Conceptualizing the Place of Technology in Curriculum Formation: A View of the Four Pillars of Curriculum Foundations

This is a phenomenological study that calls for the re-visitation of curriculum body of knowledge which dwells on the four major pillars namely; philosophical, historical, sociological and psychological foundations. This library study endeavored to investigate the contribution of technological innovation in the process of enriching knowledge. The place of ‘machine’ currently plays a role of a facilitator and not as a core foundation from which knowledge can be inferred. As we face the hilltops of the 21stcentury, educationists and curriculum developers have no other option except to admit to redefine the concept of technological function as one of the core foundations of education and not just a mere tool to aid learning and teaching transaction. The fact of the matter is that learners need not only to know information; they need to know how information is gathered, identified, transformed and used. To expound this study the following questions benchmarked the exploration: Is there any knowledge in technology or is it simply a machine to facilitate work? How long will it remain to be technology in education and not technology of education? When will the evergreen generation be groomed into a meaningful use of technology? Isn’t it high time that we begin thinking of qualifying the technological aspect and give a value it deserves in the constitution of knowledge? In this study I have argued that technology has transcended the role of facilitating knowledge and has indeed become a body of knowledge from which curriculum ought to be anchored.