Defining Effective Curriculum for the Digital Generation(LDavis)

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Walden University *

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Industrial Engineering

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Jan 9, 2024

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1 Defining Effective Curriculum for the Digital Generation LeTysha L Davis Walden University EDUC-6602J Designing Curriculum, Instruction, and Assessment Dr. Nate M Sparks 12/3/2023 Defining Effective Curriculum for the Digital Generation Early in the video, Dr. Hayes defines curriculum. What is your definition of effective curriculum? When I define curriculum I define curriculum as an educator being able to plan the lesson and the curriculum to meet the needs of the students. That usually means changing the environment if need be or adding something new to the classroom such as technology. Designing an appropriate curriculum should take into cognizance the curriculum plan that would suit every child including those with special needs. Such a curriculum should be planned in such a way that

2 would provide opportunities, activities, and experiences for the education of the special needs(Eskay, 2013). When curriculum is planned effectively it means that the educator is helping the student to meet goals. First, the educator must decide whether there should be a particular focus for curriculum planning and if so what it should be. In light of this, the educator can modify their school's approach(Harden,1986). To what extent do they wish to focus on: aims and objectives (engineering approach), teaching methods (mechanics approach), content (cookbook approach), timetable (railway approach), problems (detective approach), one idea or strategy (religious approach), the regulations (bureaucratic approach), or a curriculum designed to attract sponsorship (public relations approach)? The magician approach, in which it is not clear how a curriculum is developed, is not recommended. a collaboration with students, patients, and other professional colleagues (consumer approach), or a collaboration with an external consultant (consultant approach)? Whichever approach is adopted, advantages should be maximized and deficiencies minimized(Harden, 1986). How does/will your curriculum address the needs and preferences of the digital generation? Assistive technology plays a vital role in the learning process of individuals with disabilities. These individuals have trouble performing activities independently, and often teachers incorporate AT in their learning processes to help such students ( Walker, 2018 ). Such technology affords people with disabilities greater opportunities to improve their ability to perform their tasks and enhances the education of learners with disabilities through interaction so

3 that concepts can be taught more effectively ( Walker, 2018 ). Due to the presence of AT in the learning/education process, students with disabilities can get assistance to improve their social skills and engage in more social interaction through enhanced lifestyles. Many students with disabilities can perform necessary tasks; however, they cannot effectively deliver outcomes due to the presence of specific disabilities. AT enables students with disabilities to perform like other students in their educational environment. When addressing the needs of students in an inclusive classroom I do understand that each child learns differently and a lot of children learn from technology. One thing I have learned Is that these children get help from devices such as a device. When I worked within the classroom the speech pathologist who would visit the classroom would use the iPad that was specifically for this one student to try to communicate with him. The goal was to have him learn how to communicate his needs possibly on the iPad further down the line. My curriculum would address the needs to make sure they are getting the same material as other students but in a simplified form for example making a cooking item in the microwave. What questions should you ask yourself when you differentiate your curriculum? Do we use a variety of differentiated instruction strategies based on relevant data? Once teachers have identified the what, or content that needs to be retaught, it’s time to identify the how, or differentiated instruction strategies. The first thing to consider is student grouping. If the entire class hasn’t mastered a concept, Conover’s teachers often start by reviewing exit tickets. Then, as students start mastering the material, teachers think about how to best use small-group

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