RATIONALE

In today's connected world, education plays an important role in implementing ICTs into the curriculum. As Paskevicius (2021) states:

“there is a growing global demand for access to education and an impetus towards the development of innovative practices in teaching and learning that harness modern information and communication technologies” (p. 2).

In addition to the advances of the digital era, the COVID-19 pandemic accelerated the need for technology-mediated instruction. Ramakarsinin et al. (2022) highlight that

“during the pandemic era, teachers have been thrust into a new educational landscape, finding new and exciting ways to keep students engaged while doing distance learning” (p. 242).

Beyond these circumstances, the curriculum itself has evolved to align with a new educational paradigm. According to Wiggins and McTighe (2005),

the Backward Design framework encourages educators to start by defining the intended learning outcomes, guiding the choice of digital tools and instructional strategies to effectively reach those goals.

Furthermore, given that materials are not always readily available, teachers increasingly act as content creators. As Ramakarsinin et al. (2022) explain,

“teachers, in general, are noticing the necessity to have specific content that works in their individual classrooms bearing the current pedagogical approach in mind. This has resulted in teachers creating their own content and [working] towards creating higher quality content” (p. 381).