Integrating digital technology in the school curriculum

Abstract

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 notion 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 situation. 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 formulating a set of principles that would support the development of a framework for digital technology in education and respective contextual guidelines. To conclude we provide examples of topics under-represented in the research that are crucial to support such a framework.