Introduction Approaches to ICT Development
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Approaches to ICT Development

Looking for similarity in diversity in earlier experiences with the introduction of ICT in curricula one can identify specific approaches to ICT in secondary education. These approaches are related to the situation in a particular school across all areas that related to the growth of ICT in their system.

Emerging
This approach is linked with a school in the beginning stages of ICT development. The school begins to purchase, or has had donated, some equipment and software. In this initial phase, administrators and teachers are just starting to explore the possibilities and consequences of adding ICT for school management and the curriculum. The school is still firmly grounded in traditional, teacher-centred practice.

In this approach an ICT-curriculum is indicated that increases the basic skills and awareness of the uses of ICT. This curriculum assists movement to the next approach if so desired.

Applying
This approach is linked with a school in which new understanding of the contribution of ICT to learning has developed. In this approach administrators and teachers use ICT for tasks already carried out in school management and in the curriculum. Teachers largely dominate the learning environment.

In this approach the school best chooses an ICT-curriculum that increases the use of ICT in various subject areas with specific tools and software. This curriculum assists movement to the next approach if so desired.

Integrating
This approach is linked with a school that now has a range of technologies both in laboratories, classrooms and administrative offices. The school staff explores new ways in which ICT changes their personal productivity and professional practice. The ICT-curriculum begins to merge subject areas to reflect real-world applications.

Transforming
This approach is linked with a school that has used ICT to creatively rethink and renew school organisation. ICT becomes an integral though invisible part of daily personal productivity and professional practice. The focus of the curriculum is now learner-centred and integrates subject areas in real-world applications. ICT is taught as subject area at the professional level and incorporated into all vocational areas. The school has become a centre of learning for the community.