Let us hope that "ICT" is dead and buried
- If we do not need “embedded technology”, then neither do we need “ICT” as a new umbrella term. Even laying aside all the (so far unanswered) arguments that the Royal Society, the DfE and I have put against this term, its use in the context that you are suggesting would be highly misleading, considering that it has always been used up to now (by yourself and everyone else) to refer to the National Curriculum subject.
As argued previously, I think we do need to be able to talk about the ways in which digital technology is used across the curriculum, and to distinguish between the use that is integral the subject content (or should be if the subject relates to the real world discipline) and the use that is about teaching strategies/techniques. So having three terms is useful: one relating to the impact of digital technology on the subject/curriculum (what I have called Embedded Technology), one relating to the impact on pedagogy (what I have called TEL) and a collective term to cover both (which I have called ICT).
The fact that ICT has historically been used to cover the cross curricula use of digital technology, and is still used in most of Europe and places like Australia in part explains why I think it is foolish to jettison it completely.
I do not think you have dealt with my challenge to your assumption that technology has changed core subject disciplines. A music teacher may wish to use MIDI software as a means of teaching music - but the aim of the subject is not about learning about MIDI software, but rather about understanding the nature of music.
The call for subjects to "reflect real world disciplines" (a little like the call for "authentic" learning) strikes me as risking bringing ephemeral, vocational training into the classroom, and failing to address the abstract transferable understandings that will equip children to navigate the rapidly evolving technological landscape. These are good teaching techniques but they do not impact curriculum aims.