Curriculum innovation is one of the key concern in educational fields as teachers and educators are often concerned on decisions they make in teaching methods and content (Tytler et al., 2011). On the other hand, parents are concerned about what their children are going to be taught, and the students are concerned about the type of content they are going to learn in class. Education curriculum significantly considers what teachers are going to teach in class and the concepts students are going to learn and grasp during class lessons (Stolk et al., 2011). When implementing, planning and evaluating curriculum innovation in schools, it is essential for the stakeholders, teachers, educators, and administrators to clarify and understand curriculum conceptualization. This paper aims to provide critical concepts in curriculum innovation in schools.
The school should consider curriculum as a set of specific goals before planning and implementing a curriculum innovation in the school (Thorsteinsson, 2014). A curriculum should be viewed as a way of attaining specific educational objectives and goals, and this helps the school to the seen curriculum as a checklist of desired educational results. In the process of developing and changing curriculum, the goals and objectives are specific and clear in observable and behavioral terms and the school administration should emphasize on educational outcomes through making it teacher-oriented and administrative-oriented (Tarman, 2016). When carrying out curriculum innovation, the school should consider curriculum as a course of content and study to make it be understood as a way of choosing study courses and material. The curriculum can explain the goals and content of formal education and gives instruction means by focusing on the education foreground.
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In innovation of curriculum in education, administrators and educators should consider curriculum as plans of benefiting the learners. It can be seen as a blueprint way of systematically developing education programs and activities in the school (Basciaet et al., 2014). The scope of considering curriculum as a plan mixes educational content with methods of giving instructions and has a broad scope of monitoring educational activities as entails the teaching methods used. Viewing curriculum as a sustained plan for teaching and learning methods will help the school in focusing on the content being taught in classes and how the process of teaching and learning is taking place. Development of curriculum innovation requires the school to consider curriculum as a document or a course outline program for the school written on a piece of paper (Åkerlind et al., 2014). The view of having written document for curriculum innovation is useful as it includes the goals and objectives of the educational curriculum, teaching methods, content and assessment of the teaching techniques.
In curriculum innovation the school should consider curriculum in terms of education experiences (Hoidn & Kärkkäinen, 2014). Considering curriculum as learning experiences during curriculum innovation as it will help both teachers and learners to extend their engagement outside classroom activities. The curriculum learning experience makes learners acquire experiential encounters as the students would participate in both inside and outside classroom activities. The innovation plan determines the school administrator poses the success of the innovation of the curriculum. For the school to acquire satisfactory curriculum results, the school administration should clarify the importance of curriculum before the endeavors of the curriculum such as curriculum planning can be started.
References
Åkerlind, G., McKenzie, J., & Lupton, M. (2014). The potential of combining phenomenography, variation theory and threshold concepts to inform curriculum design in higher education. In Theory and method in higher education research II (pp. 227-247). Emerald Group Publishing Limited.
Bascia, N., Carr-Harris, S., Fine-Meyer, R., & Zurzolo, C. (2014). Teachers, curriculum innovation, and policy formation. Curriculum Inquiry, 44(2), 228-248.
Hoidn, S., & Kärkkäinen, K. (2014). Promoting Skills for innovation in Higher education.
Stolk, M. J., De Jong, O., Bulte, A. M., & Pilot, A. (2011). Exploring a framework for professional development in curriculum innovation: Empowering teachers for designing context-based chemistry education. Research in Science Education, 41(3), 369-388.
Tarman, B. (2016). Innovation and education. Research in Social Sciences and Technology, 1(1).
Thorsteinsson, G. (2014). Innovation education to improve social responsibility through general education. Tiltai, 61(4), 71-78.
Tytler, R., Symington, D., & Smith, C. (2011). A curriculum innovation framework for science, technology and mathematics education. Research in science education, 41(1), 19-38.
