Congruence between the Intended, Implemented, and Attained ICT Curricula in Sub-Saharan Africa

Autor/inn/en	Mereku, Damian Kofi; Mereku, Cosmas Worlanyo Kofi
Titel	Congruence between the Intended, Implemented, and Attained ICT Curricula in Sub-Saharan Africa
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 15 (2015) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2014.992555
Schlagwörter	African Studies; Foreign Countries; Intention; Program Implementation; Program Effectiveness; Praxis; Fidelity; Technology Uses in Education; Technology Integration; Technology Education; Curriculum Evaluation; Position Papers; Educational Practices; National Curriculum; Educational Policy; Educational Resources; Classroom Techniques; Academic Achievement; Cameroon; Cote d'Ivoire; Ghana; Kenya; Senegal; South Africa + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisch-naturwissenschaftlicher Unterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Positionspapier; Bildungspraxis; Politics of education; Bildungspolitik; Bildungsmittel; Klassenführung; Schulleistung; Kamerun; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The PanAfrican Research Agenda on the Pedagogical Integration of information and communication technology (ICT; PanAf) research project was initiated in 2006 to support initiatives in African countries to integrate ICT into teaching and learning through the frequent collection and analysis of data on ICT usage. The article examines the congruence between the intended and implemented ICT curricula in six African countries (Cameroon, Côte d'Ivoire, Ghana, Kenya, Senegal, and South Africa) that participated in the study. Data obtained from the PanAf observatory (at www.observatoiretic.org) on these countries' use of ICT in education revealed that the national curricula documents (intended curricula) and teachers' classroom practices (implemented curricula) both emphasize ICT as the subject of learning rather than as a means of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01