The Relationship Between Philosophy, Curriculum, and Technology Essay

Introduction

The field of education is constantly evolving and may change some of the principles of work that were relevant before but are not so now. Adaptation helps to provide students with relevant curricula that can help them learn. The relationship between the philosophy of education and the development of curricula leads to new ideas about education as a dynamic environment. Moreover, the relationship impacts the development of technologies in this direction and provides practical implementation. In this regard, the study of evolution and curricular change can help to understand how they are suitable for students in each period of history.

Relationship Between the Philosophy and Curricular Practices

A direct relationship between philosophy and curricular practices can be traced in progressivism. In the 20th century, significant changes began in education, based on a change in priorities and the transition to programs that should be focused on the child (Morreira et al., 2020). This approach was strongly supported by John Dewey, who argued that active learning and integration into the real experience program can help better assimilate knowledge (Morreira et al., 2020). Thus, his philosophy became one of the foundations of educational programs that began to be used in the last century and continue in today’s schools.

Currently, the use of a student-centered pedagogical approach is justified by evidence. For example, the critical thinking of children who studied educational material in specially designed classes improved significantly. In addition, problem-solving and long-term change retention skills can be enhanced as children learn to process information in a comfortable and safe environment (Null, 2023). Practical implementation confirms increased performance as schools that support student focus theory offer more flexible and varied learning plans. This may be suitable for more students and help improve their performance. The dissemination of the necessary knowledge in this way confirms the connection between philosophy and the curriculum.

Technology Contribution

Technology has played a significant role in changing school programs and improving student achievement. Over the past twenty years, active implementation of technical means such as computers has begun in schools, contributing to greater interactivity. With the development of technology in teaching, a large number of multimedia content has become available to schoolchildren. This improved education through the visual component (Chiu & Chai, 2020). The development of the Internet also played an important role, as many programs began to be designed with the ability to interact with different materials and study them in the web space.

Compared with the schools of the last century, today’s educational institutions have a much greater focus on interaction with the outside world. This was made possible by implementing various global learning tools that allowed people from different regions to collaborate. Thus, distance education has also become one of the fundamental aspects, as it did not allow the coronavirus pandemic to slow down progress in learning (Atenas et al., 2020). Individual styles and paces of learning have allowed different students to receive a quality education that can be adjusted to their convenience. This made it possible to increase diversity in schools and promote better socialization.

Future Changes

Constant progress in education development causes specific changes that may occur in the future. First of all, personalized and adaptive learning may become more significant as the integration of artificial intelligence may appear in education (Gregersen-Hermans, 2021). This will allow the curricula to be adapted to make it more effective for students. Individual needs are a significant part of the focus of modern education, and therefore, this direction may also continue in the future. Students’ skills can be the central aspect that they will strive to develop.

In the future, the implementation of auxiliary aspects of technologies such as virtual and augmented reality may increase in the field of education. Their integration will allow students to gain valuable experiences that can change the way students interact with the open world. Immersiveness and a better sense of different activities can help students determine what they would like to do in the future (Atenas et al., 2020). Interdisciplinary approaches can also become an important aspect that will determine the direction of the educational process and the development of programs. At the same time, the understanding of ethics and digital literacy will have to be deepened to provide more flexible opportunities for students.

Conclusion

The constant development of curricular design is due to the fact that the requirements for students change and transform specific tasks in such a way that a study plan can be better developed. The interaction between philosophy and curriculum is indicated by the fact that teaching begins to adopt more theoretical foundations, which allows it to adapt to the needs of students who are gradually growing. Thus, in the future, it will be possible to provide quality educational services for all groups of the population, including those with specific needs. Integrating modern technologies will make more comprehensive learning potential for all students. In addition, modern technologies are gradually beginning to modify the usual training, making it more convenient and flexible for different needs.

References

Atenas, J., Havemann, L., & Timmermann, C. (2020). Critical literacies for a datafied society: academic development and curriculum design in higher education. Research in Learning Technology, 28. Web.

Chiu, T. K., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. Sustainability, 12(14), 5568. Web.

Gregersen-Hermans, J. (2021). Toward a curriculum for the future: Synthesizing education for sustainable development and internationalization of the curriculum. Journal of Studies in International Education, 25(4), 461-481. Web.

Morreira, S., Luckett, K., Kumalo, S. H., & Ramgotra, M. (2020). Confronting the complexities of decolonising curricula and pedagogy in higher education. Third World Thematics: A TWQ Journal, 5(1-2), 1-18. Web.

Null, W. (2023). Curriculum: From theory to practice. Rowman & Littlefield.