ABSTRACT
There is vibrant research in use of digital technology to enhance learning; however, much of this experimentation does not ever reach the long-term curriculum. Researchers often pick a technology first and then try to figure out how to use it for pedagogy. This chapter presents a theory-based curriculum development process that is driven by outcome requirements and then ‘reverse-engineered’, working backwards to identify learning activities that will allow students to achieve those desired outcomes, and only then choosing technologies that have the ideal affordances to deliver those learning activities. Learning activities grounded in Constructivism via student-centred active learning and task-based instruction are preferred.
