INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SCHOOLS: IMPLICATIONS FOR CURRICULUM REFORMS IN SOMALIA

Autors/ores

  • Mohamed Isse Sidow Faculty of Education, Department of Curriculum Studies, Islamic University in Uganda, Uganda
  • Ntu N. Nkomo Faculty of Education, Department of Curriculum Studies, Islamic University in Uganda, Uganda

DOI:

https://doi.org/10.46827/ejes.v10i5.4791

Paraules clau:

computers, curriculum, curriculum reforms, electronic devices, information communication technology, integration

Resum

The term information and communication technology is commonly used to refer to a wide range of human endeavors. In Somalia, from 2013 until now, the Ministry of Education has developed the primary and secondary curricula, and by 2020, it will have written the curriculum, syllabi, and textbooks in educational institutions and used ICT equipment. This paper focused on the integration of information and communication technology in schools as a veritable tool for curriculum reform in Somali schools. In Somalia, ICT infrastructure is frequently a deficient resource in academic institutions. It is usually challenging for institutions to offer advanced curricula due to limited resources. Many teachers lack the basic set of skills to use technology such as a lack of understanding of how to integrate ICT into their curriculum development area. Since the teacher's duties include implementing the curriculum to fulfill the requirements of the students, the teacher may need to develop lesson plans and syllabi within the parameters of the provided curriculum. Curriculum reform can be seen as a process that aims to change the objectives of learning and the way learning takes place. Recommendations provided in this paper were: the Ministry of Education should think about offering training programs or hosting in-service workshops, ICT facilities and equipment to Secondary schools so as to make curriculum reform.

 

Article visualizations:

Hit counter

Biografies de l'autor/a

  • Mohamed Isse Sidow, Faculty of Education, Department of Curriculum Studies, Islamic University in Uganda, Uganda

    Mohamed Isse Sidow is a senior lecturer, consultant, and researcher at the University of Somalia (UNISO) and is now the Examination director at the University of Somalia. Mohamed attended the University of Nairobi (Uon) Kenya and studied educational planning. Mohamed is a PhD candidate studying curriculum studies at the Islamic University of Uganda (IUIU).

  • Ntu N. Nkomo, Faculty of Education, Department of Curriculum Studies, Islamic University in Uganda, Uganda

    Ntu. N. Nkomo is a professor at Islamic University in Uganda.

Referències

Academy, N., & Vol, E. (2015). Journal of the Nigerian Academy of Education Vol. 15, No.1 131. 15(1), 131–143.

Alsubaie, M. A. (2016). Teacher Involvement in Curriculum Development. Journal of Education and Practice, 7(9), 106–107.

Bolaji, H. O., & Ajia, I. S. (2023). Information and Communication Technology ( ICT ) Integration : A Veritable Technique for Quality Secondary Education. 2(2), 137–144.

Chebiwot, S. A. (2020). School-based factors influencing implementation of the competency-based curriculum in public Primary Schools, Kibra Sub–County, Nairobi City County, Kenya.

Ibrahim, A. O., Titilayo, A. A., Suleiman, Y., & Ishola, M. A. (2020). Information and Communication Technology (ICT) Utilization: A Veritable Tool for Academic Staff Effectiveness in Nigerian Polytechnics. Humanities and Social Sciences: Latvia, 28(2), 101–118. https://doi.org/10.22364/hssl.28.2.07

Jaghav, M. S., & Patankar, P. S. (2013). Role of teachers in curriculum development for teacher education, Department of Education, Shivaji University, Kolhapur Department o. October, 1–9.

Joyce, W. (2016). School-Based Factors Influencing Teacher Performance. The University of Nairobi.

Midoro, V. (2012). ICTs for Curriculum Change UNESCO Institute for Information Technologies in Education Contents: IITE Policy Brief, January, 12.

Mwikali, K. R. (2014). Factors Influencing Integration Of Information Communication Technology In Curriculum Implementation In Public Secondary Schools In Mogotio Sub-County Baringo County Kenya. 12–66.

Nkomo, N. N., & Ph, D. (2013). Factors militating against the Integration ICT in Secondary Schools in Kumbotso Local Government Area of Kano State. Journal of Qualitative Education, 9(4), 1–5.

Rwigema, P. C., & Andala, H. (2022). The influence of teacher related factors on the implementation of the competency-based curriculum in Rwanda. A case study of public primary schools in Kicukiro District. The Strategic Journal of Business & Change Management, 9(1), 16–30. Retrieved from https://www.researchgate.net/profile/Rwigema-Pierre-Celestin/publication/357604637

Sidow, M. I. (2022). Factors Affecting The Implementation of the Competency-Based Curriculum in Public Secondary Schools in Mogadishu, Somalia: A Multiple Regression Analysis. May, 1–8. https://doi.org/10.36713/epra0414

Tafai, M. G. (2017). Teachers’ concerns about the implementation of the new curriculum in Lesotho By (Issue January). The University of the Free State.

Tella, A., & Adu, E. O. (2009). Information communication technology (ICT) and curriculum development: The challenges for education for sustainable development. Indian Journal of Science and Technology, 2(3), 55–59. https://doi.org/10.17485/ijst/2009/v2i3/29416

Descàrregues

Publicat

2023-04-25

Número

Vol. 10 Núm. 5 (2023)

Secció

Articles

Llicència

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).