Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools |
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Authors: | Ruben Vanderlinde Johan van Braak and Ruben Hermans |
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Institution: | (1) Department of Educational Studies, Ghent University, Henri Dunantlaan 2, B9000 Ghent, Belgium |
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Abstract: | 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.
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Keywords: | Curriculum Technology coordinator Technology plan School policy |
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