Viewing Modern Instructional Technology Through Conceptions of Curriculum

James A. White & Daniel M. Purdom

Educational Technology Review, Autumn 1996, No 6, p. 5-9

An important purpose for studying varying conceptions of curriculum is that apparent conflicts in educational practices begin to make sense if one understands the mind-sets that are behind the conflicting practices. Educators who can articulate their personal beliefs and who can identify differing beliefs among their colleagues are better prepared to deal with content, method, organization, and evaluation of curriculum in their own teaching. In the case of modern instructional technology, the value of this tenet cannot be understated. Each of the major conceptions of curriculum views technology differently. In this paper, the authors have striven to identify some of the dominant themes in hopes of raising more productive questions about the relationships between instructional technologies and education.

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