Selecting Instructional Media
Selecting Instructional Media
Selecting Instructional Media
One of the challenges that will face you as a university lecturer or professor is the selection of the best
and most appropriate teaching method -for which the preceding chapter furnishes some assistance and the instructional media to complement this method. Just as the educational process is influenced by
many factors, so is the selection of instructional media. Among these factors are:
the task to be learnt and the teaching method selected (course objectives and content);
characteristics of the learners such as their experiences, interests, motivations;
characteristics of the lecturer such as that persons' skills, attitudes and preferences;
material factors including economic and political constraints as well as cost, time availability, ease of
use and maintenance of the medium chosen.
These factors are all inter-related as is shown in Figure 6.4. However, for purposes of this chapter, we
shall discuss them in turn.
Material factors are a major consideration in any African university because resources are always
diminishing. What factors have affected media use in your university?
Instructional approaches that supports curriculum: curriculum approaches may be classified into two
broad, contrasting categories: technical-scientific non-technical/non-scientific ornstein & hunkins, 1988
4. Technical scientific approach- reflects a traditional orientation about education and formal
methods. Behavioral rational approach systems managerial approach intellectual academic
approach
5. Non-technical/non-scientific approach tends to challenge traditional theories and practices and
reflects the more progressive views about education. Humanistic aesthetic approach conceptualist
approach Reconstructionist approach
6. Technical scientific approach behavioral rational approach- it is a means-end approach which is
logical and prescriptive which defines the why (objectives), what (content), how (method), when
(sequence) and how much (scope).
7. Behavioral rational approach. Figure 1. Flowchart of tabas (1962) seven stages of curriculum
development diagnosis of needs curriculum formulation of objectives determination of what & how to
evaluate selection of content organization of learning experiences organization of content selection of
learning experiences
8. Systems managerial approach considers the major interconnected elements of inputs, throughputs
(process) and outputs that comprise the educational system. Intellectual - academic approach
emphasizes the importance of theories and principles in curriculum planning.
9. Figure 2. Systems-managerial view of curriculum development structure and processes inputs
resources (human, physical, financial) information curriculum organization instruction evaluation
supervision (motivation, communication, leadership styles, and decision-making) outputs success and
failure environment public demand and expectations feedback
10. Non-technical/non-scientific approach humanistic-aesthetic approach- is rooted in progressive
philosophy which promotes the liberation of learners from authoritarian teachers. Reconceptualist
approach reflects an existentialist orientation.
11. Reconstructionist approach focuses on the social centered curriculum that emphasizes cultural
pluralism, internationalism and nationalism which are beyond individual concerns.