Internet Mapping Education: Curriculum Technology and Creativity - Maps for the Future Children Education and Internet - page 118

comprehensiveness without having students change for one technology to another
for each project? There are numerous whys to approach this question in this case
study we will goes through the tasks of setting education goals, implementation
assessment, technology assessments, exercise plan and creativity possibilities. This
approach is not deterministic in the sense that there is only one possible solution or
even a solution that meets all the criteria. One of the goals for this research is to just
simple identify most of the specific issues in regard to educating students in the area
of Internet Mapping in the current environment. A second goal of the research its to
look at the education technology in two ways. First is the whether the technology
can provide a learning environment for specific learning generic learning goals,
while the second part examines the ability of the technology to foster creative ideas.
10.2 Education Goals
In the university education environment the term curriculum development and
management is used. For many faculty member and program groups this term
concept is only managerial task that must be done. Looking deeper in to this
practice one learns that there are many facets to examine and consider. There are
three-principle parts to curriculum to consider within the university environment.
• University Education Outcomes
• Programs Outcomes
• Course Outcomes
Most have the time faculty and teachers look solely at the later of these outcomes
because it's the one that have direct control of over the time of the course. Faculty
members develop plan of study for the course that meets the needs of the course
with little to no consideration of the other learning outcomes that the university and
program need. The bottom up appropriate has been employed widely throughout
university and has served well for the most part. One of the reasons for this is that
faculty members and course content can change rapidly. In the United States of
America (USA) university systems most courses have a curriculum structure found
a university catalog (University of Nebraska Omaha, 2010). These consist of a title,
number of credit hours, course description around 80 words in length and
prerequisites for the course. These course catalog entries can be used for years
with no changes or updates. As an effective curriculum tool, it is evident that there
not all that effective yet this method is the primary direct contact with perspective
students.
In this age of higher education there is a need to go beyond the current state of
education delivery and focus on new approach. One of the approaches changes the
conception of curriculum from static to a “living curriculum” (Bath et al. 2004 ). In
this context curriculum is view and vibrating and changing much like the changing
world we live in. Bath et al. ( 2004 ) examine living curriculum in the Australian
higher educational system. Not unlike the USA higher educational system there is a