Lebanon’s 2011 ICT education reform strategy and action plan: Curriculum success or abeyance

What is it about?

The present study is significant for being the first study conducted to investigate the effectiveness of the 2011 LERSAP in shaping the education reform that was launched in 2011. This study is framed within the active learning theory which builds on the vital role of the integration of technology into classrooms. The study is also significant for it reports the findings of the metacognitive analysis of the plethora of the conducted pertinent studies investigating the impact of ICT in bridging the gaps created by the textbooks and providing authentic materials.

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Why is it important?

he phases of the development of the competency-based curriculum necessitated the process of defining the fundamentals of the evaluation standards, organizing workshops to discuss the schedule and the regularity of the workshops assigned to each subject and involving representatives of 90 educational institutions (Shaaban, 1997, 2013) tend to tribute the English language curricula as being designed in agreement with contemporary thoughts and approaches in the field of language teaching Shaaban (2013). The main problem lied in disparity between the 1997 curriculum guidelines, general and instructional objectives on the one hand and the curriculum implementation, textbooks, and pedagogical practices on the other hand. The plethora of reviewed literature underscored the effectiveness of the LERSAP in equipping the teachers with the expertise and competencies adopted to bridge the discussed disparity. Teaching and learning a language should most importantly be based on learner-and learning-centered, problem-based learning, and cooperative and collaborative learning approaches which have been shown as having powerful effect on learning. Moreover, the elements of cooperative learning should form the backbone of organizing students in well-structured, heterogeneous groups which have the advantage of promoting teamwork skills, while also enhancing students’ school performance. The use of real-world contexts allows teachers to generate meaningful learning activities that focus on the resources, strategies, and contexts that students run into at any time. Such teaching fosters cooperation and communication, improves critical thinking skills, and boosts learners’ performance. Educational technologies are an essential part of the curriculum, and it is important to employ ICT tools to develop the learners’ skills. As such, the significant approach to follow is to use applicable technologies for teaching in order to improve the learning and to employ available technological tools such as blogs, wikis, movie maker, WebQuests, and Google Drive and so on and so forth (Ghaith & Awada, 2014).

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