African Educational Research Journal - Vol. 3 - Review - A review on the relationship among information and communication technology, curriculum content and pedagogy: Implications for tertiary education, administration, policy and practice

Oct 15, 2026

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This paper examines the relationship among Information and Communication Technology (ICT), curriculum content and pedagogy as a key issue for faculty and administrators in tertiary institutions. The discussion is grounded in technological pedagogical content knowledge, emphasizing technology integration for effective teaching. The paper introduces ICT and the technological environment in sub-Saharan tertiary settings, then analyzes how ICT links to curriculum and pedagogy. It concludes with implications for tertiary administration, policy and practice, highlighting quality and access needs in developing countries, with reference to Ghana.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

ABSTRACT

INTRODUCTION

Purpose

THE CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

TECHNOLOGICAL ENVIRONMENT OF TERTIARY INSTITUTIONS

African Educational Research Journal Vol. 3(1), pp. 63-68, March 2015 ISSN: 2354-2160 Review A review on the relationship among information and communication technology, curriculum content and pedagogy: Implications for tertiary education, administration, policy and practice Rosemary Seiwah Bosu Institute for Educational Planning and Administration, University of Cape Coast, Cape Coast, Ghana. Accepted 24 February, 2015 | 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.
Keywords: Information and communication technology, tertiary education, curriculum content, pedagogy, tertiary administration. | | --- | | E-mail: [rosemarybosu@yahoo.com](rosemarybosu@yahoo.com), [rsbosu@gmail.com](rsbosu@gmail.com). | INTRODUCTION Information and Communication Technology (ICT) is avery broad concept. It includes the use of computers, the internet and other communication facilities to access, retrieve, store and disseminate information electronically. Tertiary education within this context refers to both postsecondary academic and professional education offered at a university, polytechnic, specialist institution, Open University or any other institution that offers training leading to diploma and degree qualifications. The mandate of tertiary institutions comprises the production and dissemination of knowledge, research, development of competencies or skills, improving morals and socialisation. In achieving this mandate the ‘movement’ of information is critical and the use of ICT for this therefore becomes imperative as ICT facilitates and enhances the dissemination of information. Noting that ICT plays an important role in all aspects of education and administration today, tertiary institutions are faced with some challenges with its use. As aspects of ICT, curriculum, and pedagogy are continually changing it is important to note these changes and roles of management that change with it. In educational institutions realising the relationship among ICT, curriculum and pedagogy is important in achieving the goal of quality education. Academic staff therefore need to understand what technology is about and how it can be effectively used. They also have to understand the curriculum , to effectively disseminate it to learners and finally they have to understand pedagogy to be able know the best way to integrate ICT in the teaching and learning process. According to Koehler and Mishra (2009) the interactions between and among technology, curriculum and pedagogy, play out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. Purpose This paper reviews the relationship among ICT, curriculum and pedagogy in tertiary institutions. This is tobe able to critical

FAQs

What relationship does the paper examine among ICT, curriculum content, and pedagogy?

The paper reviews how ICT relates to curriculum content and pedagogy in tertiary education, focusing on how technology integration affects teaching and learning as well as related institutional functions.

What framework underpins the technology integration discussed in the paper?

The paper is underpinned by technological pedagogical content knowledge originally described by Mishra and Koehler, treating it as critical for effective teaching with technology.

How does ICT integration support tertiary education in developing contexts (e.g., Ghana)?

The paper argues that acknowledging the relationship among ICT, curriculum content and pedagogy by both faculty and management helps ensure quality and access to tertiary education, with specific reference to Ghana.

Oct 15, 2026

Uploaded by Stanford