Implementation of Digital Curriculum at Madrassa Aliyah Balekambang Jepara

2020 ◽  
Vol 12 (04) ◽  
Keyword(s):  
Digital Curriculum

Teaching Computer Graphics and Multimedia

2011 ◽  
pp. 1-23 ◽  
Author(s):  
John DiMarco
Keyword(s):  
Computer Graphics ◽  
Student Teachers ◽  
School Environment ◽  
Experienced Teacher ◽  
Digital Curriculum ◽  
Experience Teaching ◽  
New Strategy ◽  
Information Technologists ◽  
Computer Scientists ◽  
Set Up

This chapter defines and examines situations, problems, and processes faced by teachers of technology. Based on experience teaching at three colleges with different economic, academic, ethnic, and financial attributes, this chapter provides stable and practical approaches to solving common issues. Each school environment and student population presents different technical and interpersonal challenges. Real experiences involving set up of college laboratories, development of digital curriculum, and creation of accredited programs are highlighted and transferred into tangible strategies. If you are new to teaching digital subjects, this text may help you get started. If you are an experienced teacher, this may bring you a new strategy or perspective. Ultimately, this chapter aims to assist student teachers, experienced teachers, artists, information technologists, and computer scientists in becoming stronger in transferring knowledge and skills in the digital realm. In addition, the chapter hopes to invite scholars and educators to explore teaching computer graphics and multimedia within the context of their own disciplines.

Multiple Solitudes

2011 ◽  
Vol 2 (3) ◽  
pp. 1-12
Author(s):  
Lorayne Robertson ◽  
Dianne Thomson
Keyword(s):  
Communities Of Practice ◽  
Policy Development ◽  
Digital Technologies ◽  
Ministry Of Education ◽  
Knowledge Mobilization ◽  
Health Issues ◽  
Curriculum Policy ◽  
Digital Curriculum ◽  
Curriculum Policies ◽  
Research And Policy

In this paper, the authors examine the potential and the reality of pan-Canadian digital curriculum policy access in the current web-enabled global landscape. The authors discuss theory related to the affordances offered by digital technologies for the sharing of research and policy, as well as theory relative to knowledge mobilization and communities of practice, both of which support collaboration and consultation for informed policy development. The authors present their findings from two investigations to test digital access to curriculum policies across Canada’s provinces and territories through their Ministry of Education websites. Through this analysis, the authors provide evidence of the current affordances and barriers related to digital access to curriculum policies and offer suggestions to facilitate knowledge mobilization around curricular responses to child and adolescent health issues.

scholarly journals Does digital curriculum mapping improve curriculum alignment?

2018 ◽  
Vol 434 ◽  
pp. 012303
Author(s):  
I Khoerunnisa ◽  
I Widiaty ◽  
A G Abdullah ◽  
I Kuntadi
Keyword(s):  
Curriculum Alignment ◽  
Curriculum Mapping ◽  
Digital Curriculum

A Business Educators Guide To Transitioning To A Digital Curriculum

2012 ◽  
Vol 5 (4) ◽  
pp. 483-500
Author(s):  
Scott D. Roberts ◽  
Russell E. Rains ◽  
Gregory E. Perry
Keyword(s):  
Digital Media ◽  
Business School ◽  
Business Curriculum ◽  
New Faculty ◽  
Business Educators ◽  
Digital Curriculum ◽  
School Enterprise

The authors, representing three key digital media business disciplines, present a case for how business curriculum could be updated to include a strong digital element without recreating the entire business school enterprise or spending millions on new faculty and technology. The three key disciplines are technology, law, and marketing.

scholarly journals Digital Curriculum in the Classroom: Authority, Control, and Teacher Role

2015 ◽  
Vol 10 (6) ◽  
pp. 11 ◽  
Author(s):  
Gillian Puttick ◽  
Brian Drayton ◽  
Joan Karp
Keyword(s):  
Teaching And Learning ◽  
Environmental Science ◽  
Disruptive Innovation ◽  
Lessons Learned ◽  
Educational Materials ◽  
Alternative Source ◽  
Authority Control ◽  
Digital Curriculum ◽  
Integration Of Technology ◽  
Habitable Planet

With greater online access and greater use of computers and tablets, educational materials are increasingly available digitally, and are soon predicted to become the standard for science classrooms. However, researchers have found that institutionalized structures and cultural factors in schools affect teacher uptake and integration of technology. Findings are sparse that detail the complexities of how teachers actually incorporate technology in their teaching as they negotiate the introduction of a new and potentially disruptive innovation. With respect to a digital curriculum in particular, teachers can be unclear about their role vis-a-vis the curriculum, as the "computer" potentially becomes an alternative source of authority in the classroom, and this can mean that the teacher is no longer in control. This paper reports on the implementation of two units of an innovative environmental science program, Biocomplexity and the Habitable Planet, as a digital curriculum. We discuss some of the lessons learned about the mix of challenges, anticipated and unanticipated, that confronted four high school teachers as they implemented the curriculum in their classrooms. We suggest that developers and users of digital curricula pay particular attention to how they envision where the authority for teaching and learning in the classroom should reside.

scholarly journals Moving university hydrology education forward with geoinformatics, data and modeling approaches

2012 ◽  
Vol 9 (2) ◽  
pp. 2601-2628 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Digital Curriculum ◽  
Science Technology ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Do I Know My Learners…?

2019 ◽  
pp. 77-102
Author(s):  
Anna Liza Daunert ◽  
Linda Price
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Learning ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Digital Curriculum ◽  
Use Of Technology ◽  
Digital Environments

As digital technologies become an integrated part of our everyday lives, we need to consider how to harness their educational potential in higher education. However, despite considerable research into the use of technology in higher education, there still remains a gap between what teachers might perceive as valuable digital curriculum design and what students perceive as valuable digital learning experiences. One key component is how ubiquitous technologies can be harnessed to support students' learning experiences. In this chapter, the authors examine the implications of students' preferences and usage of u-technologies for designing teaching and learning curricula that positively exploit technology. This chapter builds on the research conducted by Daunert and Harteis that investigated pre-service teachers' preferences and experiences of u-technologies. The results of this cross-sectional survey are considered in relation to designing curricula in digital environments.

Multiple Solitudes

2013 ◽  
pp. 168-179
Author(s):  
Lorayne Robertson ◽  
Dianne Thomson
Keyword(s):  
Adolescent Health ◽  
Policy Development ◽  
Digital Technologies ◽  
Ministry Of Education ◽  
Knowledge Mobilization ◽  
Health Issues ◽  
Curriculum Policy ◽  
Digital Curriculum ◽  
Curriculum Policies ◽  
Research And Policy

In this paper, the authors examine the potential and the reality of pan-Canadian digital curriculum policy access in the current web-enabled global landscape. The authors discuss theory related to the affordances offered by digital technologies for the sharing of research and policy, as well as theory relative to knowledge mobilization and communities of practice, both of which support collaboration and consultation for informed policy development. The authors present their findings from two investigations to test digital access to curriculum policies across Canada’s provinces and territories through their Ministry of Education websites. Through this analysis, the authors provide evidence of the current affordances and barriers related to digital access to curriculum policies and offer suggestions to facilitate knowledge mobilization around curricular responses to child and adolescent health issues.

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