Abstract:

In this work, three models, based on the national curriculum document (NCD) of Islamic Republic of Iran, are presented for ICT integration into the school curriculums. All information that was needed for designing these models is gathered through comparative studies, content analysis of national curriculum document and interview with experts in the curriculum and information and communication technology areas. In the two first models, ICT is only considered as a tool to improve and strengthen the teaching - learning process. But, in the third model, in spite of the above role, it considered for creation core competencies that are mentioned in the NCD.

1 Introduction:
This NCD has been written and edited by a large numbers of educational experts during 2 years, and finally, was approved by the supreme council of education in 2012 [1]. One the significant point that was referred in NCD is core competencies contains five elements: intellectual, faith, morality, practice, and science, which must be created and improved through all the content areas. In this work, for integration ICT into curriculum (based on NCD) three models have designed. The required information is obtained by comparative studies, content analysis of NCD, and interview and discussion with experts of this area.

2 Integrated Models:
There are different kinds of model for description of integrated curriculum, such as: Schubert [2], Jacobs [3], Fogarti [4], Vars [5], and so on. In this research the models have been designed according to the Fogarti's ways [4].

2.1 ICT integration regardless of an independent subject
In this model, ICT has served as a powerful tool to facilitate teaching-learning process and in spite of each subject is independent, but connected to the others through ICT.
2.2 ICT integration with regard as independent subject
This model is also described by threaded and ICT is not only used as a powerful tool to improve and promote teaching-learning process, but also, other subjects are served to facilitate ICT teaching and learning.
2.3 ICT integration into the curriculum
In this model, ICT is served as facilitate tool for teaching and learning, moreover, applied for creation and improvement elements that are referred as core competencies that are need for education of citizens in information society. Nested model [4] is the best schematic description for this purpose

3 Acknowledgment:
The authors gratefully acknowledge form the Research Institution and Educational Planning for financial supports.

References:
[1] National Curriculum Document of Islamic Republic of Iran, supreme council of education, 2012
[2] Schubert, W. H. (1986). Curriculum: Perspective, paradigm, and possibility. New York: Macmillan.
[3] Jacobs, H. H.(1991), Planning for Curriculum Integration, Educational Leadership, 49(2), 27, 28.
[4] Fogarty, R. (1991), The mindful School: How to integrate the curricula, Skylight Publishing.
[5] Vars, G. F.(1991), Integrated Curriculum In Historical perspective, educational Leadership, 49(2), 14, 15.

Keywords:

Information and communication technology, ICT, Integration, Curriculum, National curriculum document (NCD), Iran, Integration Model.