Recommendations for the development of an ICT curriculum integration performance measurement instrument: Focusing on student use of ICTs

Abstract

An analysis of trends in international methodologies for describing and measuring Information and Communication Technologies (ICTs) curriculum integration reveals that there has been an identifiable focus on student access to ICTs, student attitudes toward the use of ICTs, and on teacher training and professional development in the use of ICTs (Jamieson-Proctor, Watson and Finger, 2003). There is now an emerging need for and trend towards the development of performance measurement instruments which measure ICT curriculum integration. This paper provides recommendations for the development of an ICT curriculum integration performance measurement instrument through a summary of recent ICT curriculum integration research, and an examination of international methodologies for describing and measuring ICT curriculum integration. Specific reference is made to the theoretical framework conceptualised to guide the development of the instrument by identifying key strategic ICT drivers, dimensions of ICT use (DETYA, 2000a; DEST, 2002), and the integration of ICTs with the Productive Pedagogies framework (Education Queensland, 2000; 2003b )