CURRICULUM DEVELOPMENT AND EVALUATION WITH EMPHASIS WITH TM II

MODULE 5

MODULE 5
(A continuation of MODULE 4)

OBJECTIVES:
a. Explain the Role of Stakeholders in Curriculum Implementation
b. Discuss the Roles of Technology in Delivering the Curriculum
c. Enumerate the different processes in curriculum development and implementation

CHAPTER 3: IMPLEMENTING THE CURRICULUM

THE TEACHER AS CURRICULUM IMPLEMENTOR AND MANAGER

The Role of Technology in Delivering the Curriculum

Take Off
The role of technology in the curriculum springs from very vision of the e-Philippine
plan (e stands for electronic). Thus it is stated: “an electronically enabled society where
all citizens live in an environment that provides quality education, efficient government
services, greater sources of livelihood and ultimately a better way of life through
enhanced access to appropriate technologies”. (International workshop on emerging
technologies, Thailand, December 14-16, 2005).This points to the needs for an e-
curriculum, or a curriculum which delivers learning consonant with the Information
Technology and Communications Technology (ICT) revolution.

Instructional media may also referred to as media Technology or learning

Technology or simply technology. Technology plays a crucial role in delivering instruction
to learners.

Technology offers various tools of learning and these range from non-projected
media from which the teacher can choose, depending on what he sees fit with the
intended instructional setting. For example, will a chalkboard presentation be sufficient
in illustrating a mathematical procedure; will a video clip needed for motivating learners?

In the process what ensues is objective-matching where the teacher decides on

what media or technology to use to help the set learning objectives.
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Non-projected Media Projected Media

Real objects Overhead Transparencies

Models Opaque projection

Field trips Slides

Kits Filmstrips

Printed materials (books/worksheets) Films

Visual (drawings, photographs, graphs, Video, VCD, DVD

charts, posters )
Computer/multimedia presentations
Visual boards (Chalkboard, whiteboard,
flannel board, etc.)

Audio materials

Table 1. Types of instructional media/technology

Factors in Technology Selection

In deciding which technology to use from wide range of media available, the factors
on which to base are:

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 audio or visual form?

2. Appropriateness in relation to the learners. Is the medium suitable to the learners’

ability to comprehend? Will the medium be a source of plain amusement or
entertainment, but not learning?

3. Activity/suitability. Will the chosen media fit the set instructional event, resulting
in either information, motivation or psychomotor display?

4. Objective-matching. Overall, does the medium help in achieving the learning

objectives?
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The Role of Technology in Curriculum Delivery

It can be easily be observed that technological innovation in the multifarious fields

of commerce, science and education, is fast developing such that it is difficult to foresee
the technological revolution in the millennium, inclusive of educational changes. For
certain, however technological changes in education will make its impact on the
delivery of more effective, efficient and humanizing teaching-and-learning.

But presently, we can identify three current trends that could carry on the nature
of education in the future.

First Trend- Paradigm shift from teacher-centered to student-centered approach

to learning.
Second Trend- The broadening realization that education is not simply a delivery
of facts and information, but an educative process of cultivating the cognitive,
affective and psychomotor and much more the contemplative intelligence of
the learners of a new age.
Third Trend- The increase I the use of new information and communication
technology or ICT.
For now the primary role of educational technology in delivering the school
curriculum’s instructional program have been identified:

Upgrading the quality of teaching-learning in schools.

Increasing the capability of the teacher to effectively inculcate learning, and for
students to gain mastery of lessons and courses.
Broadening the delivery of education outside schools through non-traditional
approaches to formal and informal learning, such as Open Universities and lifelong
adult learners.
Revolutionizing the use of technology to boost educational paradigm shifts that
give importance to student-centered and holistic learning.

Stakeholders in Curriculum Implementation

Curriculum Stakeholders

1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view
that students are mere recipients of the curriculum, is now changing. Learners
have more dynamic participation from planning, designing, implementing and
evaluating. However, the degree of their environment is dependent on their
maturity. The older they are in high school or college, the more they participate.
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When some college students were asked about their role in curriculum
development, here are their answers.

STUDENT 1: I never realized that as a student. I have a participation in curriculum

development. Is it true that as a students, our learning is the basis of the success or
failure of board examination, it means that the teacher education curriculum is a
success?

STUDENT 2: In high school, our teachers would always look into what we are learning.
The whole year round, we have varied curricular and co-curricular activities inside the
class. I think, we as a students, should be considered in writing the curriculum.

STUDENT 3: When we were in elementary level, our lessons were very simple. But now
that we are in college, the content we learn has become complicated. I learned that
actually, our curriculum is spiral, and that the difficulty of the subject matter is also
adjusted to our mastery level.

2. Teachers are curricularist

Teachers are stakeholders who plan, design, teach, implement and

evaluate the curriculum. No doubt the most important in curriculum
implementation is the teacher. Teacher’s influence upon learners cannot be
measured. Better teachers foster better learning. But teachers need to continue
with their professional development to contribute to the success of the curriculum
implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. A curriculum developers, teachers are part of textbook
committees, teacher’s selection, school evaluation committee or textbooks and
module writers themselves.

When a curriculum has already been written, the teacher’s role Is to

implement like a technician, however teachers are reflective person. They put
their hearts into what they do. They are very mindful that in the center of
everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. Guiding , facilitating and directing the activities of the learners;

2. Choosing the activities and methods to be utilized.
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3. Choosing the materials that are necessary for the activity

4. Evaluating the whole implementation process, and
5. Making a decision whether to continue, modify or terminate the curriculum.

Let us read how the teachers are viewed as curriculum implementer.

STUDENT: I believe my teachers know very well our curriculum. She knows what to teach
and how to teach it well. I do not miss my class every day because she guides us all in
all our lesson activities. Without our teacher, I am not sure if we can learn more than
what we are achieving now.

TEACHER: As a classroom teacher, it is my responsibility to make my students learn. I

have to give action to the written curriculum. I have to see to it that my students are
provided experiences to learn from. I keep in mind, how I can sustain the interest of my
students by using teaching strategies that are effective. At the end of the day, I am
very happy to know that my students achieved the intended learning outcomes.

3. School leaders are curriculum Managers

Principals and school heads too, have important roles in curriculum implementation
process in schools. They should understand fully the need for a change and the
implementation process. They should be ready to assist the teachers and students in the
implementation. Communication line should be open to all concerned should the school
leaders lead in curriculum teamwork.

Let us listen to the two school heads on how they understand their stakes in the curriculum.

PRINCIPAL: I am a principal of a big central elementary school. It is part of my function to lead

my school in any curriculum innovation. First of all, I make sure that my teachers understand the
restructuring and the alteration of our school curriculum that is forthcoming. I also call on the
parents to participate in the change that will happen by keeping them informed. I have to
make sure that materials needed are available for the teachers and students to use. I always
keep in my mind my role as an instructional leader.

HEAD TEACHER: Leading a small school in a far flung barrio has its pro and cons. First, there are
few teachers to supervise and fewer students to support. As a proactive school head, I always
see to it that we keep pace with the changes in the school curriculum. While preparing for the
implementation of K to 12, I realized that changed process is inevitable. My teachers have to be
retrained, and their attitudes should be changed. I am responsible in seeing to it that the
curriculum is implemented as it should be and at the end of the year, our school can show
evidence has taken place as designed by the K to 12 recommended curriculum.
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4. Parents
Parents are significant school partners. Besides the students teachers and school
administrators play an important role in curriculum implementation. When
children bring home a homework from school, some parents are unable to help.
Schools need to listen to parent’s concern about school curriculum like textbooks,
school activities, grading system and others. Schools have one way of engaging
parents’ cooperation through Brigada Eskwela. In this event, parents will be able
to know the situation in school. Most often, parents volunteer to help. They also
can be tapped in various co-curricular activities as chaperones to children in Boy
and Girl Scouting, Camping and the like.

Here are the two example of how parents think of their stake in curriculum
development.

PARENT: I am proud that my child goes to this school. The teachers are hardworking and
the school head is very supportive. On my part, I always cooperate with the school’s
concerns that will make my child learn. I volunteer for work where I am needed. We,
parents, support the Brigada Eskwela and other school activities. If they call on us
parents, we always answer their request. We also make suggestion on how, the parents
at home can assist in the learning of the children.

GUARDIAN: I am a guardian. I stand as a second parent of my nieces and nephew. I

know that as a parent, I should not leave entirely to the school responsibility of educating
the child. Although, I really do not know much of new curriculum, I welcome the changes
that the school is making. I am always ready to give support to the concerns of my words.

How do parents help shape the curriculum in schools? Here are some observation:

The school composed of parents who are positively involved in the school activities
have better achievement than schools with uninvolved parents.
The home is extended school environment. In lifelong learning, the achieved
learning in schools are transferred at home. Thus, the home becomes the
laboratory of learning.
In most schools, parent associations were organized. This is being encouraged in
School based Management. In some cases, this organization includes teachers to
expand the school’s learning community.
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5. Community as the Curriculum Resources and a Learning Environment

“It takes the whole village to educate the child” goes the statement of Former First
Lady Hillary Clinton. What do you think of this statement?
Yes, it is true that the school is in the community, hence the community is
the extended learning environment.

6. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These
agencies and organization that are involved in the planning, design, implementation
and evaluation of the school curriculum.

6.1 Government Agencies

- DepEd, TESDA, CHED –Trifocalized agencies that have regulatory and

mandatory authorities over the implementation of the curricula.
- Professional Regulation Commission (PRC) and Civil Service Commission
(CSC) – the agency that that certifies and issues licenses to qualify to
teach and affirms ad confirms the appointments of teachers in public
schools.
- Local Government Unit (LGU) includes the government officials and the
barangay officials. Some of the teachers paid through the budget of the
LGU. They also construct school buildings, provide equipment, support the
professional development teachers and provide school supplies and
books.
6.2 Non-Government Agencies

These are organizations and foundations that have the main function to
support education. To name a few, this includes the following:
- Gawad Kalinga (GK) - to build communities means including education.
The full support of GK in early childhood education is very important. In
each village, a school for pre-school children and out-of-school youth
have been established.
- Synergia an organization that supports basic education to elevate
education through Reading, Science, Mathematics and English.
- Metrobank Foundation – supports containing teacher development
programs.
- Professional Organization like Philippine Association for Teachers and
Educators (PAFTE), State Universities and Colleges Teachers Educators
Association (SUCTEA), National Organization of Science and Teachers and
Educators (NOSTE), Mathematics Teachers Association of the Philippines
(MTAP) and many more.
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A school curriculum whether big or small is influenced by any stakeholders. Each

one has a contribution and influence in what should replace, modify and
substitute the current curriculum. Each one has a significant mark in specific
development and change process of curriculum development.
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MODULE 5

General Directions: Study this whole module before starting this assignment. Read
and comprehend the questions.

1. Explain the Role of Stakeholders in Curriculum Implementation (15 points)

2. Discuss the Roles of Technology in Delivering the Curriculum (10 points)

3. Why do we need to consider PRACTICALITY when choosing a learning material

for our students? (5 points)

4. Explain how DepEd, TESDA, and CHED during this new normal education. (5
points)
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References:

Curriculum Development for Teachers- OBE and K_12 Based Book

Authors: Purita P. Bilbao Ed.D. ,Filomena T. Dayagbil Ed.D, Brenda B. Corpuz Ph.D.