The Guide to Curriculum in Education illuminates how four commonplaces of curriculum--subject matter, teachers, learners, and milieu--are interdependent and interconnected in curriculum making and the ties between and controversies over public debate, policy making, university scholarship, and school practice in defining and developing curricula. Complex traditions of curriculum scholarship are traced to illuminate curriculum ideas, issues, perspectives, and possibilities. A major goal is to highlight and explicate how subject matter, teachers, learners, and context or environment are interdependent and interconnected in decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels. Key Features: • Organized around four parts as articulated by curriculum scholar Joseph J. Schwab: subject matter, teachers, learners, and milieu • Brief, objective chapters of 5,000 words each provide student readers with more depth than found in an encyclopedia entry • Chapters focus on key contemporary concerns and provide Further Reading suggestions for students wishing to explore a topic in more detail • The Guide focuses on 55 topical chapters organized in four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum This guide will serve as a general, non-technical resource for students and researchers within education programs who seek to better understand the four commonplaces of curriculum and how it influences various aspects within the field of education.

Subject Matters of Digital Technology and Computing Science Curriculum

Subject Matters of Digital Technology and Computing Science Curriculum

Subject matters of digital technology and computing science curriculum
Catherine Adams

Our lives are increasingly enmeshed with, mediated by, and immersed in a rapidly growing and intensifying complex of sophisticated computing technologies. Since the onset of the digital information age, subject matters—the representation and presentation of disciplinary knowledge and practices—have been similarly undergoing substantive renovations and upheavals. More than a decade into the 21st century, these transformative churnings and enmeshments are far from settled. Increasingly, the forms of knowledge and modes of knowing of every subject area are being intertwined with, absorbed by, and translated into the fluid, digital landscapes and infrastructures underwriting contemporary societies.

Schools have been striving to respond to these dramatic lifeworld and disciplinary knowledge ...

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