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CHAPTER ASSESSMENT
Assessment
The chapter on curriculum implementation, instruction, and technology, explores the
interrelationship that exists between the implementation of the curriculum and instruction, in
addition to the role technology plays in classrooms today. The chapter suggests that although
curriculum and instruction are often treated as separate entities, they are interrelated (Parkay et
al., 2014, p. 352). Teachers are often tasked with not just knowing what to teach but the
appropriate methods to execute the instruction. It is, therefore, suggested that authentic and
meaningful learning experiences often provide clear connections between curriculum and
instruction (Parkay et al., 2014, p. 353).
The chapter suggests several models of teaching that explore the behavioral,
developmental, and cognitive natures of instructions. They all provide a blueprint that guides
teachers in achieving curriculum goals. Models based on behavioral psychology explain how
knowledge is transferred from the teacher to the learner, while models based on human
development focus on appropriate steps to take to increase students’ instructional levels. Also,
models based on cognitive processes focus on the acquisition and processing of information, and
models based on social interactions focus on learning that takes place through the interaction
among learners (Parkay et al., 2014, pp. 358 – 360).
The chapter also explores the different ways technology impacts schools, by changing the
curriculum and style of teaching. It suggests that educators should integrate technology into
today’s curriculum to be current with the changing times. The chapter also suggests that
curriculum leaders, in proving effective leadership, understand the extent to which our students
can effectively use technology. This is important, as it changes how instruction is provided in
classrooms today (Parkay et al., 2014, pp. 361 – 364).
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CHAPTER ASSESSMENT
Personal Analysis
The chapter on curriculum implementation, instruction, and technology provided
valuable information on the interrelatedness of curriculum implementation and curriculum
instruction. I liked how the chapter provided a clear explanation of how the two terms are related
to each other. I believe this is important, as understanding the connection will help teachers to be
more effective in proving instruction. Knowing what to teach and how to teach are two critical
elements of the education process.
Another point to note is the exploration of the models of teaching. These are categorized
as blueprints, that I believe teachers, especially novice teachers, may find useful in increasing not
just their pedagogical knowledge but also honing their teaching skills. This may also help
teachers create a more effective learning environment that provides students with an authentic
learning experience.
Most importantly, I like the section of the chapter that explores the need for the
integration of technology with the curriculum. It suggests that curriculum leaders take this
approach to meet the expectation of the new generation of students. There are several ways
school leaders can achieve this. One such way is by implementing digital textbooks. These
would provide opportunities for students to learn while interacting with technology in ways that
make learning fun. One example of a digital text used, especially, by fourth graders, is the Origo
Slate, which students could access through the online platform. Origo Slate is aligned with the
Virginia Standards of Learning (SOL) and provides opportunities for students to manipulate the
technology while learning math.
Another way is through content-related software programs that will provide opportunities
for students to extend their learning. Another such program used by fourth graders is a software
program called Dreambox. This Math software is content-specific and is also aligned with the
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CHAPTER ASSESSMENT
fourth-grade Virginia Standards of Learning (SOL). One very good thing about the program I
like very much is that it creates teachable moments to thoroughly explain whenever users
incorrectly respond to questions.
One final way I wish to suggest is through Learning Management Systems (LMS). The
pandemic has opened avenues for most countries in the world to adjust their methods of
instruction. I applaud curriculum leaders who rose to the occasion during this time to make the
curriculum accessible with the click of a link that creates easy access in a student-friendly
manner. This took the pressure off teachers having to search for content and activities for
classroom instruction.
Application
While understanding the cognitive, developmental, psychological, and social needs of
students is important, it is also imperative to understand the technological needs of students.
Living in a world where students are technologically advantaged, means teachers need to take a
different approach to provide instruction. With this idea, I will provide more opportunities for
students in my class to interact with technology while learning. For instance, students in my class
will continue to enjoy the benefits of learning using software programs they can interact with.
English language learners (ELLs) and students with learning difficulties (LDs), especially, will
continue receiving support using immersive readers and Google translate, embedded in content-
related activities, accompanied by captions to help their comprehension and retention of
information.
