Contemporary realities, such as the technology-immersed lives of students and world events such as the COVID-19 pandemic, have emphasized the critical need for more effective EdTech curriculum that ensures that all students have access to high-quality, engaging, learning experiences. Yet, effective models for the systematic design of curricular programs are lacking in the literature, especially as related to the development of EdTech curriculum. Additionally, most curriculum-focused programs at colleges and universities emphasize curriculum implementation and evaluation, or more traditional small-scale curriculum development through individual lessons, modules, or units—-not large-scale programs that are meant to work systematically across content areas and developmental ages to achieve impact. As a result, the field of curriculum design is hampered by a distinct lack of expert curriculum designers who have the knowledge and competencies necessary to meet the need for programmatic curriculum development in the EdTech sector. This paper discusses the development of a year-long training and induction program piloted with curriculum designers aimed at developing knowledge of and competencies in the discipline of curriculum design. Through this year-long effort, researchers were able to develop and refine a model for EdTech curriculum design that is interdisciplinary and cross-functional, and additionally develop an initial framework of competencies needed by expert curriculum designers within the field of EdTech. The work of this preliminary study provides a starting point for much needed discussions surrounding the professionalization of the field of Curriculum Design.
Anastasia Betts, The State University of New York, United States
Erin Lenihan, Age of Learning, Inc., United States
Melissa Gussman, Age of Learning, Inc., United States