Development of Information and Communication Technology (ICT) Modular Framework for the Department of Industrial Art (DIA), KNUST
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Date
2009-07-14
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Abstract
The study developed ICT Modular framework to provide a holistic ICT-based training of students at the Department of Industrial Art (DIA) of the Kwame Nkrumah University of Science and Technology, Kumasi. The framework was formulated on the basis that the current interdisciplinary computer-based modules in the Textiles, Metal Products Design and Ceramics programmes run by the Department lack the needed software and courseware application programmes in content, instruction, course structure and description. Also, the computer-based modular course lacks educational experience in scope and sequence. There is no coherent and comprehensive framework on ICT literacy to reflect the much talked about ICT-based education. The study employed a classical curriculum model design for the examination of the computer-based modules in the programmes of DIA curriculum, and the development and implementation of the ICT Modular Framework. The current modules were examined in view of scope, sequence and methodology of instruction. Interview guide was used to collect remote data from stakeholders in triangulation to questionnaire which was the main technique of data collection. Main findings of the examination of the current modules recommended the development of the ICT Modular Framework. This was pretested using the behavioural objective domains, true-experimental design and checklist for purpose of recommendations and integration. The study revealed two major findings. The first set of findings revealed that the current interdisciplinary computer-based modules should be reviewed to meet prevailing conditions. The second set of findings established that the proposed framework upon pre-test served as a constructive model for teaching and learning of ICT at the Department of Industrial Art, KNUST. The framework provides mastery learning approach to teaching and learning of ICT. This conscientiously focuses on consistency, sequence and subject relevance. The framework is highly significant to other Visual Arts Disciplines at the tertiary level, as it serves as a multi-modal approach to teaching and learning of ICT. It also serves as a vehicle to encourage creativity and creative thinking of learners, using ICT tools.
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A Dissertation submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy (Art Education),