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I will pay for the following article Curriculum Design for Teachers with Technology Learning Gap. The work is to be 6 pages with three to five sources, with in-text citations and a reference page.
I will pay for the following article Curriculum Design for Teachers with Technology Learning Gap. The work is to be 6 pages with three to five sources, with in-text citations and a reference page. One of the reasons that contribute to this status quo Cherian believes (Web) is the federal government's lack of interest in policy development. Whenever the federal government gets involved in a technology education program, it has had successfully impacted its performance level. However, the student achievement gap persists in both urban and suburban regions of major US schools partly because of the lack of support and partly because of the teaching staff's lack of knowledge of computer-based learning (Cakir 301). Advanced technology is constantly changing, and teachers are disinclined towards learning because there is tension between the teachers (learners) and the IT techs (information disseminator) who are charged with the responsibility of disseminating the learning curriculum for supporting the teaching staffs in their own jobs (Anderson 21). As a result, teachers are ill-equipped in their own classrooms especially among students who are more knowledgeable of technologies of everyday life due to interaction with the technology-based environment. It is this learning gap that the researcher shall explore and evaluate for curriculum design in the following sections.
By using the instructional design method, the researcher shall first establish that a learning gap exists among teachers in technological knowledge for teaching their students in the classroom. This shall be established by feedback, information from secondary and primary resources. The information shall then be analyzed under the ADDIE model to determine the learning goals, target learners, environment, and objectives to be achieved through a designed curriculum for them based on the instructional system design model (Edmonds et al 56).
The current state of the teaching environment is sadly below the standards required for the education of the future of the nation. Teachers are highly pressured by the traditional methodology and high standards required by learners. Yet the population of trained teachers using technology is less than required. According to Slowinski, since 1991 the government has spent more than $2 billion for developing information technology infrastructure in schools and training teachers through the Technology Literacy Challenge Fund (TLCF). Despite this fact, only 14 percent of schools have teachers who are using IT for instructional purposes in 1998. Moreover, teachers who do admit using IT in the classroom do not exploit their skills to the maximum of their knowledge so that students can actually gain from their teaching methods (Woodbridge).
