One is what the primary curriculum should contain, and the other is how the content and teaching of the curriculum change to foster children’s different and developing abilities during their primary years in education. The review identified key features of the proposed new curriculum that includes strengthening the teaching and learning of ICT to enable them to be independent and confident users of technology by the end of primary education. (Rose, 2009, para 6). This now challenges teachers to deliver the expectations of implementing a dynamic curriculum that involves ICT use. Not only does ICT help them in engaging their pupils’ interest in the lessons they teach, it also greatly helps them in their careers with research on the internet or digitalized materials such as DVD encyclopedias as well as organisation of the tremendous paperwork that may burden them (Allen, Potter, Sharp amp. Turvey, 2007) administrators and other educators may be ably guided in implementing a better curriculum that considers the plight as well as the convenience of teachers. Their responses may be considered as feedback to how they incorporate ICT in their practice and how to improve its implementation in the curriculum. Teachers must be given priority in planning curriculum changes since they are the ones who will implement such changes, so it must also suit their own preferences in terms of developmentally-appropriate standards (Allen, Potter, Sharp amp. Turvey, 2007). Gone are the days when they simply follow lesson plans that are handed to them to implement, as it is acknowledged that since they are with the students most of the time, they know the learning styles and capacities of these pupils. Considering such, they are in a position to optimize these children’s potentials.