Integration of Information, Media and Digital Technologies Into Curriculum Implementation in Kenyan Universities

Introduction

In the current world, universities are required to integrate technology in curriculum implementation in order to produce graduates who are capable in use of information, media and digital technologies. Use of the technology in instruction equips students with competencies they need to learn, live and work in the 21^st century (Partnership for 21^st Century Skills, 2019). Integration of technology also improves the quality of education, extends learning opportunities beyond the classroom, allows learning to take place any time, and lets teachers and learners to access remote learning resources. The technologies as well increases students’ access to quality education and prepare them for workplace (Aktarazzaman et al., 2011). In addition, technology amplifies students’ ability to think, learn, communicate, collaborate and be creative (Trilling and Fadel, 2009). Hence, there is need to explore the integration of information, media and digital technologies in curriculum implementation. The focus of this chapter is on types of technologies available for instruction, competencies that are essential for students to function effectively in a technological society. Further, the chapter addresses challenges encountered in the integration of technologies in curriculum implementation and gives recommendations for improvement.

Internationally, the integration of information, media and digital technologies in curriculum implementation has revolutionised the teaching and learning process and improved learning outcomes of learners. In developed countries, teachers enhance learners’ academic performance through integration of technology in instruction (Khan et al., 2012). In Africa, studies have shown limited integration of technology in curriculum implementation in universities (Ford, 2007). Kamba (2009) states that regardless of a lot of Information, Communication and Technology (ICT) consciousness among lecturers in universities in Nigeria, use of ICT in teaching and learning was low. In Sub-Saharan Africa, research has indicated that countries are not doing well in technology integration in curriculum implementation (Hilbert, 2012). In addition, educational institutions in Africa are lagging behind in adoption of technology in teaching and learning due to inadequate access to technology (Ford, 2007). Chitiyo and Harmon (2009) disclose that in Zimbabwe, lecturers’ integration of technologies in curriculum implementation was at entry and adoption stage due to lack of capacity to use the technology in instruction. This implies that there is need for university managements to cater for the factors which enhance integration of technology in curriculum implementation in order to maximize its full potential.

In East Africa, Kasse and Balungwa (2013) evaluated the utilisation of e-learning in universities in Uganda. They found that technology was not exploited to its full potential because of challenges like lack of adequate infrastructure and inadequate capacity among lecturers. Sanga, Sife and Lwoga (2007) disclosed that even though the Tanzanian government provided resources to promote the use of technology in curriculum implementation, integration of ICT in instruction in universities was minimal. Similar results were reported by Nkembo et al. (2011) and Kisanga (2016) who found that teachers in institutions of higher education in Tanzania were having negative attitudes towards integration of technology into curriculum implementation. This demonstrates that there is need for universities not just to provide the technologies, but also to train lecturers on how to integrate the technology into curriculum implementation.