Models for Curricular Materials Development: Combining Applied Development Processes with Theory |
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Authors: | James Appleton Frances Lawrenz Elaine Craft Wynn Cudmore Jim Hall and Jack Waintraub |
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Institution: | (1) Educational Psychology, University of Minnesota, Minneapolis, MN, USA;(2) Florence-Darlington Technical College, Florence, SC, USA;(3) Chemeketa Community College, Salem, USA;(4) Monterey Peninsula College, Monterey, CA, USA;(5) Middlesex County College, Edison, NJ, USA |
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Abstract: | Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive
requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees
are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific
technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each
with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper
presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the
synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national
evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements
of the template are provided. |
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Keywords: | Technology education Technology curriculum development Community colleges Curriculum development models |
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