Implementing an ICT curriculum
普通类zhangfeiye
2011-03-24
- 简介: In September 2007, the Flemish Government administered a compulsory information and communication technology (ICT) curriculum for primary schools in Flanders. The ICT curriculum is structured in terms of cross-curricular ICT attainment targets. The ICT attainment targets replace the already existing but non-binding ICT guidelines proposed by the government in 2004 (Tondeur, van Braak & Valcke, 2007). ICT attainment targets are defined as minimum objectives regarding the ICT knowledge, skills and attitudes viewed by the government as necessary for all students in compulsory education. The ICT curriculum stipulates that every child should be digitally literate when leaving compulsory education. With the formulation of an ICT curriculum, Flemish national ICT policy is moving from ICT policy with a technical rationale and a main focus on funding and resources, to a pedagogical rationale stressing pupils’ ICT competencies (Vanderlinde, van Braak & Hermans, 2009). In doing so, the Flemish Government outlined its vision of ICT for learning and expects schools to put the formal ICT curriculum into practice (Vanderlinde et al., 2009). From nowon, schools have a clear understanding of what the government expects when it comes to ICT integration. Furthermore, as the Flemish educational system is characterised by its effort to decentralise curriculum policy, schools are given strong autonomy and responsibility in translating the broadly formulated ICT attainment targets into concrete teaching and learning activities.
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标签:
- decentralised
- 学习内容
- 需要
- implementing
- 提示
- 超链接
- ict
- curriculum
- 内容
- context.pdf
- policy