Despite changes in the education sector, there still exists a direct relationship between the curriculum philosophy of the past and today. During the 20th century, the dominating curriculum philosophy tended toward applying principles of science in the learning process Realism was the main overriding principle that taught students about the world by embracing natural regulations and laws of nature (Manyukhina & Wise, 2019). Today, the same philosophy is being used in the curriculum by adopting open-ended educational resources that encourage innovation guided by scientific principles (Itauma, 2021). These student-based resources are developed by technical professionals and encourage outcome-based and competency-based learning. The apparent relationship is that the curriculum philosophy of the past and the one used today focuses on scientific principles as a basis of education.
Technology has significantly contributed to curriculum change over the years by helping educators and students manage information systems. Today, technology has made it easier and faster for teachers and students to store, retrieve, search, gather, disseminate, receive, and transmit information (McQuirter, 2020). The emergence of the internet and information technology has played a significant role in changing how the curriculum is developed and delivered, improving the quality of higher education.
In the past 20 years, technology has contributed to curriculum change in schools through the development of electronic curriculum which has greatly improved the accessibility and quality of education at lower costs It has also introduced the concept of multi-media systems which has helped to improve the delivery of e-curriculum
Information technology will dominate any changes that will happen in the future, especially in the education sector. The advent of the internet will completely change how educational materials are accessed and utilized (Szymkowiak et al., 2021). Today’s signs indicate that in the future, digital delivery of information will free the academic world from the dependence on books as the only source of information and content (Grimus, 2020). The internet will help students and educators to access reliable and real-time information online without much effort.
References
Grimus, M. (2020). Emerging technologies: Impacting learning, pedagogy and curriculum development. Emerging Technologies and Pedagogies in the Curriculum, 127-151.
Itauma Itauma, Ph.D. “Curriculum Philosophy, Past, and Present Educational Practices.” LinkedIn. LinkedIn, 2021. Web.
Manyukhina, Y., & Wyse, D. (2019). Learner agency and the curriculum: A critical realist perspective. The Curriculum Journal, 30(3), 223-243. DOI:10.1080/09585176.2019.1599973
McQuirter, R. (2020). Lessons on change: Shifting to online learning during COVID-19. Brock Education: A Journal of Educational Research and Practice, 29(2), 47-51. DOI:10.26522/brocked.v29i2.840
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. DOI:10.1016/J.TECHSOC.2021.101565