CURRICULUM STUDIES

 Learning is lifelong: MEd cohort 9 (2016)

Published in Upanga H-1

2 Feb. 2015

Yes, truly, learning is lifelong.  As we proceed, let’s remember that any well designed curriculum must cater for all the domains of human development. Those are cognitive, affective, and psychomotor.  Hello! Don’t worry, if faced with;

1.       Actual curriculum (All domain)

ICT,ELM, ECD, ME, SCI E,LLE – attend to lecturer, moodle, library and Google

2.       Core curriculum (All domian)

Assignment – let’s research, consult friends, or lecturer

3.       Co-curriculum (psychomotor domain)

Physiotherapy? – let’s walk to campus back to hostel, to the beach back to hostel, to Kariakoo back to hostel, to another hostel back to our hostel, or climb the stairs then back .....

4.       Hidden curriculum (Affective domain)

Emotional?  –  stress, depression, fear .. – visit the counsellor

Socio-economic?  -  no water in the hostel? – let’s dry clean, or visit the ocean

Cultural -  don’ t know Kiswahili? – let’s use sign language. It is most unifying

http://okulloalfred.blogspot.com/2015_01_01_archive.html  

 

23-Jan-15 ICT SESSION

When Pastors preach thoroughly well, at the concluding phase they ask, now that you have heard all these, is there anyone who wants to receive Jesus Christ as his / her personal savior? If you are ready come over and we pray together with you. This kind of manifestation  relates saliently in Dr.WACHIRA' s ICT session of 23-Jan-2015, 8:30 - 10:30 AM in Mandela Hall -AKU-IED

Note; taking course participants through the fantastic concept of use of ICT in teaching and learning;

•  all course participants who attended the session believed in him and abandoned the use of pens and papers for taking notes during session and started on using their ICT devices in doing that,
• the very same MEd cohort 9 (2016) got a complete dose of enlightenment that P.O BOX is a potential archive which the masses only refer to for historical references /records more so by very few conservativists and ICT illiterates,
• participants repent for their illiteracy which their former education system led them to commit against the 21st century digital information notion,
• half of the participants population remained in the hall glued on their PCs practising new ICT skills inorder to catch up with the era as they pay for their sins, 
• personally I form  the repentance group for I discovered I was at ICT infant stage (an armature) much as I possessed a computer for over seven years ago.

This particular session reminded me of one of our tutors (tutor - X) in the institution I work. We (the staff) did not understand what this tutor would tall us about the relevance of ICT. What a bunch of ICT pagans we were!. Now I believe I will escape this phenomenon  through AKU.IED to go and join this man in the evangelisation of the significance of ICT in education. See, this tutor X:

• used to tell us that he does not carry a pen. ''what for?'' he would ask. Pens are for PO BOX era.
• does not touch chalk, in fact, he has developed phobia to traditional teaching approach of chalk and talk, for the college has two working projectors and more than fifty computers. He uses these ICT gadgets for teaching and learning.
• he does not like reading hard copy materials in  fear that such materials have high possibilities of getting  lost or misplaced.
• he prefers teaching ICT to Social Studies Education which is his area of specialisation  He is the head of department of ICT now.  Now I understand,
• he tells us he learnt ICT skills informally (alone) with some few guides from friends. For us learning is formally designed. Oh! Great, Wonderful, ...

Conclusively,  ICT relevance is vividly outshining in teaching and learning that it is very difficult to underrate, thus, every should take it up without procrastination.