Annex V Keynote Speeches V.1 Model and Framework of ICT Use in Schools and Some Problems Based on Empirical Data

A number of articles addressed various factors on difficulties of how Information Communication Technology (ICT) integrates into school curriculum. In most schools, it is much hard to use ICT effectively in teaching-learning process. The author participated and observed many classes using ICT from elementary to senior high schools. Many qualitative data such as interviews with teachers, and observation of records of students’ talk and behaviors were analyzed and some features were picked up. These research findings based on the ethnographic case studies are summarized as statements, which will be much effective to teachers and educators involved in ICT education. Through the qualitative analysis, the author identified some variables affecting the ICT use in classes, and proposed the framework of ICT use in classes represented in two-dimensional diagram. This framework divides ICT use in teaching-learning process into eight types. According to the framework, this article discusses features of each type, which will be useful to instructional designers to integrate ICT into school curriculum