Through review of the article written by Proctor (2003), it is evident the framework represented, provides opportunity for ICT evaluation. Within my organisation, it is common that a multitude of evaluative measures are undertaken, generally focused on reporting requirements, as stipulated by ASQA, NCVER and DESE. Furthermore, reporting is also required, within the training package rules; in this instance, those discussed within the ICT Implementation Guide, (2020). Proctor (2003), encourages schools to consider the what, where and how, of ICT through the creation of “methodologies that measure ICT integration and its resultant impact on student learning” (p. 68). These methodologies are flexible in design, suited to diverse educational environments, and imperative in strategic planning processes, creating a benchmark for educational settings . Moreover, literature also discusses the lack of strategic leadership, planning and professional development, whereas, this framework addresses those issues highlighted as necessary for ICT integration.
Whereas, Voogt (2005), recognises that ICT skills are not addressed within traditional training packages, and that “the implementation of curricula, aimed at contributing to lifelong competencies, are a major challenge to implement”, despite major investments in the past (pp. 157-159). It appears, many ICT skills are already incorporated into activities, not taught independently, which impacts the depth of ICT skills learners retain. Given these findings, it is recognised, that there is benefit in “computer literacy” being taught as a separate subject (p. 173). Therefore, not requiring significant changes to training packages as such, but the inclusion of ICT subjects as core units, within training packages.
Mutually Proctor (2003) and Voogt (2005), present valid theories, both, if adopted, are beneficial to educational settings, and demonstrate that ICT integration is multifaceted, thus requiring a range of strategies for successful integration.
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