ICT-ORIENTATION OF THE SCHOOL EDUCATION CURRICULUM IN THE COUNTRIES OF THE EUROPEAN UNION

Authors

  • Olena I. Lokshyna Institute of Pedagogy of the NAES of Ukraine, Kyiv

DOI:

https://doi.org/10.33407/itlt.v45i1.1195

Keywords:

information and communication technologies, key competences, the countries of the European Union, school education curriculum

Abstract

The article is devoted to the ICT-orientation of the school education curriculum development in the countries of the European Union after the European Reference Framework of the Key Competences for Lifelong Learning adoption in 2006. The author reveals the approaches of the member states to the ICT implementation into the school curriculum; gives examples of these approaches realization at the primary and secondary school levels; defines the problems which arise during the ICT ideas implementation into the school curriculum.

Downloads

Download data is not yet available.

Author Biography

Olena I. Lokshyna, Institute of Pedagogy of the NAES of Ukraine, Kyiv

Doctor of Science in Pedagogy, Head of the Comparative Education Department

References

Локшина О. І. Зміст шкільної освіти в країнах Європейського Союзу: теорія і практика (друга половина ХХ – початок ХХІ ст.) : монографія / О. І. Локшина. — К. : СПД Богданова А. М., 2009. — 404 с

Овчарук О. В. Місце та роль інформаційних та комунікаційних технологій в системі освіти країн Європейського Союзу [Електронний ресурс] / О. В. Овчарук // Інформаційні технології і засоби навчання. — 2008. — № 2 (6). — Режим доступу до журн.: http://www.nbuv.gov.ua/e-journals/ITZN/em6/emg.html.

Balanskat A. The ICT Impact Report. A Rewiew of Studies on ICT Impact on Schools in Europe. 11 December 2006 / Anja Balanskat, Roger Blamire, Stella Kefala. — Brussels : European Communities, European Schoolnet, 2006. — 69 p.

DfES (Department for Education and Skills). Key Stage 3. National Strategy. ICT across the Curriculum. ICT in Art and Design. — London : Crown, 2004. — 40 p.

European Commission. Education and Training 2020 Work programme. Thematic Working Group “Assessment of Key Competences”. Literature Review, Glossary and examples. — November 2012. — Режим доступу : http://ec.europa.eu/education/policy/school/doc/keyreview_en.pdf.

European Union. Key Competencies for Lifelong Learning. Recommendation of the European Parliament and to the Council of 18 December 2006 (2006/962/EC) // Official Journal of the European Union. — 2006. — 30 December. — P. I. 394/10 – I. 394/18.

Eurydice. Developing Key Competence at School in Europe: Challenges and Opportunities. Eurydice Report. — Luxembourg: European Commission, EACEA, Eurydice. — 2012. — 68 p.

Eurydice. Basic Indicators on the Incorporation of ICT into European Education Systems. Facts and Figures. 2000/01 Annual Report. — Brussels : European Eurydice Unit, 2001. — 50 p.

Kennewell S. Developing the ICT Capable School / Steve Kennewell, John Parkinson, Howard Tanner. — Florence : Routledge, 2000. — 199 p.

OfSTED (Office for Standards in Education, Children’s Services and Skills). ICT in Schools. The Impact of Government Initiatives Five Years On. — London : Ofsted Publications Centre “Crown”, 2004. — 66 p.


REFERENCES (TRANSLATED AND TRANSLITERATED)

Lokshyna О. І. The content of school education in the European Union: Theory and Practice (second half of the XX century - beginning of the XXI century.): Monograph / О. І. Lokshyna. — K. : SPD Bogdanova А.M., 2009. —404 s (in Ukrainian).

Оvcharuk О. V. The place and role of ICT in the education system of the European Union [online] / О. V. Оvcharuk // Іnformatsiini tehnologii i zasoby navchannya. — 2008. — № 2 (6). — Available from : http://www.nbuv.gov.ua/e-journals/ITZN/em6/emg.html (in Ukrainian).

Balanskat A. The ICT Impact Report. A Rewiew of Studies on ICT Impact on Schools in Europe. 11 December 2006 / Anja Balanskat, Roger Blamire, Stella Kefala. — Brussels : European Communities, European Schoolnet, 2006. — 69 p. (in English).

DfES (Department for Education and Skills). Key Stage 3. National Strategy. ICT across the Curriculum. ICT in Art and Design. — London : Crown, 2004. — 40 p. (in English).

European Commission. Education and Training 2020 Work programme. Thematic Working Group “Assessment of Key Competences”. Literature Review, Glossary and examples [online]. — November 2012. — Available from : http://ec.europa.eu/education/policy/school/doc/keyreview_en.pdf (in English).

European Union. Key Competencies for Lifelong Learning. Recommendation of the European Parliament and to the Council of 18 December 2006 (2006/962/EC) // Official Journal of the European Union. — 2006. — 30 December. — P. I. 394/10 – I. 394/18. (in English).

Eurydice. Developing Key Competence at School in Europe: Challenges and Opportunities. Eurydice Report. — Luxembourg : European Commission, EACEA, Eurydice, 2012. — 68 p. (in English)

Eurydice. Basic Indicators on the Incorporation of ICT into European Education Systems. Facts and Figures. 2000/01 Annual Report. — Brussels : European Eurydice Unit, 2001. – 50 p. (in English).

Kennewell S. Developing the ICT Capable School / Steve Kennewell, John Parkinson, Howard Tanner. — Florence : Routledge, 2000. — 199 p. (in English).

OfSTED (Office for Standards in Education, Children’s Services and Skills). ICT in Schools. The Impact of Government Initiatives Five Years On. — London : Ofsted Publications Centre “Crown”, 2004. — 66 p. (in English).

Downloads

Published

2015-02-25

How to Cite

[1]
O. I. Lokshyna, “ICT-ORIENTATION OF THE SCHOOL EDUCATION CURRICULUM IN THE COUNTRIES OF THE EUROPEAN UNION”, ITLT, vol. 45, no. 1, pp. 21–27, Feb. 2015.

Issue

Vol. 45 No. 1 (2015)

Section

The methodology, theory, philosophy and history of the use of ICT in education

License

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.