Abstract

As the world changes, so do the methods we use to educate students. It’s no secret that technological developments have been coming at a rapid pace in the past few decades, and because of that, educational technology is changing. The curriculum is the backbone of any nation’s education system. To achieve quality education, designing a good curriculum becomes paramount. While creating the perfect curriculum for students, instructional designers, and educators also need to factor in the role of technology in curriculum delivery in the field of education. Digital learning is the preferred mode of learning for today’s tech-savvy generation. Therefore, higher education institutions are considering the role of technology in delivering curriculum and incorporating digital technology to make their curriculum more relatable and engaging.

Incorporating technology into the classroom can benefit and support learning and teaching practices.

The main objective of design ‘making things better’ is not always achieved easily as conflicting values and priorities often leave the implimentation  in the dilemma what is the right decision to take. This challenges design curriculum technology education to incorporate ethics in their curricula. The following article aims to identify the curriculum design in GTHS Bambui, the impacts and challenges face in its implimenation.Based on interviews with design educators. Intended learning outcomes including technological curriculum design can. Overarching teaching strategies comprise whether to teach Positioning. Approaching value-laden questions in design from the perspective of ethics rather than tacit and intuitive moral reasoning is an arduous task. It is however valuable since decisions about technological applications need a meaningful rationale and cannot be based solely on technological, legal, or institutional policy or on immediate emotional responses.curriculum designs in technology  enables people to argue for such a rationale, and to consider interests of different parties concerned

The present scenario requires educational institutions to embrace the role of technology in delivering the curriculum and making it engaging and beneficial for today’s tech-savvy students. To bring about an effective reformation in curriculum designing, all concerned individuals, including teachers, instructors, institution heads, and government authorities, should put in efforts in a progressive way

CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

 1.0 Introduction

Design and Technology (D&T) is a relatively new curriculum in cameroon secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the curriculum innovations designs and technology implementation and impacts on students and teachers in secondary schools .

Now our days with the progress in Technological development, education reforms and curriculum innovation designs have become the new trend in the educational milieu of secondary schools in Cameroon. GTHS Bambui has follows this ideology and trends to innovate its curriculum designs and technology to suit these changes. Its therefore very ideal for this piece of research to examine the innovations designed and technology. critically examining how these trends are implemented in the study institution and its effects on the Teachers and learners. A curriculum is designed in all Formal teaching and learning environment according to the; age of learners, teaching and learning objectives, location, the purposed of learning. However, it’s always innovated and re -designed with changes in time and environment and the outcome of implementation.

 Curriculum designs and technological implementation plays a very important influence in the development of student’s learning abilities. therefore, it is important to investigate the curriculum innovation designs and technology in secondary schools. Modern society has entered a time where knowledge and innovation are at the core of education. Therefore, innovations of designs in technologies are the internal driving force and important guarantee for the educational development of secondary schools in Cameroon. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application.

1.1 Background to the study

L Button 2021. innovation means doing things in a new Ways, and in curriculum, it means adopting different designs for learning to help make learning more meaningful for 21^st century learners.

The 21st-century marks a rapid momentous shift in the global economy by moving towards the digital age and knowledge society. Changes in technological advancement and the job market’s competitiveness have led to changes in the education system and provide younger generations with the required knowledge and expertise to thrive in the current global economy. Besides preparing students for the working world, higher order thinking skills are emphasised to comply with international education standards. Curriculum transformation from the Kurikulum Bersepadu Sekolah Menengah (KBSM) in 1989 to Kurikulum Standard Sekolah Menengah (KSSM) highlighted the enhancements of content, pedagogy, and assessment by underlining student’s learning outcomes (Kementerian Pendidikan Malaysia, 2013). The curriculum transformation introduced Design and Ttechnology  subject, a Science, Technology, Engineering and Mathematics (STEM) domain that supports students’ critical thinking skills in problem-solving as students create, assess, and redesign projects (Bahagian Pembangunan Kurikulum, 2019).

The D&T curriculum comprises the design and technological application basics through various approaches as problem-based learning (PBL) and project-based learning (PjBL) activities (Kementerian Pendidikan Malaysia, 2019a). The PBL is a curriculum model involving problem scenarios utilisation to encourage student involvement in the learning process (Fogarty, 1997). Students identify problems, find solutions, perform problem-solving operations, and evaluate problem-solving methods (Bahagian Pembangunan Kurikulum, 2014). Besides, PBL is an active and student-centred learning approach, where real and complex unstructured problems are utilised as a beginning point .Curriculum studies,

Curriculum designs and technology is very essential, while choosing the perfect curriculum for students, instructional designers and educators need to factor in the role of technology in curriculum delivery in the field of education. However, several teachers still lack confidence in delivery, specifically in technological applications, although resources and documentation standards have been set (Graves et al., 2016). Poor content knowledge harms the teaching process (Donna & Hick, 2017; Gess-Newsome et al., 2019; Mammadov & Çimen, 2019), making learning sessions ineffective and leads to poor classroom management (Olasehinde-Williams et al., 2018). Teachers’ lack of time management skills has also resulted in PBL and PjBL lessons being carried out within a limited period (Zamri & Nurfaradilla, 2020) and unsuccessful in achieving the lesson goals.

1.2.1 Historical Evolution of curriculum innovations designs and technology

Education was carried out in East (Francophone) Cameroon by France, and west (Agro phone) Cameroon by Britain between 1922 and 1961. For early forty years France and Britain each subjected its sphere to a separate civilization which left behind two contrasting and often conflicting values bequeathing one life style to one part of the country.

In the face of this dilemma, the United Nations Educational Scientific and Cultural Organization (UNESCO) made some proposals from which the government after examination came up with a policy to harmonize the structure and contents of the curricula to give birth to a national curriculum in both Basic and Secondary education in Cameroon. Consequently, Loi No. 1. 63/COR-5, du juillet 1963; portant organization de l’enseignement Premaire elementaire from East Cameroon, and the West Cameroon Education Policy: Investment in Education (July 1963) came in 1990 the pedagogy objectives approach was initiated by the ministry of secondary education. the weakens of this approach to teaching and learning led to the launch of other pedagogic curriculum innovation referred to as the “the new pedagogic approach in 1995, a learner-centered pedagogic approach aimed at improving the teaching and learning in secondary schools in Cameroon.

The publication of the Education Sector Country Status Report by the government in 2003, intensified the search for viable national pedagogy and led officials of (MINEDUB) to participate a regional education seminar organized in Yaoundé by the Organisation Internationale de la Francophonie (OIF). The result of Cameroon’s official participation in this seminar was a decision to implement a new pedagogic approach called the Competence Based Approach (CBA), in all primary schools nationwide.

1.3 Statement of the problem

  Some practices in secondary school education have becomes outmoded, and could not meet up with the current demands at the Job market. This implies that learning experiences should be re- designed to be more relevant to student’s interest, ability, cultures and current request at the Job market. The increasing diverse population of students in secondary schools in Cameroon with a broad range of abilities, innovations designs and technology must be linked to curriculum goals as well as being challenging and differentiated to provide for an array of learning experienced. Some curriculum designed and technology are very complicated for implementation in the educational milieu. Therefore, an investigation on curriculum designs and technology is inevitable. Sometimes those who designed the curriculum are not the once to implement and are unaware of the situation in the locality to be implemented. such its very essential to investigate how GTHS Bambui embrace these curriculum innovations. Due to the present trends in the development of computer and multimedia tools of teaching, schools in Cameroon has improve on their Technology to enhanced the new renovation in curriculum designed. However, these remain a big problem in the educational section because the curriculum requires the use of modern technological equipment which some secondary schools can’t effort. Some teachers still lack confidence in delivery, specifically in technological applications.

• Research questions

            1.4.1 Main research question

 What are the curriculum innovations design and technology in secondary schools?

            1.4. 2 Specific research questions

                     – identify the various curriculum designs in secondary schools (GTHS Bambui)

           – What are the impacts of curriculum innovations in designed to the Teachers and the learners in secondary schools.

-What are the challenges of learning the curriculum design and technology in secondary schools?

              – what can be done to improve curriculum innovations design in technology in secondary schools (G.T.H.S Bambui)

• Objectives of the study
  • main objective

             The main objective of this piece of work is to investigate the curriculum innovations design and Technology in secondary schools (GTHS Bambui)

1.5.2 Specific Objectives

-To find out the curriculum innovations design in technology in secondary schools (GTHS Bambui)

-To investigate the impacts of curriculum innovations design in Technology in secondary schools.

          – To find out the challenges of learning the curriculum design and technology in secondary schools.

• To make suggestion of recommendation to improve effective curriculum designs and technology in secondary schools