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technology (ICT) to the country’s educational system. In most of these country’s as

summarized in the literature review, strong emphasis has been placed on the role of ICT in

contributing to the country’s economic, social and most of all, educational growth. From

Ethiopia, Egypt, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho, Liberia, Madagascar,

Malawi, Mali, Mauritania, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria,

Rwanda, Sao Tome and Principe, Senegal, Seychelles, Sierra Leone, South Africa, Sudan,

Swaziland, Togo, Tanzania, Tunisia, Uganda, Zambia to Zimbabwe, these African countries

governments have intensified efforts to accelerate the development of various resources that

would enhance ICT. Some of these countries, as indicated in the literature, have either set up

an ICT policy or are presently on an intensified track to doing so.

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METHODOLOGY

This study adopted the survey method in the process of abstracting responses from students,

scholars, and professionals of African descent born and raised in different Africa nations who went to

school in their different countries prior to coming to the United States. These African natives were

resident in the Washington metropolitan area, which includes Virginia, Washington D.C., and

Maryland. These selected group was very familiar with the educational systems of their different

countries, and were recipients of education from primary schools to tertiary institutions. This group of

survey respondents went to school during the era of lack of any aspect of technological infusion to

academic curricula. The choice of the Washington metropolitan area was informed by the fact that a

majority of African students resident in the Virginia, D.C., and Maryland metropolis could be located

around the United States capital.

Simple, open-ended questions were drawn up and administered on the respondents regarding

their perception of the role of ICT in changing academic curricula in the African educational system.