Technology Curriculum and Planning for Technology in Schools: The Flemish case

Vanderlinde, Ruben; Braak, Johan van; Windt, Vicky De; Tondeur, Jo; Hermans, Ruben; Sinnaeve, Ilse

doi:10.1007/s11528-008-0131-3

Cited by 14 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is determined by the political decisions developed in each educational system and which represent the legal and social-political framework for changes (Sanz et al, 2010). Technology plans exist at multiple levels: state, autonomous and school levels, which are multipurpose and will vary according to the level of policy carried out in each (Fishman and Zhang, 2003;Vanderlinde et al, 2008). Therefore, the ICT integration process is delimited and built as we go down the levels, giving schools autonomy and an important part of the responsibility for the development of the process (Vanderlinde et al, 2012a,b).…”

Section: Introductionmentioning

confidence: 99%

“…In this way, the existence of an institutional plan, project, or programme that promotes innovation and the use of technologies in the school is a crucial step toward their integrated use in the teaching-learning and other administrative processes and it is concluded that the problem of technology in schools begins with poor planning. Only those schools that build a technology policy ultimately have successful ICT integration (Baylor and Ritchie, 2002;Fishman and Zhang, 2003;Area, 2005;Gülbahar, 2007;Hew and Brush, 2007;Tondeur et al, 2008;Vanderlinde et al, 2008;Valverde-Berrocoso, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

“EdTech Integration Framework in Schools”: Systematic Review of the Literature

et al. 2022

View full text Add to dashboard Cite

The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of technology in primary and secondary schools from 2010 to 2021. This study is supported by a qualitative methodology based on a SLR, guided by the PRISMA protocol. For this purpose, a keyword-based document search was carried out in three databases: Eric, Scopus, and WOS. For the collection of information, the criteria applied for the inclusion of papers was by date (last 12 years) and type of document (journal articles). A total of 6,187 scientific journal articles were initially included in the CADIMA platform, where finally, after screening, 42 articles were selected that met the established criteria: studies with teachers and students in the educational stages of Primary and Secondary Education, excluding Higher Education. Empirical studies with quantitative and/or qualitative methods are also included, discarding theoretical studies. Research on digital technologies from a general perspective is also considered relevant, excluding studies on specific technologies. This SLR concludes by providing an explanatory theoretical model, defining the integration of ICT in educational centres as a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements. Therefore, the incorporation of technology in the classroom requires a redefinition of the organisational culture of schools.Systematic Review Registration: [zenodo.org], identifier [6343639].

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“EdTech Integration Framework in Schools”: Systematic Review of the Literature

et al. 2022

View full text Add to dashboard Cite

show abstract

Information Communication Technology planning in developing countries

Malapile

Keengwe

2013

Educ Inf Technol

View full text Add to dashboard Cite

Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools

Vanderlinde

Braak

Hermans

2009

Education Tech Research Dev

View full text Add to dashboard Cite

In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment targets and has clear implications on the nature of educational technology which is no longer dependent on teachers' individual efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate the integration process of educational technology in general and the realization of technology curricula in particular. Technology coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy plan

show abstract

Technology Curriculum and Planning for Technology in Schools: The Flemish case

Cited by 14 publications

References 10 publications

“EdTech Integration Framework in Schools”: Systematic Review of the Literature

“EdTech Integration Framework in Schools”: Systematic Review of the Literature

Information Communication Technology planning in developing countries

Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools

Contact Info

Product

Resources

About