Abstract:
This paper describes the relationship among Information and Communication Technology (ICT), curriculum
content and pedagogy as an important issue for faculty and administrators in tertiary institutions with an aim
to consider it in the light of the increasing use of ICT use in the world today. This is underpinned by the
notion for technology integration called technological pedagogical content knowledge originally depicted by
Mishra and Koehler, and is critical for effective teaching with technology. The paper begins with an
introduction of the concept of ICT and the technological environment of tertiary institutions in sub Saharan
countries. It then examines ICT and its relation with curriculum content and pedagogy in the context of
tertiary education. Putting these together the relationship among ICT, curriculum and pedagogy are
considered. Ultimately the implications of this relationship among the tertiary education Administration,
Policy and Practice are considered. To ensure that quality and access to tertiary education are realized in
developing countries, with specific reference to Ghana, are achieved, the relationship among ICT,
curriculum content and pedagogy must be acknowledged by both faculty and management.
