Welcome to the Fundamentals of Educational Technology
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America’s educational system has gone through many historical curriculum changes and appraisements. This literature analysis of Kliebard’s “The Struggle for the American Curriculum” emphasizes the societal movements highlighting aspects of America’s curriculum growth via chronologies, apprehensions, transformations, and contingencies.
In the early 1800s Lancaster, PA demonstrated the school’s curriculum where “students monitors were responsible for teaching and evaluating small groups of individuals in a somewhat regimented fashion”, National Library of Medicine - National Institutes of Health (nih.gov). This Monitorial System is known as the Madras or Lancastrian System, Wikipedia. In time nonetheless, relationships among the people in America depended less on face-to-face communication. The social forces within America’s fabric were tested by Racial Segregation, the Railroad connections, the Linotype machine introduction, and the influx of immigrants. These actions produced interactions that put a heavy burden on America’s character, therefore, ongoing public discernment had schooling take center stage and allowed America’s educational curriculum to come under scrutiny. Equally important, again in the early1800s the axiom of mental discipline beards roots in America’s Curricula. Mental disciplinarians built on Plato’s and Wolff’s ideology proclaiming that some educational subjects “had the power to strengthen faculties such as memory, reasoning, will, and imagination”, defending this by suggesting that “muscles of the body could be strengthened through vigorous exercise, so the mental muscles, the faculties, could be trained through properly conceived mental gymnastics”, (Kliebard, pg4).
At length in 1828, Meanwhile, Charles Eliot was appointed chairman of the Committee of Ten, (later reformed into the Committee of Fifteen) formed by the National Education Association (NEA); was “a working group of educators charged with taking stock of current practices in American high schools and making recommendations for future practice”, Committee of Ten - Wikipedia. The Committee published a report that maintained – education for life, is education for college. This classification brought about tension from the powerful critic and developmentalist Stanley Hall, who surmised that “the natural order of development in a child was the most significant and scientifically defensible basis for determining what should be taught”, (Kliebard, pg11). This generated the child study movement, which conscientiously surveyed children’s behavior at numerous stages of life, (Kliebard, pg11). The scientific community viewed Hall’s contention with the Committee of Ten as a breakthrough transformation against the deep-seated establishment that imposed objection to America’s educational curriculum.
Though this may be, at that time, the NEA met in Saratoga Springs, NY, and the National Herbert Society was formed. The society’s philosophy is openness to all who share knowledge and appreciation of George Herbert's life, George Herbert Society (uncg.edu). A stand-out member was John Dewey who is considered the father of Modern Education, john dewey father of modern education - Search (bing.com). The president of the Herbert Society was Charles DeGarmo, a critic who led ferocious attacks on the Committee of 15 and spare-headed a transformation of high-pressure attempts for the control of America’s educational curriculum, while his animosities toward the committee extended for over thirty-eight years, (Kliebard, pg17). Nonetheless, Dewey knew “education lay the key to social progress, and Americans share an inordinate faith in the power of education to correct social evils and promote social justice” (Kliebard, pg23). This stamp of approval shaped America’s educational curriculum for years to come.
Overview:
Past and present GED students' engaging in the development of short multimedia instructional podcasts can bolster learning, stimulate high-order thinking, and improve participation; learning is a modeled process that comprises multiple holistic brain structures and systems: the brain’s frontal lobes, which house short-term memory take in small bits of information before it starts to suppress newly received data; the brain’s synaptic gap, which helps with explicit learning, regulates and builds affiliations with data inside fifteen minutes of gathering freshly acquired data, then it takes hours to reinforce and complete this affiliation for implicit learning; neutrons, in the brain reclaims protein enzymes which are essential to long-term memory. These neutrons go through different timing intervals during what is called the regenerative process, therefore, resting periods are essential to learning before being exposed to new data; and the hippocampus, which transforms the brain's electrical signal and chemical inputs into memory, by going through a process called consolidation,. This process is also established through time intervals, giving another reason why resting periods are imperative when acquiring new data, Jensen (2005)
Transformational leadership is a leadership style that empowers people to accomplish positive change through big vision, inspiration, and a call to action. Leaders enable change by emotionally connecting with their audience and inspiring them to achieve something greater than themselves. By communicating a positive vision of the future, they motivate and encourage their followers to keep pushing forward. The end result is collective action that leads to innovation, massive transformation, and the betterment of society. What Is Transformational Leadership?
Authentic leadership is about showing up as your authentic self so you can grow trusting relationships with team members, customers, and clients. When followers perceive leaders as real and relatable, they are more likely to buy into someone’s vision and follow them.
Servant leadership is a leadership style that prioritizes the growth, well-being, and empowerment of employees. It aims to foster an inclusive environment that enables everyone in the organization to thrive as their authentic self. Servant leadership puts employees first to grow the organization through their commitment and engagement.
Ethical leadership is the art of leading people and making good decisions based on a defined set of values, such as fairness, accountability, trust, honesty, equality, and respect.
China
China’s 21CC trajectory is oriented toward modernization, the world, and the future. 1) Education is insightful for developing talent and knowledge lending to economic development. 2) Educational systems should be expandable and drawn upon other educational systems. 3) Teachers must be willing to constantly change and incorporate different learning techniques with competence in meeting future educational goals, (Reimers & Chung pg. 76).
United States​
Looking ahead to the future of 21CC in the US and focusing on educational equity. Within the United States, many students are part of an inherited educational gap. Moreover, the 21CC educational goals are being watered down, For example, “adaptive changes in line with broader education purposes, when it has been very successful incremental improvements in a narrower set of goals, (Reimers & Chung pg. 271). The aim of not increasing but narrowing gaps in academic performance is measured by test scores between racial groups in the United States.
​Singapore
On all echelons, 21CC is deep-seated in Singaporeanism character; identified by a strong respect between educational professionals and the policymakers that govern the country. Students and teachers alike understand that the country's educational initiatives delve deeply below the surface level and changes the basic philosophy and approach to learning; they are committed to a collective vision and systematic coherence in the belief that those who are successful in life have worked hard and are qualified through their achievements. (Reimers & Chung pg. 61).
Mexico
The characterization of Mexico looms in the saliency of restrictions instituted by national legislators to communicate curricular innovations to the school systems, which explains why new competencies are implemented so slowly and on a small scale. Furthermore, this entailed professional development activities for teachers, (Reimers & Chung pg. 149).
India
The salient movement towards 21CC in India pointed to educational pedagogies to be used to implement those competencies – which are broken down as learning goals in their textbooks, which must be “reviewed by government and nongovernment organizations which discloses stereotypes and social inequities presented in the book's content, (Reimers & Chung pg. 174).
Chile
The Character of Chileans pivots around the important actions of their youth. When the young people of Chile orchestrated an uprising to demonstrate against market mechanism the authorities reacted by “designing a quality assurance system that assesses schools and also increased the value of the voucher for low socioeconomic status students,” (Reimers & Chung pg. 96).
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This confabulation details theories that produce evidence that legitimate peripheral participation (LPP) establishes a vehicle for personal identity in social forces; where social forces consist of future planning, conceptions of culture, social pressures, social change, and the tension between cultural uniformity and diversity in the purview of social goals (Parkley, Hass).
First, considering future planning in the way of identifying a person within social practice theory; laying the groundwork for theories of situated activity and theories of social order which together describe how to identify personal knowledge skills that affect the changing world. The information age is structured around the nerve center of knowledge and information, both cultivating human identity development and human identity activities, (Parkley, Hass).
Second, within the conceptions of culture, “theory is, in the end, the most practical of all things which enable us to identify with others in a wider range of observation of primitive practical purpose.” (Parkley, Hass). For example, internalization is conceived as proximal culturalization that consists within the cognitive development theory, “the human tendency to identify and cultivate towards empathy, and the product of human justice in the relation of one person to another,” (Parkley, Hess).
Third, the social pressures of the theory of practice, which is “the human desire to prove that science brings pressure to convert conclusions into rules and standards of the schoolroom practice,” (Parkley, Hess). Being open-ended can bring pressure on a student when they are allowed to chime in, (agree, argue, inform, or regulate) with the teacher’s classroom discussions. Emphasizing activity between people, i.e. (theory of practice), which incidentally contradicts dualisms, “that have kept persons reduced in their mind the acquisition of knowledge,” (Lang, Weinger). Specifically, sense dualism has troubled communities with that of “quantity versus quality in terms of education opportunity,” (Parkley, Hess).
Fourth, the social changes that are led by the cognitive knowledge domain within the theory of learning. Learning is cognitive reinforcement in which people identify and gain a new reaction to environmental stimuli. Therefore, validating LPP as a process of inherent production change in a person's identity within the community (Lang, Weinger). LPP in terms of behavioral learning theory and cognitive theories, targets observational behavior and unobservational processing respectfully. Both incorporate elements of traversing information from the brain. The changes in the brain are caused by exuberant synapse growth that embellishes personal social identity. In other words, LPP can be considered a neuroscience – which will be discussed later.
Fifth, the tension between cultural uniformity and diversity within the confines of social goals. “LPP refers both to the development of knowledgeably skilled identities in practice and to the reproduction and transformation of communities of practice,” conditional on the acceptance - that consists of biographical relationships (Lave, Wenger). In theory, what’s at stake here is the development of a policy that opens narratives of cultural differences that can be profoundly racist in context and content (Parkay, Hass).
In conclusion, “the theoretical neuroscientific evidence indicates that the more synapses you have the smarter you are;” and the theory also assumes that there is a linear relationship between the number of synapses in the brain and brainpower or intelligence (Parkay, Hass). In other words, legitimate peripheral participation ascribes to the personal intelligence and identity within social forces consisting of future planning, conceptions of culture, social pressures, social change, and the tension between cultural uniformity and diversity in the purview of social goals (Parkay, Hass).
References
Jean Lave & Etienne Wenger 2019, Situated Learning, Legitimate peripheral participation
Forrest W Parkay, 2000, Curriculum Planning, A Contemporary Approach
Global Dimension is the focus of the commentary, “How Eastern and Western Cultures Tackle Learning”, identifying how cultures differ in their approach to learning and development. The research is through the lens of an individual graduate student, which gives attention to the artistic significance of “The most familiar ethnic group of color – Asians,” (James Banks, Cherry Banks). Meanwhile, they present their perspective on global generational knowledge, especially, on invaluable knowledge that demonstrates how individuals worldwide view life’s reactive frame of reference. Consequently, positioning everyone on an equal landscape for educational accomplishments.
Global Dimensions, Pragmatic Dimensions, and Scientific Dimensions closely combined to support educational systems domestically, and abroad. They incorporate structured pedagogy that advances and identifies the knowledge of students from all cultures and learning abilities.