Indian Journal of Science and Technology
Year: 2009, Volume: 2, Issue: 3, Pages: 1-5
Adeyinka Tella1 and Emmanuel Olusola Adu2
1Dept. of Library & Information Studies, Univ. of Botswana;
2Teacher Education Dept., Univ. of Ibadan, Nigeria
*Author for the correspondence:
Emmanuel Olusola Adu
Teacher Education Dept., Univ. of Ibadan, Nigeria
Technological change has become a most stable factor and ICT has intertwined with knowledge, making it dependent upon the technology. Through this alliance abstract knowledge has become the centre of the world’s political economy replacing traditional concrete products. ICTs provide a means for overcoming historically intractable problems of isolation and lack of access to information and knowledge, crucial impediments to educational and socioeconomic development. Despite these awesome impact of ICT on education particularly, many teachers still adopt a ‘teacher-centred’ approach and do not know how to apply IT into their subjects. If this is the case; the question is how can these teachers impart knowledge of contemporary issues that can assist in the attainment of education for sustainable development? It is noted that in the process of building and developing curriculum through the use ICT there are bound to be challenges. What are these challenges? Can these challenges hinder sustainable development? How can the challenges be dealt with in order to put in place education for sustainable development which the whole world is struggling to achieve. This study sought to provide answer to all these pertinent questions. It is expected that some of the ideas provided in the study will be contributing factors towards the attainment of education for sustainable development in Africa and beyond.
Keywords-: ICT, curriculum development, education for sustainable development.
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