by mikesolita

Research in Technology Education Curriculum

The concept of technology education curriculum in high schools has been overwhelmingly debated in recent days. Many scholars have shown interest in the topic, whereby they seek to explore its impact in the success and efficiency of the education systems as well as the socio-economic platform. In the case of Saudi Arabia, technology education curriculum in high school is presently gaining moment. This is very evident through the adoption of Curriculum technology for Math in grade 12.  In this regard, there has been opposing viewpoints concerning its worth and effectiveness in addressing the socio-economic needs. With this in mind, there is great need for further research to be undertaken concerning Curriculum technology for Math in grade 12. This research will explore its relevance in and effectiveness in addressing the socio-economic needs. The research will also explore the challenges facing its implementation in Saudi Arabia among other regions of the Globe.

What is the significance of Curriculum technology for Math in grade 12
What are the key challenges facing Curriculum technology for Math in grade 12 in Saudi Arabia
What are the strategies that can be adopted in enhancing its full exploitation and efficiencies

The research study will help in analyzing the impacts of Curriculum technology for Math in grade 12 socio-economic development
 Analyze key challenges and barriers facing the adoption of Curriculum technology for Math in grade 12 in Saudi Arabia
Devise strategies for enhancing efficiency in the execution of Curriculum technology for Math in grade 12

The research study on Curriculum technology for Math in grade 12 will be of great importance to a wide range of individuals and groups. To begin with, the research study will help in highlighting the importance of technology education systems that will help in expanding its adoption in Saudi Arabia among other parts of the globe. The ideas from the research study will also help in identifying the key challenges and barriers faced in its adoption in Saudi Arabia. This will in turn enable the establishment of viable strategies and solutions for countering the challenges. Based on this case, the insights of the research study will be a vital tool in enhancing the management of education system as well as facilitating mobile learning. High school education will be impacted in general thus enhancing its relevance and effectiveness.

]]>

As outlined by Jain (2005: 213) technology education curriculum is one of the subject areas studies in many education systems. Its prevalence and relevance has been growing over time, whereby it is globally recognized in recent days. Wentworth et al (2004: 85) argued that technology education curriculum is highly adopted in both secondary schools as well as in higher learning education. The major content areas under this field of study include, designing, information, material systems (Kyambalesa 2004: 36). All this content fields have tremendous impacts in the education systems, whereby they facilitate monitoring, revisions as well as reforms. As a result of this phenomenon, the general efficiency and value of education is enhanced. This is in relation to the changing nature of human life and especially the fields of production and business. Cheek (2002: 46) indicated that technology education curriculum gives the people the power and the skills to address the daily tasks especially in the business world.

Beaulaurier and Haffey (2005: 201) argued that the rationale and content of Curriculum technology for Math in grade 12 is justified. This is in relation to the rationale that people encounter technology in every day life, thus making it inevitable. In relation with the national goals and objectives, Curriculum technology for Math in grade 12 responds and gives solutions to current and emerging socio-economic needs (Chutani et al 2010: 67). The curriculum provides students with skills that offer them sustainable adaptability and flexibility in future employment. For instance the concepts of e-business and logistics among other business operations are impossible without modern technology knowledge in math. According to Zhang and Huang (2010: 63)people require adequate content on technology so as to be able to analyze and solve problems in their daily life.

Curriculum technology for Math in grade 12 empowers students with an understanding of balanced development on the global environment. Rasinen (2000: 111) indicated that the curriculum empowers students with skills on computing and information-processing. By studying technology for math, the levels of innovation, enterprising, and adaptability will be enhanced. As postulated by Scott and Garofoli (2007: 213) curriculum technology for math gives people the skills and knowledge to critically respond to challenges. On the other hand, people are also empowered with ideas for inventing solutions for individual and community needs. The aspects of production and trade are also closely impacted by Curriculum technology for Math in grade 12. Vries and Mottier (2006: 123) noted that, Curriculum technology for Math in grade 12 helps people to be more flexible and cooperate in teams. This is made possible through the adoption of information technology as well as through social networking.