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In this essay, we state that establishing technology curricula by national governments causes a shift in the policy actions of educational technology support: from a technical rationale with a main focus on funding and resources to a pedagogical rationale with a main focus on student competencies. We illustrate our point of view by describing the formal educational technology curriculum recently administered by the government in Flanders. This curriculum is written in terms of attainment targets and has clear implications on the nature of educational technology which is no longer dependent on teachers’ individual efforts or willingness, but is becoming compulsory at the school level. Furthermore, we present two levers that facilitate the integration process of educational technology in general and the realization of technology curricula in particular. Technology coordinators should act more as curriculum managers and change agents, and schools should jointly establish a technology policy plan. [ABSTRACT FROM AUTHOR]

For Flanders, the Bologna declaration has launched an innovation process carrying unprecedented challenges for higher education. [ABSTRACT FROM AUTHOR]