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The change towards the information society implies that many countries have to change their curricula, because students need to develop competencies that are not addressed in the traditional curricula. A case study approach was applied to examine curriculum changes in ICT-supported pedagogical practices from 28 countries. The analysis focused on curriculum content and goals of the ICT-supported pedagogical practices, how these aims were implemented in practice and which outcomes for studentsdoi:10.17011/ht/urn.2005356 fatcat:2b64u7eqh5euvjoxqjdokpubeu