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For example, Yaratan and Kural (2010, p.161) state that foreign-language teaching has seen many rapid changes since the advent of technology because the students can now share a more communicative and collaborative environment in learning instruction. Especially, in foreign-language teaching, the communicative settings were facilitated with translation softwares.
Sir Jim Rose, the government advisor and former chief inspector of schools, has given a review of the primary curriculum in Great Britain. He has focused on curriculum design and content, and has stressed upon the importance of ICT in the primary curriculum. Rose has suggested that it has become crucial to inculcate ICT based learning process in EYFS and primary stage (Rose, n.d.). This will introduce high level of ICT understanding in students when they finish their primary stage. He asserts in his final report that England’s best schools should consider ICT as a priority to enhance a balanced and broad education in math, science and English in particular and all through K-12 curriculum in general. Rose has emphasized upon young children’s computer literacy about using podcasts, simulations and presentations, with complexity in accordance with EYFS and primary stages.
In the K-12 curriculum, ICT can play its role in planning work sequences and learning and teaching procedures. It will help students to enjoy their educational activities because they will be able to relate the technology based learning to their everyday lives. Students will be able to develop their own independent thinking regarding research, analysis of problems and decision-making. The national curriculum has already put forth such programs of study that use ICT to enable the students to develop self-confidence and think about new ideas. The ICT based study programs in the K-12 curriculum will support safe usage
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Peter Drucker, the father of modern management was a social commentator and preeminent business philosopher. Born on November 19, 1909, this management consultant wrote books and other scholarly articles, exploring the ways in which businesses; governments and the non-profit sectors of society get organized.
141). As a result, teaching and learning has become embroiled in an assessment regime that is focused on measurable outcomes (Maisuria 2005). This approach to learning has come at the expense of creativity and has in the meantime rendered the national curriculum narrow in scope.
Under the process-based curriculum, students perceived as weak in universal skills such as reading, oral communication, writing, creative thinking, problem solving, mathematical computations, working with groups, managing self, and working effectively within an organization.
Educators design curriculum to help them set learning paths for their students. Originally, education was meant for man to be better (Johnson, 2007). Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
However, the two terms denote practically different but interrelated concepts in practice, thus, management goes hand in hand with leadership; the environment within which organisations exist and operate determines the extent to which they strike the perfect balance between leadership and management.
As a description of curriculum, it is difficult to find a better one than this of Marsh.
In recent years, with interest increasing in what is taught at different stages of education, curriculum has gained a place of importance in the education-connected regions.
For instance, when one considers what topics that a student will necessarily be greeted with during the course of their studies, the first matter of discourse instantly shifts to what type of information the student will be presented with. Secondary to the actual
Being a better man was described as being educated with the intention to use his knowledge as power in his adult life.
Mark Smith (1996) is one of the theorists who studied various definitions of curriculum as described by