New instructional technologies, in particular the Internet, are changing the face of American education. Still less than one decade old, this new instructional resource is redefining the field of curriculum in a number of ways. Determining the scope and sequence of planned learning experiences, for example, has become difficult. Establishing criteria for the selection of organized learning presently has little focus. Historical precedents have little or no value in guiding curriculum leaders on many occasions. In short, this specialty area of educational leadership is in transition.
New to This Edition
The sixth edition of this text deviates from previous editions by focusing on the future of education rather than historical precedent. Chapters 1 and 6 address the impact of the new technologies on curriculum development in schools and provide educational leaders with new paradigms for understanding the changes that are occurring as we enter the twenty-first century.
In the past several years, teaching and learning in schools have shifted from the traditional construct of the teacher as the center of learning to a new model focused on the student as the critical ingredient in the classroom. This shift has major implications for both learning theory and instruction. We believe that this change also may be viewed as an opportunity to fulfill the century-old goal of progressive education to individualize instruction for all students.
In this edition we present curriculum development as a process of selecting from many options available to planners. In Chapter 6, eight curriculum designs are proffered that may shape future Internet-assisted lessons. The "newtextbook" is discussed, and sample lessons are provided.
Also new in this edition are updates on model schools in the United States, links to the latest resources relating to curriculum development, new readings, and updated learning activities at the conclusion of each chapter.
Acknowledgments
We are grateful to the following reviewers for their helpful suggestions in the development of this manuscript: Muhammad Betz, Southeastern Oklahoma State University; Bonnie M. Beyer, University of Michigan, Dearborn; Carrine Bishop, Jackson State University; Cynthia G. Kruger, University of Massachusetts, Dartmouth; and Kay W Terry, Western Kentucky University. We also remain indebted to our editor, Debbie Stollenwerk, for her helpful assistance in the renewal of this long-running text.
Joseph Bondi
