Hi Kumara!

it is a little difficult ta answer your question; I think we have some conceptual and definition issues to resolve first.

"Curriculum" is about what to learn in a course or subject, and not identical with the question of how to learn this. The former is a political question, the latter less so. They are both in a turmoil and slightly, but not very much, dependent on one another. in the longer run, they affect one another more.

I see the how (which technology to use) as a practical question of adaption of teaching to learners (where they are, what background they have, etc) - and today we can also include and manage much more remote and varying kind of learners and give them access to communication and media rich documents for learning. The students also have personal preferences and strategies which includes ICTs, more or less independent of teaching instrumentation.

I think we should worry more about what to learn, curricular issues. The information philosopher Luciano Floridi argues for this as well. We have to focus on what to learn in school, and what for.

On the what question, Floridi suggests "the languages of imformation" (all from naturla languages, to programming, to terminology in sciences, to information mashup skills. The how question is, believe it or not, easier. It is a practical question of great importance, but no magic really, at least not yet, since we still work with implementing and adapting ICTs about documentation and communication, and not yest so much ICTs that process information (learning analytics, adaptive learning, calibrated peer review, etc). Check Floridi's "Languages of information" paper and my "thought experiment" on blended learning and recent co-authored paper "Blended learning - the new normal and emerging technologies".

Article E-ducation and the Languages of Information

Research A back-to-basics thought experiment about blended learning

Article Blended learning: the new normal and emerging technologies

Hello,

I totally agree with your suggestion of technology based teaching and learning as a necessary step in helping the globalization process . In fact, the principles of professional development suggested by professor Kumaravadivelu (2012) highlight the need of the teachers for considering particularity, possibility, and practicality as a pedagogically useful triangle for teachers all around the world.With dramatic advances in information and technology, teachers should perpetually upgrade their knowledge in order to meet the modern demands of education in the 21th century. However, they should consider every teaching experience as a unique experience by choosing the most useful pedagogical tools in order to make learner engagement possible. Teaching and technology are tightly entwined so that the existence of one would be impossible without the presence of the other.

Best regards,

R. Biria

You follow OBE curriculum

Then you can assess students learning outcome.

When referring to the curriculum, it is a priority to think and decide, more than the means, the macro-curricular areas, in which the content can be structured, and then complete them with the necessary curricular elements: objectives, competences, contents , standards, evaluation criteria, etc., based on current legislation, which is desirable and valid and appropriate. The technological means are part of the resources that can channel the messages encoded in different content supports. They are a means. Not an end in themselves. In our current time, ICT will necessarily be present to achieve the educational objectives and objectives proposed, in order to achieve the educational ideal and instruction.

Most of our research in quality and pertinence of the professional training they showed us that to take seriously in accounts the opinion of the employers of our professionals it is the surest way of improving the relevancy of the curriculum and therefore the employability of them. Current research continue giving us the reason, as shown in https://www.tes.com/news/10-ways-improve-your-students-employability and https://www.cityandguilds.com/~/media/documents/what-we-offer/14-19/learning%20to%20be%20employable%20summary%20report.ashx

I would recommend a flexible learning design for the highly mobile 21st Century learners. See this RG source as a preliminary view of what it entails:Data Flexible Learning Environments-Theories-Trends-Issues

Best regards,

Debra

Remember that the vast majority of learners are at different stages of development in their own lives.

Dennis

Dennis Mazur

While educators recognize that teaching and learning are complex activities evolving from social and cultural contexts, pressure is mounting to be internationally competitive. This research relates a global and responsive discussion of internationalization in education through comparative analyses of current educational discourse about mathematics, science, and technology in the United States, Mexico, India, and Taiwan. Interestingly, changes in education in countries around the globe seem to be leading to a global curriculum. This research examines that phenomenon in several ways. First, we examine what has been happening in the United States. Second, we examine what has been happening in one area of Mexico. Third, we examine what has been happening in India. Fourth, we examine what has been happening in Taiwan. Fifth, we discuss what we have learned relative to the possibility of a global curriculum, specifically related to mathematics, science, and technology, and sixth, we make recommendations for teacher education. In our search for a “global” curriculum, we use an ethnographic procedure referred to as “walking around” culture, which includes participant observation, personal reflection, and cultural immersion. Four of us made several visits to the three countries: India, Mexico, and Taiwan. The findings show that, even though there is no actual global curriculum, there appears to be a de facto global curriculum. Based on that, six recommendations are provided for preparing pre-service and in-service teachers.

By my opinion technology and curriculum are more interconnected than it seems. Use of technology is not only the question how to learn. I could say that curriculum changed radically in the time when the notebooks had changed the little blackboards and chalk. The use of technology indeed has influence on the quantity of the studied material. It means that with the use of technology (how to teach) we can influence on the time needed to study certain subject or question and with reducing such time we make a possibility to teach more (what to teach). By my opinion the main mistake was made at the time when use of IT was presented only as a new teaching method and not as a part of curriculum. But in some cases use of IT in learning process can provoke also the discrimination.