This brief post continues the theme of:
Because education is a wicked technology, it is anticipated that curriculum and instruction designed for 21st century classrooms will be assessed and evaluated using terms such as good or bad, working or dysfunctional, acceptable or not acceptable, satisfactory or unsatisfactory. It is also meaningless to describe “the” design of 21st century classrooms. Design and redesign of curriculum and instruction is dynamic and continuous and necessitates the active work of each educator. Although education is interpreted from the perspective of the individual who experiences it, curriculum and instruction is built upon the natural phenomena of human learning, and some conditions are conducive to learning while other conditions inhibit learning.