Curriculum Curricula Associated With Lss Are Important

Curriculum

Curricula associated with LSS are important and must be carefully considered in Maths and electronics teaching. The purpose of this discussion is to carry out further research connected with the topic of curricula and evaluate the extent to which this research might have an impact on personal practice in subject specialism and future professional development.

Impact of Curriculuum

Understanding of maths is essentially important to ensuring that adult learners will have the capacity to work well in the work place. The type of curricullum utlized to teach math is therefore essential to guaranteeing that students master the appropriate skills.

In addition maths teaching, electronics teaching is also important and the use of technology is an essential aspect of maths and electronics instruction. As it relates specifically to LSS and electronics, the graph on the left depicts the utilization of technology in the Classroom. Information Technology (IT) serves a vitally important role in the dissemination of information in the context of the classroom setting. In this depiction IT describes the actual equipment that is utilized. Information and communication technology is depicted by ICT and describes the internet or intranet connections that allow for communication between on site computers and computers around the world. IT and ICT are combined with Information and learning Technology (ILT) to create an environment in which Information technology can be utilized by instructors to enhance the learning experiences of students. According to Keeley Browne

"In the teaching environment this tool for communication can then produce shared worksheets, graphs and data to show, across the institution, information such as alternative records. The definition also includes email communications to colleagues about room changes, policy decisions and forthcoming meeting dates. The term 'ILT' refers to the next stage, the point at which the computer does more than just enable communication: it enables, enriches and supports the core activity of the educational experience. Here it becomes a tool on the hands of learner and the practitioner to stimulate and encourage learning."

This insight from Keeley-Browne confirms the use of technology as a an aspect of the overall curriculum. In the area of maths and electronics such uses of technology will allow students to have a greater amount of control over their learning experiences while simultaneously learning valuable computer skills that can be utilized in the work place. Keeley Browne refers to this as personalization agenda and it is a government supported idea that encourages learners to be autonomous. The purpose of this autonomy is to assist learners in understanding their own learning processes in a manner that allows them to have a greater amount of responsibility over their learning processes.

As a specialist in the areas of maths and electronics it is my responsibility to guarantee that students are exposed to various subject matter in a manner that is conducive with mastering skills. Through the use of technology discussed above this goal can be reached. In addition there is also a responsibility to empower students to take control over their education and the use of technology will provide this opportunity.

Although the use of technology in the classroom can prove beneficial to students, there are also some challenges associated with the use of technology in the classroom. According to Owston (2007),

"computers are adopted by teachers in the same way as any other educational innovation; that is, they use them to sustain existing instructional patterns. Therefore, one would not expect factors affecting sustainability to be any different than those affecting other kinds of innovations. On the other hand, Dede (1998) maintains that computers have unique attributes that pose special challenges when trying to sustain and scale up their use. These include the costs of equipment, its rapidly changing nature, and the specialized knowledge and skills required by teachers (Owston, 2007)."

Indeed teachers and administrators have to consider the costs associated with the use of technology. Equipment can be expensive and the nature of technology changes rapidly and as such teachers must stay abreast of such changes. As it pertain specifically to maths subjects new software and tools designed to assist in the solving of problems are constantly coming on to the market. Teachers must be aware of the changes that occur in technology and make a concerted effort to choose the correct tool to assist students in the learning process. Some tools that are available are not appropriate for use in the classroom because they do not encourage students to master the skill. Instead these types of products actually perform the mathematical task for the user. Teachers must therefore be discerning concerning the type of technology that is utilized.

Future Professional development

As a teacher I recognize that professional development is a process that never ends. Though many traditional curricula are still used and essential, there are also knew teaching techniques that need to be considered in the areas of maths and electronics. As such professional courses will be necessary to keep me abreast in understanding new concepts in curriculum and pedagogy. According to a report entitled Leading Mathematics in the Learning and Skills Sector

"It is a "universal abstract language," it underpins science, technology and engineering, and it is also "fundamentally important . . . For the workplace and for the individual citizen." However, Smith expresses concern that there is "insufficient recognition in many quarters, of the fact that mathematics . . . is special and that we must be prepared to consider, particularly in terms of organisation, structures and investment, that different approaches and prioritization may be required." This is a particular concern in the post-16 sector, where mathematics is often organized in a rather fragmented manner, lacking the coherent leadership and approach that these challenges demand (Leading Mathematics in the Learning and Skills Sector)."

With these things understood I have a responsibility to develop in professional ways over time so that my students receive the best instruction possible. Professional development also entails the development of a vision and goals for students and myself within the context of teaching. This vision is to ensure that learners are presented with the best education possible in the areas of maths and electronics. This will be accomplished through the utilization of the appropriate technologies and proven curricula. The presence of a vision is important because it shows learners that the instructor has expectations for them and wants them to succeed. The absence of such a vision would lead to a chaotic classroom. Likewise goals are important because they establish the factors that the instructor desires to accomplish. In class sessions the instructor can aim to meet these goals each time a class takes place. Without goals the performance of the instructor and of students will be left to chance. Goals provide a foundation upon which the course in mathematics and electronics can be taught. Overall professional development is something that will likely continue throughout my tenure as an instructor.