The role of educational technology in design and delivery of curricula programmes: A case of STEPS at a University of Technology

Abstract

While Universities of Technologies (UoTs) regard the adoption of educational technology for the creation of effective learning environments as one of their defining features, there is limited research on these universities’ innovative use of technologies to transform their curricula design and delivery. This research explores the extent to which educational technology has been integrated into the implementation of new and revised educational programs under the Strategic Transformation of Educational Programs and Structures (STEPS) at a UoT. The research employed document analysis and interview data from middle level managers (deans), curriculum designers and educational technologists. The findings suggest that, except for one faculty where educational technology was an enduring feature of the design and delivery of curricula programs, technology played a peripheral role in the design and reorganization phases although it featured more in the implementation of curricula programs under STEPS. The paper concludes that the innovative use of technology, a holistic teaching and learning strategy, and training of educators on technology integration are critical in achieving total integration of educational technology into curricula programs.