Digital Curriculum Resources & References

Going deeply digital is more than:

  • Technology in the classroom
  • Online learning
  • Presentation software
  • Course management systems

Going deeply digital is immersive, innovative, and non-traditional use of digital instructional technologies in teaching and learning.

For more digital curriculum resources, see our references list.

View the Gardner Institute's "Digging into the Disciplines: The Impact of Gateway Courses in Accounting, Calculus, and Chemistry on Student Success.

View ACAO Recommended Readings and Resources on Digital Pedagogy and Student Success.

Niss (2016) identifies six factors that make up the digital curriculum:

  • Goals
  • Content
  • Materials
  • Forms of teaching
  • Student activities
  • Assessment

These factors must become digital in order to offer a true digital curriculum. The process by which educators move from traditional curriculum to a digital curriculum implies a process—a taxonomy of progressive steps. At the base is the written curriculum of the traditional educational system. At the apex of the taxonomy is the student and teacher surrounded by a virtual, digital curriculum world where any and all materials are available, any form of teaching is possible, alternative and even unimagined student activities are expected, and assessment is determined by artifacts—student created outcomes of digital learning.

Niss, M (2016). Digital curricula in school mathematics. Charlotte, NC: Information Age Publishing.

The term Deeply Digital is widely credited to a 2010 Report to the President by the President’s Council of Advisors on Science and Technology. At the core of this report is that deeply digital technology, “should not replace teachers but support them. Properly used, technology can extend the reach of teachers by giving them access to the best instructional and professional development tools that can create customized learning environments and assessments for students, and to capture rich information about individual performance” (80).

The report emphasized the:

  • Power of communities
  • Open courseware
  • Electronic textbooks
  • Tutoring systems
  • Online courses

Goals for a deeply digital education should promote:

  • Development of common technology platforms
  • Development of “deeply digital” whole course materials
  • Development of modular instructional materials
  • Development of innovative assessments
  • Rapid prototyping
  • Data mining
  • Broad dissemination
  • Innovative procurement
  • Consortia

Many now consider that to go deeply digital is to be immersive, innovative, and non-traditional in the use of digital instructional technologies in teaching and learning.

President’s Council of Advisors on Science and Technology, (2010). Report to the President: Prepare and inspire: K-12 education in science, technology, engineering, and math (STEM) for America’s future.

A makespace “is a place where young people have an opportunity to explore their own interests; learn to use tools and materials, both physical and virtual; and to develop creative projects"

Laura Flemming (2015). Worlds of Making: Best Practices for Establishing a Makerspace for Your School. Corwin Publishing Group.

According to Daro (2016), LTF is a technique used by “gamers to motivate—LTF are the little noises, wiggles, glows, pops, winks, and tumbles. Every time the player acts, the game responds. It tells the player that their action causes game action: ‘you are the cause’—this is the motivator” (229).

Daro, P (2016). Digitally enhanced learning. In Bates & Uskiskin (Eds). Digital Curricula in School Mathematics.  Charlotte, NC: Information Age Publishing.

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