Leadership Planning Roadmap
TEL in the Curriculum Roadmap
Professional Development Roadmap
Your School’s TEL Culture Roadmap
Resources & Infrastructure Roadamp


Here is the Technology Enhanced Learning Roadmap (TEL) for ICT in the Curriculum. This is one of the five key areas a school would focus on when becoming a Digital School of Europe. For simplicity of presentation the Roadmap is displayed on five separate pages one for each area of focus as shown above.

The Technology Enhanced Learning (TEL) Roadmap has 4 consecutive stages of progression.

  1. Initial
  2. Enabled
  3. Confident
  4. Mature

Each stage represents a more advanced stage than its predecessor.

It is not unusual for a school to be at different stages across each of the areas listed on the Roadmap. For example, schools may find that they are in the Initial stage one area and perhaps the Enabled stage in another. The TEL Roadmap is designed to generate discussion among the TEL team around the five key areas and their sub-criteria. Becoming a Digital School of Europe does not require schools to be in the Mature Stage but they should target the Enabled and Confident stages instead. Move your mouse over the stages to learn more about them and the criteria required for each stage.

To carry out a Self-evaluation of your school on one or more of the five key areas select the Self-evaluation menu item.

ICT in the Curriculum

Teacher Understanding


Teachers have a general understanding of how TEL can improve teaching and learning.

Initial Understanding

Schools should consider team teaching with another skilled teacher in the class, arrange visits to Digital Schools and or continuing professional development courses.


Half of the teachers understand methodologies to integrate ICT into the curriculum.

Enabled understanding

ICT team to assist in arranging visits to Digital Schools and or continuing professional development courses.


Most teachers understand how TEL can be used in the curriculum to improve student learning.

Confident understanding

Ensure that the school action plan fully incorporates the integration of TEL in teaching and learning and also engages in further continuing professional development.


Most teachers have determined their own methodologies for integrating ICT into the curriculum.

Mature Understanding

Promote innovative continuing professional development practices and also ensure that teaches have freedom to experiment and explore new tools, resources and methodologies.

ICT in the Curriculum



There is little planning for ICT integration, with ICT activities incorporating students’ engagement in basic ICT skills, e.g. word processing.

Initial Planning

Ensure ICT is included in the school plan and students are engaged in the acquisition of basic numeracy and literacy using ICT tools. More…


There is some planning for ICT integration, with the focus mainly on teacher preparation, whole class teaching and assessment, group and individual work involving the use of various digital tools.

Enabled Planning

Explore some ICT tools and plan for integration and assessment in the classroom, group and individual work. More…


Teachers plan in a structured way for ICT integration in their lessons, learner activity and self-assessment. Learners are regularly using various digital tools.

Confident Planning

Explore and plan regular ICT integration in the lessons and activities promoting higher order thinking incorporating digital tools and self-assessment. More…


Explore new approaches for TEL to improve student learning. Teachers and students are using TEL appropriately. Learning Analytics, ePortfolios and other similar digital tools are used.

Mature Planning

Organize teachers’ meeting to explore new approaches to using TEL and innovative assessment tools, as incorporated in the school plan.

Strategic Framework

Google Scholar

ICT in the Curriculum

Teacher Use


Teachers use computers primarily in isolation from regular classroom learning activity.

Initial ICT Usage

The school plan should encourage teachers to use computers and ICT tools regularly.


Teachers use ICT for lesson planning and assessment as a teaching tool.

Enabled ICT Usage

Teachers may use several resources and technologies in the classroom (like Google Docs, O365, Spreadsheets, Slides, Prezi, and more)


Teachers use ICT to provide learning opportunities that support cross-curricular, subject-based and constructivist learning approaches and facilitate self-assessment opportunities.

Confident ICT Usage

Teachers explore student centred methodologies and work with their peers in an interdisciplinary manner, focusing on digital technologies and incorporating self-assessment opportunities.



There is consistent evidence of collaborative, discovery-based and authentic TEL activities throughout the school. Teachers are using Learning Analytics, ePortfolios and other similar activities regularly.

Mature ICT Usage

Digital Platforms are used for collaborative work and assessment (like Google Classrooms, Facebook Groups, Edmodo or others), and TEL activities are embedded in the pedagogy.


ICT in the Curriculum

Student Experience


Students occasionally use ICT as part of the learning process.

Initial Student Experience

Students should be introduced to the benefits of ICT usage for learning.


Students experience TEL activities regularly.

Enabled Student Experience

Students should practice the use of digital tools for learning and assessment often including managing enquiry, assessing information, solving problems and expressing ideas.


Students experience TEL activities regularly and use ICT for self-assessment and to collaborate on curriculum activities both within the school and with other schools.

Confident Student Experience

Train and guide the students to collaborate in the school and with other schools. Practice communication, creativity and critical thinking skills and self-assessment.


Students are facilitated to use ICT, to engage in authentic discovery-based opportunities and to support and assess their learning, e.g. creating digital content and eportfolios.

Mature Student Experience

Train and guide the students to use ICT to support and assess their learning, e.g. creating digital content, self-directed learning and eportfolio use.

ICT in the Curriculum

Special Educational Needs


Teachers are aware that ICT can enhance the learning opportunities of students with special educational needs.

Initial Special Education Needs

Review how ICT is or should be used to support Special Education Needs. Professional Development opportunities should be explored.


Teachers use of ICT focuses on the development of literacy and numeracy for students with special educational needs.

Enabled Special Education Needs

A strategy for addressing numeracy and literacy of students with special needs should be part of the whole school plan.  


Teachers use ICT diagnostic tools, SEN activities and ICT resources to address curriculum objectives with students with special educational needs.

Confident Special Education Needs

Professional development for the use of ICT diagnostic tools should be part of the school plan.


ICT is integral to all aspects of SEN teaching and learning as well as in the development of IEPs. ICT resources and SEN activities are incorporated into all levels of school planning.

Mature Special Education Needs

A strategy for the integration of ICT tools for SEN is part of the school plan. Professional development for teachers working with students with special needs integrates innovative methodologies and ICT tools.