A review on the relationship among information and communication technology, curriculum content and pedagogy: Implications for tertiary education, administration, policy and practice

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.