Digital educational contents that promote the effective integration of information and communication technologies

Abstract

This qualitative research study explores the relationship between the quality of curriculum designs that integrate ICTs and the quality of teachers' actual implementation of these designs. To analyze them, we selected 10 qualities that build on TPACK (Technological Pedagogical Content Knowledge) and the Teaching for Understanding framework (TfU).  We selected three curriculum designs that integrate ICTs and conducted in-depth interviews to 6 secondary teachers, 34 students and 3 curriculum designers in Argentina, Mexico and Colombia.  When the majority of the qualities were present in the curriculum designs, the majority of the qualities were also present in the teachers' implementations. High quality curriculum designs that integrate ICTs tended to promote high quality teacher practices.