A research and development on curriculum framework around ICT literacies for teachers

This paper presents a curriculum framework aimed at developing ICT literacies for teachers. The framework originates from a theoretical perspective that sees ICT literacies in terms of social practice and a changing discourse about communication. Specifically, the paper reports how the framework has been applied to the Information and Communication Technologies (ICT) curriculum in Japan. The goal is to fully integrate ICT into a program of ICT literacies across the curriculum. The framework represents a perspective for doing so, recognizing that many teachers are not consciously aware of ICT literacies, or even if they are aware of it, they cannot conceptualize how it might be integrated meaningfully into the curriculum. To illustrate how the framework might be applied, data from some instances at a Japanese school are presented. The teacher who is the focus of the instances is an expert teacher who at the time of data collection had begun to use multi-media but had little awareness of or commitment to ICT literacies. The teacher´s shift toward an awareness of ICT literacies are presented in light of the framework presented at the outset of the paper.