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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. 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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.\u003Cbr>Keywords: Information and communication technology, tertiary education, curriculum content, pedagogy, tertiary administration. |\n| --- |\n| E-mail: [rosemarybosu@yahoo.com](rosemarybosu@yahoo.com), [rsbosu@gmail.com](rsbosu@gmail.com). |\n\nINTRODUCTION  \nInformation 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  \nadministration 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  \nextent and quality of educational technology integration.  \nPurpose  \nThis paper reviews the relationship among ICT, curriculum and pedagogy in tertiary institutions. This is tobe able to critical","cbCairAtnPLimC8E","https://ap.wps.com/l/cbCairAtnPLimC8E","pdf",119459,"English","# ABSTRACT\n# INTRODUCTION\n# Purpose\n# THE CONCEPT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)\n# TECHNOLOGICAL ENVIRONMENT OF TERTIARY INSTITUTIONS","[{\"question\":\"What relationship does the paper examine among ICT, curriculum content, and pedagogy?\",\"answer\":\"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.\"},{\"question\":\"What framework underpins the technology integration discussed in the paper?\",\"answer\":\"The paper is underpinned by technological pedagogical content knowledge originally described by Mishra and Koehler, treating it as critical for effective teaching with technology.\"},{\"question\":\"How does ICT integration support tertiary education in developing contexts (e.g., Ghana)?\",\"answer\":\"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.\"}]","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 | PDF",1792070432,15]