One of the criteria that I have identified for evaluating ICT Practice frameworks relates to the level at which it can be applied.

Defining levels
Frameworks vary as to the level upon which they focus - ranging from culture - education system - institution - department - 'classroom' - individual interaction -

Ties in with Pelgrum and Plomp's Conceptual framework (1991 p5-8)
"The framework consists of concepts derived from systems theory, curriculum theory and theories on educational change,"p5

Sees education system as consisting of sub-systems on three basic levels:

• Macro level - educational system of a state/country
• Meso level - the school
• Micro level - the classroom and the student

I would add another level:

• Nano level - the cognitive functioning of the learner(s)

Linking levels and different kinds of frameworks
The taxonomy for thinking about ICT Practice frameworks can usefully be combined with the notion of levels:-

In practice many cognitive frameworks actuallyl look at the interface between the micro and nano levels.

Helen Beetham (peronsal communication) has also suggested analysing them in terms of Actions, Artefacts and Representations (taken from activity theory) which might look something like:-

Home Frameworks Levels
Investment Literature Impact Reasons Solution Limitations The CPF Discussion

This page is maintained by Peter Twining (PeterT@meD8.info)
Last updated 8th January 2002