Trends in Curriculum Development in Business Education
INTRODUCTION
The world moves faster and faster every day, and with every half decade or so, it seems to evolve into an area that one couldn`t fathom days before. The radio was mind-blowing. Then came television, then the Internet. The Internet is still just a baby considering it really hit the mass market about 10-years-ago. Businesses had to quickly jump on board.
Different students also have different learning needs and interests and a rigid curriculum really restricts both the teacher and the student, Students need to learn to learn, not just gloss over certain facts about a subject. Teachers and students both need to be doing their job in the classroom but restricting curriculum and crunching numbers do not produce a class of outstanding and free thinkers, and technology is the way trends for curriculum development should be going.
Providing technology in schools has been successful in recent years. Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms " (Williams, 2005). Yet teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all. Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, and new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology.
Access to technology is an important issue for teachers and students. Although schools may have computers available, one
The world moves faster and faster every day, and with every half decade or so, it seems to evolve into an area that one couldn`t fathom days before. The radio was mind-blowing. Then came television, then the Internet. The Internet is still just a baby considering it really hit the mass market about 10-years-ago. Businesses had to quickly jump on board.
Different students also have different learning needs and interests and a rigid curriculum really restricts both the teacher and the student, Students need to learn to learn, not just gloss over certain facts about a subject. Teachers and students both need to be doing their job in the classroom but restricting curriculum and crunching numbers do not produce a class of outstanding and free thinkers, and technology is the way trends for curriculum development should be going.
Providing technology in schools has been successful in recent years. Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms " (Williams, 2005). Yet teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all. Although technology is more prevalent in the schools, several factors affect whether and how it is used. Those factors include placement of computers for equitable access, technical support, effective goals for technology use, and new roles for teachers, time for ongoing professional development, appropriate coaching of teachers at different skill levels, teacher incentives for use, availability of educational software, and sustained funding for technology.
Access to technology is an important issue for teachers and students. Although schools may have computers available, one