Trends in the design, development, and use of digital curriculum materials

Trends in the design, development, and use of digital curriculum materials We explore questions around the design, development, and dissemination of digital curriculum materials, the perspectives in these areas, and how these perspectives align with broader discourses in education. We identify and briefly describe four perspectives: (1) designer perspective; (2) policy perspective; (3) private sector perspective (e.g., publishers and philanthropists); and (4) user (teachers and schools) perspective. We discuss how these perspectives converge and diverge by looking at the different features of curriculum materials emphasized by each perspective and the reasons for these emphases. The discussion and findings speak to the promise of digital programs as well as limitations related to the rationales related to the development, dissemination and use of digital curriculum resources. The emergence of a dominant perspective speaks to broader concerns about educational priorities being formulated according to a market-based rationality. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ZDM Springer Journals

Trends in the design, development, and use of digital curriculum materials

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Publisher
Springer Berlin Heidelberg
Copyright
Copyright © 2017 by FIZ Karlsruhe
Subject
Education; Mathematics Education; Mathematics, general
ISSN
1863-9690
eISSN
1863-9704
D.O.I.
10.1007/s11858-017-0860-x
Publisher site
See Article on Publisher Site

Abstract

We explore questions around the design, development, and dissemination of digital curriculum materials, the perspectives in these areas, and how these perspectives align with broader discourses in education. We identify and briefly describe four perspectives: (1) designer perspective; (2) policy perspective; (3) private sector perspective (e.g., publishers and philanthropists); and (4) user (teachers and schools) perspective. We discuss how these perspectives converge and diverge by looking at the different features of curriculum materials emphasized by each perspective and the reasons for these emphases. The discussion and findings speak to the promise of digital programs as well as limitations related to the rationales related to the development, dissemination and use of digital curriculum resources. The emergence of a dominant perspective speaks to broader concerns about educational priorities being formulated according to a market-based rationality.

Journal

ZDMSpringer Journals

Published: Apr 8, 2017

References

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