Abstract:

Theoretical approaches and frameworks which are helpful to understand the use of information and communication technology (ICT) in the formal education sector are reviewed and examined. The structured literature review and documentary research techniques are applied. Relationships between ICT, curriculum development, pedagogy, and practice in classroom setting are considered. The term 'ICT', in curriculum is discussed. A framework for the investigation of contemporary understandings of ICT in pedagogical practice is presented. Three dimensions of ICT curriculum: I) intended; 2) implemented; and 3) achieved are employed in this framework. The structural approaches that can be applied for the examination of ICT in each of these three dimensions are discussed. The proposed is a link between I) the theoretical approaches and aims that policies integrated ICT, proposed at the top-level of policy making; 2) teaching and learning practices, implemented at the middle-level of educational system; and 3) student's learning outcome, expected at the base-level of educational system. It is argued that this framework can be applied in ICT curriculum. This study will provide a conceptual structure for discovering inconsistencies in the understanding and use of ICT at various levels of educational systems.

Keywords:

Information and communication technology, curriculum, pedagogy.