Özet:
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: 1) 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 1) 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.
