LEADER 04682oam 2200673Ma 450 001 9910306645603321 005 20190503073414.0 010 $a0-262-31518-1 035 $a(CKB)2550000001039258 035 $a(EBL)3339591 035 $a(SSID)ssj0000835399 035 $a(PQKBManifestationID)12364745 035 $a(PQKBTitleCode)TC0000835399 035 $a(PQKBWorkID)10990126 035 $a(PQKB)11171715 035 $a(MiAaPQ)EBC3339591 035 $a(OCoLC)847728057$z(OCoLC)832316009$z(OCoLC)923251990$z(OCoLC)961640453$z(OCoLC)962654100 035 $a(OCoLC-P)847728057 035 $a(MaCbMITP)9457 035 $a(MiAaPQ)EBC5495942 035 $a(Au-PeEL)EBL5495942 035 $a(OCoLC)847728057 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/78520 035 $a(EXLCZ)992550000001039258 100 $a20130118d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe future of the curriculum $eschool knowledge in the digital age /$fBen Williamson 210 $aCambridge, Mass. $cMIT Press$d2013 215 $a1 online resource (148 p.) 225 1 $aJohn D. and Catherine T. Macarthur Foundation reports on digital media and learning 300 $aDescription based upon print version of record. 311 $a0-262-31519-X 311 $a0-262-51882-1 320 $aIncludes bibliographical references. 327 $a""Contents""; ""Series Foreword""; ""1 Introduction: Prototyping and Researching the Curriculum of the Digital Age""; ""2 Curriculum Change and the Future of Official Knowledge""; ""3 Networks, Decentered Systems, and Open Educational Futures""; ""4 Creative Schooling and the Crossover Future of the Economy ""; ""5 Psychotechnical Schools and the Future of Educational Expertise""; ""6 Globalizing Cultures of Lifelong Learning ""; ""7 Making Up DIY Learner Identities ""; ""8 Conclusion: An (Un)official Curriculum of the Future? ""; ""Notes"" 330 $aAn examination of curriculum innovations that are shaped by new ideas about digital media and learning.Although ideas about digital media and learning have become an important area for educational research, little attention has been given to the practical and conceptual implications for the school curriculum. In this book, Ben Williamson examines a series of contemporary curriculum innovations in the United States, Great Britain, and Australia that reflect the social and technological changes of the digital age. Arguing that the curriculum is always both forward- and rearward-looking, Williamson considers how each of these innovations represents a certain way of understanding the past while also promoting a particular vision of the future.The curriculum initiatives are all examples of what Williamson calls "centrifugal schooling," expressing a vision of education and learning that is decentered, distributed, and dispersed, emphasizing networks and connections. In centrifugal schooling, a curriculum is actively assembled and improvised from a heterogeneous mix of people, groups, coalitions, and institutional structures. Participants in curriculum design and planning include local governments, corporations, foundations, charities, and nongovernmental organizations. Among the curriculum innovations Williamson examines are High Tech High, a charter school network in San Diego that integrates technical and academic education; Opening Minds, a "competence-based" curriculum used in 200 British secondary schools; and Quest to Learn, a "school for digital kids" in New York City (with a sister school in Chicago). He also describes two major partnerships: the Partnership for 21st Century Skills, which advocates for "21st century readiness" for American students; and the Whole Education Alliance in Britain, a network of "third sector" educational organizations. 410 0$aJohn D. and Catherine T. MacArthur Foundation reports on digital media and learning. 606 $aEducation$xCurricula 606 $aCurriculum planning 606 $aEducation$xEffect of technological innovations on 606 $aDigital media 610 $aEDUCATION/Digital Media & Learning 610 $aEDUCATION/General 615 0$aEducation$xCurricula. 615 0$aCurriculum planning. 615 0$aEducation$xEffect of technological innovations on. 615 0$aDigital media. 676 $a375/.001 700 $aWilliamson$b Ben$c(Educator)$01367806 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910306645603321 996 $aThe future of the curriculum$93391769 997 $aUNINA