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Abstract An important step towards the successful integration of information and communication technology (ICT) in schools is to facilitate their capacity to develop a school‐based ICT policy resulting in an ICT policy plan. Such a plan can be defined as a school document containing strategic and operational elements concerning the integration of ICT in education. To write such a plan in an efficient way is challenging for schools. Therefore, an online tool Planning for ICT in Schools (pICTos) has been developed to guide schools in this process. A multiple case study research project was conducted with three Flemish primary schools to explore the process of developing a school‐based ICT policy plan and the supportive role of pICTos within this process. Data from multiple sources (i.e. interviews with school leaders and ICT coordinators, school policy documents analysis and a teacher questionnaire) were collected and analysed. The results indicate that schools shape their ICT policy based on specific school data collected and presented by the pICTos environment. School teams learned about the actual and future place of ICT in teaching and learning. Consequently, different policy decisions were made according to each school's vision on ‘good’ education and ICT integration.
Vanderlinde et al. (Thu,) studied this question.