUTING THE
CHANGE
The change agent- Teachers, schools heads,
local authorities or the ministry of education.
The innovation- Executing the change and
put it into the use or operation.
The system users- Relates to the person or
group of peoples at which the innovation is
directed.
Time- Innovation is a social process which
takes place over a period of time.