Aesaert, Vanderline, Tondeur, and Braak (2013) presented a cross-cultural study on educational technology curricula relative to national governments. The national governments in the study were Norway, Finland, and England. The researchers argued that, across the board, national governments need an educational technology curriculum so that teachers and educators can design educational technology programs in which learners can develop digital literacies and competencies in the classroom environment. The researchers aimed to identify effective methods in implementing national educational technology curricula for digital literacies in the classroom environment. Specifically, the researchers described digital literacy as the “ability to use digital applications and software” (p. 132) of tomorrow.

Almost every facet of our lives, nowadays, from banking to grocery shopping, requires information based on digital literacies and competencies. That is, digital literacies  require the “ability to read, write, and otherwise deal with information using the technologies of our time” (Aesaert et al., 2013, p. 193). Thus, the researchers urge national governments, across multi cultures, to establish educational technological policies with the following concretizations: a vision, an aim, and learning environment.

The researchers addressed three research questions related to a digital literacy vision, aim and instruction. To obtain qualitative data, the researchers used comparative document analysis as the research design. Each country involved in the study had well established educational technology curriculums.

In the cross-country curricula analysis, the researchers highlighted that each national government uses different terminologies to describe educational technology. For instance, Norway described educational technology as digital literacy, whereas, England described educational technology as ICT competencies and ICT capabilities. What is more, each national government had a different cognitive and technical meaning for educational technology curricula. Each country perceived digital literacy, attitude and skills differently. This was important because each national government presented different aims and frameworks for developing educational curricula.

In the final analysis, the researchers highlighted that each country had different wholistic goals in establishing an educational technology curriculum. For instance, each country had a range of differences in social, economic and cultural pursuits in terms of 21st century educational technology and information processing. Furthermore, each national government had different aims, visions and instructions for designing and developing educational technology curriculum. To illustrate, each national government had different ICT frameworks on how to share and transfer technological information. The researchers also noted that each government does not provide teachers with information technology on how to implement educational technology in the classroom for digital literacy.

This article points out that a national educational technology curriculum, across multi cultures, is worthy of additional research. As the 21st century information age changes, countries need to collaborate and share information to adapt to those changes. The Internet is interconnected and interwoven across multi cultures. Thus, a national government educational technology program, across multi cultures, is indispensable.

Aesaert, K. K., Vanderlinde, R., Tondeur, J., & Braak, J. v. (2013). The content of educational technology curricula: a cross-curricular state of the art. Educational Technology Research & Development, 61(1), 131-151.

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