Abstract
This article is intended to examine the issues surrounding the use of information and communication technology (ICT) in education, primarily in primary education. The theoretical basis for the use of ICT as an integrated educational technology across the curriculum, and specific cases, where these theories have been implemented by education policy-makers, and, in turn, at the classroom level by individual teachers, were examined. Specifically, we examined educational technology applications using ICT and the Internet that are available to supplement teaching resources and are provided either directly by educational authorities or originate from other sources. The specific cases described here are from Singapore, the Province of Alberta in Canada, the United Kingdom, and the Republic of Korea. This article will argue that ICT should be used as an educational technology that is included across subject areas as a means for students to both increase their ICT proficiency and to accomplish subject-based learning goals.
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