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

Ruben Vanderlinde (UGent) , Johan van Braak (UGent) and Ruben Hermans (UGent)
Author
Organization
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.
Keywords
Technology plan, Technology coordinator, Curriculum, SCALE, BELIEFS, INFORMATION, ICT, INTEGRATION, School policy

Citation

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MLA
Vanderlinde, Ruben, et al. “Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools.” ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, vol. 57, no. 4, 2009, pp. 573–84, doi:10.1007/s11423-009-9126-9.
APA
Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 57(4), 573–584. https://doi.org/10.1007/s11423-009-9126-9
Chicago author-date
Vanderlinde, Ruben, Johan van Braak, and Ruben Hermans. 2009. “Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools.” ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 57 (4): 573–84. https://doi.org/10.1007/s11423-009-9126-9.
Chicago author-date (all authors)
Vanderlinde, Ruben, Johan van Braak, and Ruben Hermans. 2009. “Educational Technology on a Turning Point: Curriculum Implementation in Flanders and Challenges for Schools.” ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT 57 (4): 573–584. doi:10.1007/s11423-009-9126-9.
Vancouver
1.
Vanderlinde R, van Braak J, Hermans R. Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT. 2009;57(4):573–84.
IEEE
[1]
R. Vanderlinde, J. van Braak, and R. Hermans, “Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools,” ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, vol. 57, no. 4, pp. 573–584, 2009.
@article{629747,
  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.}},
  author       = {{Vanderlinde, Ruben and van Braak, Johan and Hermans, Ruben}},
  issn         = {{1042-1629}},
  journal      = {{ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT}},
  keywords     = {{Technology plan,Technology coordinator,Curriculum,SCALE,BELIEFS,INFORMATION,ICT,INTEGRATION,School policy}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{573--584}},
  title        = {{Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools}},
  url          = {{http://dx.doi.org/10.1007/s11423-009-9126-9}},
  volume       = {{57}},
  year         = {{2009}},
}

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