| Many immediate and complex issues overwhelm | | | | cultures is an emergent issue in today's education |
| educators today. With positive and negative global | | | | and societies as relationships among countries |
| influences, educators must look beyond the | | | | become more intertwined. The United States has |
| surface of education. Students are not just | | | | always been a country of diversity; however, for |
| products of their schools but will become shaping | | | | the longest time, the contents of its curriculum |
| forces in society, determining the success and | | | | were selectively western-focused. |
| failure of their nation's future. Curricularists, | | | | For example, high school world history courses |
| educators, and everyone in leadership need to | | | | emphasized primarily European and western |
| work together to develop a well-rounded | | | | history. We now can make use of technology to |
| curriculum, which includes the learning of different | | | | design a world history curriculum that includes not |
| cultures. Our next generation will need to cope | | | | only that part of world history but extends |
| with cross-cultural matters and grow into sensible | | | | farther. San Diego University, in cooperation with |
| adults who are fair and just to the global society. | | | | the National Center for History in the Schools at |
| Technology plays an essential role in our education | | | | the University of Los Angeles, offers Internet |
| today and will even more so in the future. | | | | information on world history and assists teachers |
| Especially in countries where economic and political | | | | in delivering a whole curriculum without excluding a |
| situations are stable, the accessibility of the | | | | major part of the world's people, events, or times |
| Internet and computers to maximize curriculum | | | | (San Diego State University, 2007). |
| and to act as a means of communication among | | | | We should also take advantage of technology to |
| educators, even to the extent of intranets, must | | | | form a curriculum for creating international |
| become available. This technology should be | | | | awareness, understanding various cultures, and |
| available in every school funded by taxes and | | | | learning different opinions and values. |
| donation from private industry. | | | | Curriculumsneed to focus on melting down |
| Technology can also close the gaps between the | | | | barriers against others who are different and to |
| educational levels around the world. Because of | | | | encourage mutual respect and understanding for |
| the political and socio-economic differences among | | | | other cultures and beliefs. One way to promote |
| countries, it would be impossible for this degree of | | | | cultural exchange is through technological |
| technology to reach all parts of the world, yet | | | | communication. Thanks to the advancement of |
| effort should be made to see that education is | | | | technology today, students all over the world can |
| fairy distributed to all children everywhere. This will | | | | actually use computers to see and to talk to each |
| require volunteers, donations, and assistance from | | | | other. More effort on promoting such |
| the capable countries internationally. Even if there | | | | communication should be encouraged and assisted |
| was just one computer in every town for those | | | | by the government, various organizations, and |
| countries for school children, it would make a | | | | individuals with the means to do so. One day, |
| difference. | | | | through the help of technology in education, |
| Another reason technology is significant to our | | | | people will learn that we are all part of the world |
| curriculum development is for cultural knowledge | | | | community. |
| expansion. The need to understand different | | | | |