The Role of Technology in Delivering Curriculum: Andro Brendo R. Villapando Maed - Pe

THE ROLE OF TECHNOLOGY IN
DELIVERING CURRICULUM
ANDRO BRENDO R. VILLAPANDO

MAED - PE
DELIVERING CURRICULUM
 In delivering the curriculum the role of technology is very

important.
 Right at the planning phase of any instruction, aside from
formulating the objectives and among other considerations,
there is a need to identify what instructional media are to be
utilized in the implementation.
TYPES OF INSTRUCTIONAL
MEDIA/TECHNOLOGY
NON PROJECTED MEDIA
 Real objects
 Models
 Field trips
 Kits
 Printed materials
 Visuals
 Visual boards
 Audio materials
PROJECTED MEDIA
 Overhead transparencies
 Opaque projection
 Slides
 Filmstrips
 Films
 Video, VCD, DVD
 Computer / multimedia presentations
Criteria on Assessing a Visual Material or
Presentations
 Visual elements ( pictures, illustrations, graphics ):
1. Lettering style or font---consistency and harmony
2. Number of lettering style---no more than 2 in a static display (chart, bulletin board )
3. Use of capitals---short titles or headlines should be no more than 6 words
4. Lettering colors---easy to see and read. Use of contrast is good for emphasis
5. Lettering size---good visibility even for students at the back of the classroom
Criteria on Assessing a Visual Material or
Presentations
6. Spacing between letters---equal and even spacing

7. Spacing between lines---not too close as to blur at a distance
8. Number of lines---No more than 8 lines of text in each transparency/slide
9. Appeal---unusual/catchy, two dimensional, interactive
( use of overlays or movable flaps)
10. Use of directional---devices ( arrows, bold letters, bullets, contrasting color and size,
special placement of an item ).
FACTORS IN TECHNOLOGY SELECTION
 1. PRACTICALITY
Is the equipment ( hardware ) or already prepared
lesson material ( software ) available?
If not, what would be the cost in acquiring the
equipment or producing the lesson in audial or visual
form?
 2. ACTIVITY / SUITABILITY
Will the chosen media fit the set instructional event,
resulting in either information, motivation, or
psychomotor display?
 3. APPROPRIATNESS IN RELATION TO THE

LEARNERS
Is the medium suitable for the learners’ ability to
comprehend?
Will the medium be a source of plain amusement or
entertainment, but not learning?
 4. OBJECTIVE-MATCHING
Overall, does the medium help in achieving the learners
objective (s)?
CURRICULUM DELIVERY
 upgrading the quality of teaching-and-learning
in schools.
 increasing the capability of the teacher to
effectively inculcate learning, and for students
to gain mastery of lessons and courses
CURRICULUM DELIVERY
 broadening the delivery of education outside
schools through non traditional approaches to
formal and informal learning, such as Open
Universities and lifelong learning to adult
learners.
CURRICULUM DELIVERY
 revolutionizing the use of technology to boost
educational paradigm shifts that give
importance to students-centered and holistic
learning.
STAKEHOLDERS IN
CURRICULUM
IMPLEMENTATION
ANDRO BRENDO R. VILLAPANDO
MAED - PE
Stakeholders
 Are individuals or institutions that are interested in the

school curriculum. Their interests vary in degree and
complexity. They get involved in many ways in the
implementation because the curriculum affects them
directly and indirectly. These stakeholders shape the
school curriculum implementation.
Who are they?
 1. Learners
 2. Teachers
 3. Curriculum Managers and Administrators
 4. Parents
 5. Community Members
 6. Other Stakeholders
Learners
 The very reason a curriculum is developed

 The ones who are directly influenced by it
 Make or unmake the curriculum by their active and direct
involvement
 The primary stakeholders in the curriculum
Learners
 Since the learners are the primary stakeholders in the curriculum, the
universal as well as the individual characteristics of the students should be
considered. Age, gender, physical, mental, emotional development, cultural
background, interests, aspirations and personal goals are some of the factors
that should be considered in the implementation of any curriculum.
Teachers
 The other side of the coin in the teaching learning process

 His/her primary role is the planning and writing the curriculum
 A curriculum maker
 He/ She writes a curriculum daily through a lesson plan, a unit plan or a
yearly plan
 Prepares activities for the students to do
Teachers
 Addresses the goals, needs, interests of the learners by creating

experiences where the students can learn
 Designs, enriches and modifies the curriculum to suit learner’s
characteristics
 As a curriculum developer, they are part of textbook committees, faculty
selection boards, school evaluation committees or textbook writers
themselves
Curriculum Managers and Administrators
 Supervise curriculum implementation, select and recruit new

teachers, admit students, procure equipment and materials needed
for effective learning
 Plan for the improvement of school facilities and physical plan
 Have a great stake or concern about what kind of curriculum their
schools offer and how these are implemented
Parents
 The best supporters of the school, especially because they are

the ones paying for their child’s education
 The power of parents to influence curricula to include
instructional materials and school activities is great, such that
the success of the curricula would depend on their support
Community Members
 Success in the implementation of the curriculum

requires resources
 The community members and materials in the
existing local community can very well substitute
for what is needed to implement the curriculum
Community Members
 Respected community members maybe included

in school boards
 Some can become resource speakers
 They can provide local and indigenous
knowledge in school curriculum
Other Stakeholders
 Professional organizations have shown great influence in school

curriculum
 They are asked by curriculum specialists to contribute in
curriculum review since they have a voice in the licensure
examinations, curriculum enhancement and many more
 Often, professional organization have a better view of the industry
where the graduates of the curriculum go.
 Some of these organizations are those of each profession, like
teachers’ organization, lawyers’ organization, medical doctors’
association, engineers’ organization and many others. On the other
hand, since all schools in the country, are under the regulation of
the government as provided for in the Philippine Constitution, then
the government has a great stake in curriculum implementation.
 The government is represented by the:
1. Department of Education (DepEd) for basic

education curricula
2. Commission on Higher Education (CHED) for
the tertiary and graduate education
3. The Professional Regulations Commission
(PRC)
Thank You!
Evaluating the Curriculum
Curriculum
Evaluation: A Process
and Tool
Analysis of the various definition reveal that
evaluation is both a process and a tool.
 As a process: it follows a procedure based on

models and frameworks toget the desired result
 As a tool: it will help teachers and program
implementors to judge the worth and merit of the
program and innovation or curricular change.
 For both process and a tool,
the results of evaluation will
be the basis to improve the
curriculum
Reasons for Curriculum Evaluation
 Curriculum evaluation identifies the

strength and weaknesses of an existing
curriculum that will be the basis of the
intended plan.
 When evaluation is done in the middle of

the curriculum development, it will tell if
the designed curriculum can produce or its
producing the desired results.
 Based on some standards, curriculum

evaluation will guide whether the results
have equaled or exceeded the standards,
thus can be labelled as success.
 Curriculum evaluation provides information

necessary for teachers, school managers,
curriculum specialist for policy
recommendations that will enhance
achieved learning outcomes
Curriculum
Evaluation
Models
BRADLEY EFFECTIVENESS MODEL
 In 1985, l.H. Bradley wrote a handbook on

curriculum leadership development. This book
provides indicators that can help measure the
effectiveness of a developed or written curriculum.
For purposes of the classroom teachers, some of
the statements were simplified.
BRADLEY EFFECTIVENESS MODEL FOR
CURRICULUM DEVELOPMENT INDICATORS
TYLER OBJECTIVES CENTERED
MODEL
 Ralph Tyler in 1950 proposed a curriculum
evaluation model which until now continues to
influence many curriculum assessment processes. In
using Tyler’s model, the following curriculum
components and processes are identified in
curriculum evaluation.
Thank You!

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THE ROLE OF TECHNOLOGY IN

ANDRO BRENDO R. VILLAPANDO

 In delivering the curriculum the role of technology is very

6. Spacing between letters---equal and even spacing

 3. APPROPRIATNESS IN RELATION TO THE

 Are individuals or institutions that are interested in the

 The very reason a curriculum is developed

 The other side of the coin in the teaching learning process

 Addresses the goals, needs, interests of the learners by creating

 Supervise curriculum implementation, select and recruit new

 The best supporters of the school, especially because they are

 Success in the implementation of the curriculum

 Respected community members maybe included

 Professional organizations have shown great influence in school

1. Department of Education (DepEd) for basic

 As a process: it follows a procedure based on

 Curriculum evaluation identifies the

 When evaluation is done in the middle of

 Based on some standards, curriculum

 Curriculum evaluation provides information

 In 1985, l.H. Bradley wrote a handbook on

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