ERIC Number: EJ874948
Record Type: Journal
Publication Date: 2004
Reference Count: 12
Applying SCORM Principles to "Leave No Child behind"
Duncan, Steve; Sheerer, Marilyn
Quarterly Review of Distance Education, v5 n1 p29-35 2004
A major thrust of the current administration is the "No Child Left Behind Act of 2001." This legislation is directed toward improving the overall educational picture of the United States by focusing on teacher improvement, curriculum enhancement, technology exploitation, and accountability measures. The first piece of a successful continuous improvement process must focus on preparing high quality teachers through a variety of routes. To support these varied approaches to preparation, it may be necessary for colleges and universities to adopt less rigid, less lock-step curriculum and instructional models. Since the early 1990s, the military services have spent millions to research, design, develop, and apply a concept called shareable and reusable content. While the official acronym is SCORM (Shareable Content Object Reuse Model), the idea allows that, if properly developed, pieces of a curricular topic could be broken out to be imported and re-used in other presentations. By approaching the "No Child Left Behind" teaching requirements with the value gained from years of research and application of SCORM principles, teachers will be able to assist learners by providing them with the finest and proven educational modules developed by some of America's master teachers. The authors stress that moving to a SCORM-supported model in teacher education curricula has the potential to develop clearer, more performance-based curricular components and thus align teacher education curriculum with the needs and challenges of public school teachers.
Descriptors: Curriculum Development, Teacher Education Curriculum, Federal Legislation, Public School Teachers, Teacher Improvement, Accountability, Educational Principles, Educational Improvement, Instructional Improvement, Alternative Teacher Certification, Alignment (Education), Instructional Design, Distance Education, Technology Integration
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001