Advantage and Disadvantage of Integrated Learning - Report Example

Integrated curriculum By Introduction Integrated learning allows to apply their skills and knowledge to a learning opportunity, event and real world task. The result gives rise to a specific product, purpose and outcome. The aspect helps link learning process and the life of the students. Integrated learning entail employing technologies that are web based to instructional strategies with an intention of developing an environment that is learner focused and rich. Design and technology enables the learners at the various key stages to develop products that are appealing to themselves and the other students. The approach is important in developing an innovative mind from the earlier stages of the learning process. The approach has been integrated into the curriculum of most countries in the United Kingdom (Barnes, 2007). Advantage and disadvantage of integrated learning Integrated learning has a lot of advantages in the national curriculum system in relation to design technology. Integrated learning has a lot benefits and advantages when compared to rote learning especially in stage one of learning. The approach ensures that values, skills and understanding are assessed and taught within a context that is meaningful. The approach is based on needs, prior knowledge and understanding of the student’s interests. Integrated approach to learning has a lot of benefits to the teacher and the student (Drake & Burns, 2004). It helps reflect life aspects with the real world. It challenges learners to develop and utilize their thinking by observing the big picture and making connection to the real world. According to Hart (1997), the design and technology approach caters for the variety of learning styles that are beneficial to both the learners and the teachers. The current national curriculum is crowded and the approach serves to increase and manage the changes. It is essential in meeting the results that is in context. The approach enables the staffs involved to work and plan as a team. It ensures the students remain a point of focus and have learning control. The approach makes it possible to asses teaching and learning outcome in various areas of learning. It gives the learners a chance to transfer values, skills and knowledge across experiences and contents. The students are able to respond to the acquired experiences in better ways due to the skills impacted on them. The approach is able to link the activities and the purposes more explicitly. Finally the approach enriches enjoyment, understanding and reflection in learning and teaching. The importance of the approach to learning is the relationship between the learning areas and technology, science, social and environmental science together with health. The approach usually ensures presence of enough resources and space for learners. The reading space has to be comfortable for the learners and teachers have to work collaboratively (Hart, 1997). The environment permit student to share with each through supervised discussions. The teacher is able to interact well with each individual student through writing drama, art and music. The approach permits the learners to ask give opinions and ask questions. The approach encourages practices that are reflective and ensures learning becomes meaningful for the students. An effective curriculum is usually standard based, relevant and meaningful to the students. The approach should be able to provide a challenge for the students to give solutions to a variety of problems in the world. Researchers have found out that an integrated approach to learning in the digital world can result in improved schooling attitude, higher student achievement and enhanced ways of solving problems. Higher rate of attendance is usually reported in cases where the students are allowed to engage in the digital learning curriculum. One of the limitations of the integrated system of learning is that it requires professional development of the teachers involved. The teachers are also tasked to become community learning members (Hayes, 2010). According to Karl (1998), teachers also need to be educated on the advanced technological application to the various ways of study. Implementation of the integrated curriculum requires reforms that are systemic. These entail the way teachers are assessed, certified and prepared. Design and technology in integrated learning is expensive for the government and the people involved in preparation of the national curriculum. Training of teachers in utilization of the technology is an expensive approach even though the practice has more advantages than the disadvantages. Curriculum entails all the opportunity of learning provided by a school. It includes, out of school activities, timetabled lessons and all the moral values, attitudes and behavior styles promoted and supported by the school (Karl, 1998). Design technology is a practical, rigorous and inspiring subject that prepares the learners to work and live in the designed world. The approach focuses on providing the learners with information and knowledge to become more efficient and experienced. Design technology provides students with opportunities to develop skills and knowledge. Design technology as a subject aims at developing learners and people to become international minded. The subject focuses on problem solving technique and inquiry. Both technology and science are related to design in some way. Most of the technology innovated are based on scientific understanding even though technology proceed science. Design technology as a subject Design technology is a subject and part of the national curriculum. The subject in the English curriculum is usually practical and inspiring to the learners. The learners are able to make use of imaginations and creativity to make and design products that can be applied in solving relevant and real problems in various contexts. The curriculum helps the students to acquire a range of knowledge and utilizes disciplines like science, mathematics, computing, engineering and art. Learners are able to understand how to become resourceful, take risks, become enterprising and innovative. Design and technology that is of high quality contributes to the culture, wealth, creativity and well being of the nation. The aim of the national curriculum towards designs and technology aims at developing technical, creative and practical expertise required to perform many tasks in a confident manner. It ensures the workers are able to successfully participate in innovation of technology in the world. The approach applies and builds a repertoire of understanding and knowledge together with skills needed to design and make products for various users. It evaluates tests and critiques a number of ideas and workers. Learners should be informed of the various skills in design making through putting in place varieties of practical and creative activities (Riquarts & Hansen, 2010). According to a study done by Musgrove (2009), the student should be allowed to work in a variety of contexts such as garden, playground, school, home, the local community and the wider environment. People should be educated on design products that are appealing to themselves and other colleagues. The approach should aim at developing, generating, modeling and communication of ideas through drawing, talking, and mock ups. Design and technology develops the ability of the students to be creative and innovative through developing and planning of variety of related projects. The students are able to identify opportunities, needs, ideas, information and data analysis, justify, generate and evaluate ideas, and experiment with materials, techniques and tools to help manage and design relevant projects. The syllabus is build upon the need for the students to be able to build skills, experiences and understanding in the various stages of the learning process (Musgrove, 2009). The student may focus on design and technology later in life. The syllabus ensures the student are able to develop skills and knowledge and create a minimum of 3 and maximum of 4 design projects that are related to at least design related areas. The national curriculum has generated a number of principles related to the design and technology syllabus. Some of the principles include; learners being aware of the task of their products, the functions of their products and the beneficiaries of their products. The learners are to design and develop products that are believable and real. In the key stages of one to three, students are able to make a number of materials and component by utilizing available materials and products. Evaluation of students own ideas and their products should be done. Nutrition and cooking is compulsory in all the key stages. The teachers should be able to guide and educate learners on how to cook and principles pertaining to healthy eating. The curriculum stipulates that making and designing are done together. The part of making and design that are related to food should be outlined. The syllabus demands the utilization of local, domestic and industrial contexts such as culture, food, leisure, home and agriculture (Riquarts & Hansen, 2010). Some of the challenges that ought to be put into the consideration by the national curriculum developers entail promotion of iterative design that is flexible. The knowledge of the trainees and teachers should be developed with a focus on new technologies that have continued to emerge. The teachers should be able to ensure the students are able to utilize mathematical modeling in designs. The range of context should be based on local, domestic and industrial contexts. The world is experiencing new innovations and technology that can either impact negatively or positively to the curriculum. Some of the technologies include the use of second life, a three dimension technique utilized in the teaching process (Rowley & Cooper, 2009). Research and integrated curriculum With the changes in the teaching techniques, research has to be done toward curriculum integration to identify the best method that will be vital to the learners and the one that will ensure they are able to deal with the situation in the best possible manner. Research on integration of curriculum, will give direction on integration of new technology into the curriculum and its benefits both to the student and the teachers. Assessment of the limitations and advantages of the two will be vital in ensuring learner centered environment is reaching with maximum benefits to the students (Kysilka, 2010). Technology in currently part of the lives of the students for example most homes in the united kingdom are either connected to internet enabled devices or computers. Design technology is transparent and has changed the way learners and teachers work, play and think. It is therefore important to integrate it into the learning process of the learners. Interactive multimedia and technology promote learning that is project based. The learners are able to use the new innovation tools such as tablets and in the process become active participants in the learning process and also critics and creators. Research targeting curriculum development will be essential since the skills required by the learners have continued to change over time. The twenty first century skills include; social and personal responsibility, decision making and visualization, cross cultural understanding and developing better communication skills among the students. Research on integration of technology into the curriculum is essential at the current world that is full of innovation. A technological integration that is effective to the learners has to target issues such as group participation, active engagement, frequent integration and connection to the real experts in the world. Current research targeting curriculum integration permits teachers to develop assessment tools that are appropriate and which will address the various styles of learning among the students. The approach permits teachers to implement new strategies and to create performance tasks that are considered effective. Research should focus on understanding the integrated curriculum and should provide direction towards its implementation (Rowley &Cooper, 2009). Conclusion Integrated learning is vital in the learning process. It permits students to apply their knowledge and skills towards performance of a variety of tasks. Integrated learning approach is a vital component in linking the various processes of learning and the student’s life. Design technology for example ensures the learner is well equipped with skills, understanding and knowledge. Integration of design technology in the learning process has made it easier to create innovative minds at the early stages of development for example the kindergarten stage. Integrated learning unlike rote learning has a lot of benefits to the learner (Humphrey, 1994). It ensures meaningful skills and values are taught to the people. The approach is based on prior knowledge, and understanding of the skills and interests of the learners. It caters for a variety of teaching styles that is effective to both the learner and the student. It enables interaction between the teacher and the students. The student is able to use his own ideas in creating products and materials that are appealing to self and colleagues. The approach ensures the students remain a point of focus in the learning process. Integrated approach to curriculum promotes constructivism (Musgrove, 2009). Learners and the educators are able to work together with an intention of ensuring a student centered approach to the learning process. The role of the art brought up in the design technology is important in the development of the student especially when it is done in all the sections of education. Art is related to almost all the subject taught and therefore its integration in the curriculum is vital for the students as they are able to relate what is learned in the classroom to the real life situations. Despite the many benefits of the integrated curriculum, the approach presents a lot of weaknesses too. The teacher may spent a lot of time trying to familiarize the learners with the designs and evaluation of students ‘work may take more time than required. Integration of new technology into the curriculum is expensive for both the country and the learner. It calls for teachers to implement the new methods of learning as presented by the research. Preparing and implementation of an integrated curriculum is time consuming and may result to confusions especially to the teachers who are not well equipped with knowledge pertaining to its implementations. Integrated system of learning will enable learners to be innovative in life. More research should therefore focus on understanding and implementation of the integrated curriculum to both the developers and the teachers. Training institutions have a mandate of ensuring educators are well trained and informed of curriculum change and expectations. Continuous education on all the teachers who were already in the field when the curriculum was being developed has to be done too (Layton, 1992). The methodology used should be student centered and the program should focus on utilizing all the advantages that are presented by the method. Integration of design technology in curriculum has been beneficial to the learners as per the research done. The type of environment created is usually conducive and easier for the learners to interact within it. Design technology should be integrated into the curriculum instead of being taught discreetly. Art is related to almost all the subjects and therefore design will help develop the learners’ skills and understanding in the various subjects of learning (Hyeon-Suk, 2007). Design technology has a lot of benefits that are vital to the learners. Design technology is usually practical and inspiring to the learners. The learners are able to make use of imaginations and creativity to make and design products that can be applied in solving relevant and real problems in various contexts. The approach helps the students to acquire a range of knowledge and utilizes disciplines like science, mathematics, computing, engineering and art. Learners are able to understand how to become resourceful, take risks, become enterprising and innovative. Design and technology that is of high quality contributes to the culture, wealth, creativity and well being of the nation. References Barnes, J. 2007. Cross-curricular learning 3-14. Sage Publications. Drake, S., & Burns, R. 2004 . Meeting standards through integrated curriculum. Alexandria, Va.: Association for Supervision and Curriculum Development. Hart, C. 1997. Integrated curriculum and developmentally appropriate practice birth to age eight. New York: State University of New York Press. Hayes, D. 2010. The seductive charms of a cross-curricular approach. Education 3–13, 384, 381-387. Hyeon-Suk, K. 2007. Totally Integrated Curriculum and Teaching with Technology. Curriculum and Teaching, 105-114. Humphrey 1994 – cross curricular elements. Karl, J. 1998. Integrated curriculum. Canberra: Australian Curriculum Studies Association in association with the National Schools Network. Kysilka, M. 2010. Understanding integrated curriculum. Curriculum Journal, 197-209. Layton, D. 1992. Values and design and technology. Musgrove, F. 2009. Power and the Integrated Curriculum. Journal of Curriculum Studies, 3-12. Riquarts, K., & Hansen, K. 2010. Collaboration among teachers, researchers and in-service trainers to develop an integrated science curriculum. Journal of Curriculum Studies, 661-676. Rowley, C., & Cooper, H. 2009. Cross-curricular learning and the development of values. Cross-curricular Approaches to Teaching and Learning, 1. Read More