ICT in the changing world

In many countries, information and communications technology (ICT) has a clear impact on the development of educational curricula. Here in Uganda, the ministry of education has identified and defined a framework of ICT competencies for expected outcomes, related to knowledge, skills and attitudes that pupils are expected to achieve at the end of primary school. However, it has never been examined whether teachers are using ICT in accordance with the competencies proposed by the government. In a survey conducted in some schools in 2015, results from some schools that try to teach ICT , show that teachers mainly focus on the development of theoretical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. This shows the existence of a gap between the proposed and the implemented curriculum for ICT. The findings further conclude with the potential value of a school‐based ICT curriculum that ‘translates’ the national ICT‐