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This shift in instructional modality as a result of the advancement and usage of new

technology in the classroom supports what Oliver (2002) referred to as competency and

performance-based curricula. The new modality which is replacing the conventional instructional

mode according to Stephenson (2001) requires the following platforms to objectively function

efficiently: (i) access to a variety of information sources; (ii) access to a variety of information

forms and types; (iii) student-centered learning settings based on information access and inquiry;

(iv) learning environments centered on problem-centered and inquiry-based activities; (v)

authentic settings and examples; and (vi) teachers as coaches and mentors rather than content

experts.

Contemporary ICTs are able to provide strong support for
all these requirements and there are now many outstanding
examples of world class settings for competency and performance-based curricula
that make sound use of the affordability of these technologies. For many years,
teachers wishing to adopt such curricula have been limited by their resources
and tools but with the proliferation and widespread availability of contemporary
ICTs, many restrictions and impediments of the past have been removed. And
new technologies will continue to drive these forms of learning further. (Oliver,
2000).

In furtherance of the role technology plays in changing academic platforms mostly as it

pertains to colleges and universities, the conventional method of teaching and learning paves

way for a different learning environment with a different learning outcome. As the learner and

the instructor gain access to higher bandwidths, more direct forms of communication and access

to sharable resources and instructional tools, the urgent need capability to support these quality

learning settings will continue to grow.

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