Every few years there is something new in education that we are asked to integrate in. I believe the next big thing will be competency based curricula. Initiatives like Next Generation Standards, Reinventing Schools and the National Council of the Social Studies’ C3 framework all stress skill acquisition. I believe the current political climate will only accelerate the trend as well. So to keep ahead of the curve, this research seeks to flesh out a US History competencies and seeks to determine the role that technology may play in it. Your comments, questions and suggestions are encouraged and needed.


One thought on “What would a competency based US History curriculum look like at the High School level and how could technology by used to support it?

  1. HI David,

    Has Massachusetts moved any of their schools to Proficiency Based graduation requirements? In Maine, it is an initiative that is supposed to be in place for the 2018-19 year, I believe. Our K-8 schools have been using common core standards to gauge competencies. I teach art, so we are using the National Core Arts standards. My experience is that those standards still have such a degree of subjectivity within , that determining competency means different thing to different people. I could see where deciding the skill of critical thinking skills in a History based curriculum could be challenging, given that the subject matter might often include moral and ethical sensitivities as opposed to just facts. Technology as an Substitutive or Augmented integration to the classroom could be fairly pain free, by focusing on a technology that you and the students are comfortable with. I could see how Redefining or Modifying the skill could be difficult. . How would the use of technology reflect a student competency in applying a concept in history? If the delivery of knowledge is changed, it still falls into augmentation.

    One thing that I have found is that for the arts, focusing on STEM and STEAM work is probably the most likely avenue for an integration that reflects redefinition and modification. Design principles embedded in the discovery allows students to providing an activity that can be assessed, as opposed to the innate creativity often exposed in creating a price of art.

    Very thoughtful problem of practice.



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