期刊名称：International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN：1863-0383
出版年度：2019
卷号：14
期号：21
页码：4-15
DOI：10.3991/ijet.v14i21.10863
出版社：Kassel University Press
摘要：This article aims to challenge and interrogate the concept of integration of digital technology in the curriculum. We set the stage for the discussion taking the no-tion of curriculum and discussing the way teachers take it as a mediating tool and structuring resource for teaching. In the next step we engage in the discussion of learning as transformative participation in school social practices and locate digital technology within that problematic. We then go into the key claim of the article arguing for the myth of integration of digital technology in the curriculum. This provides the background for the formulation of a set of principles that would support the development of a framework for digital technology in education and contextual guidelines. To close we provide examples of topics under-represented in the research that are crucial to support such a framework..
关键词：learning;curriculum;innovation;digital technology;students and teachers’ practice
