Monday, February 21, 2011

JHU/ISTE Admin & Supervision - Reflections on Curriculum

How has your definition of curriculum been shaped by the course readings and discussions? How and why has your definition of curriculum changed?


Direct Link to this Voicethread:


Glatthorn, A. A. (2004). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.

Jacobs, H.H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA.
Association for Supervision and Curriculum Development.

Oliva, P. (2003). Developing the Curriculum (6th ed.). New York, NY: Longman, pp. 28-41.

Partnership for 21st century schools (2004). Framework for 21st century learning. Retrieved
February 14, 2007 from, emid=120

Posner, George. (1999). Analyzing the Curriculum 3rd Ed.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development

Wednesday, February 9, 2011

Instructional Technology in the Curriculum for 21st Century Learners

o As a school administrator and instructional leader, what instructional technology would you expect to see in the written, taught, and tested curriculum of a school or school district striving to meet the needs of 21st century learners?

o What instructional technology would you promote to differentiate instruction for all learners?

The ideal digital age school and classrooms have technology that is ubiquitous and transparent; it’s simply a means for getting to the destination and a medium for accessing, synthesizing, evaluating, creating or exchanging information. In the written curriculum, technology is not an “extra” or a separate subject; rather it is embedded in all subjects and a part of the environment. Standards and objectives describing information and technology literacy skills are interwoven into all curricular areas and habits of mind.

In the taught curriculum, 21st Century teachers and 21st Century learners should be able to select and use wikis, forums, Google Docs, virtual manipulatives, Flip videos, productivity applications, research databases, interactive whiteboards and student response devices or an online survey as tools as seamlessly as prior generations selected and used chalk, crayons, a protractor, an encyclopedia and  composition books. In the tested curriculum, students should be able to show what they know and are able to do through more than paper and pencil tests. Multiple measures for formative and summative assessment can include digital portfolios and a variety of media and formats. Encouraging and supporting a variety of forms of expression can provide the widest range of students  access to the curriculum and allow them to demonstrate their learning.

Some examples teaching and learning that address multiple modalities, help meet the needs of diverse learners and promote the development of 21st Century skills: