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.

CURRICULUMAPPROACHES Group II IV-14 AB/BSE Literature

2. IntroductionO Bago (2008) said that the analysis of an approach provides information about personal
and collective commitments to a particular viewpoint and the values deemed important by individuals,
school and society.

3. 2 broad contrasting categories: O Technical-Scientific reflecting the traditional orientation about

education and formal methods of schooling O Non-technical-Non-scientific tend to challenge the
traditional theories and practices in education, rendering it as a progressive approach in education
4. A. Technical/ScientificO This type of approach view curriculum development as something similar to
engineering or architecture.O use instruments and empirical methods in preparing a blueprint with well
defined elements, orderly sequenced procedures, and quality control measures to increase the
probability of success in its implementation
5. Behavioral-Rational Approach O the oldest and still more preferred approach by many educators
(Taba and Tyler models) O defines the why (objectives), what (content), how (method), when
of learning outcomes
6. Behavioral-Rational Approach means-ends approach MEANS = CURRICULUM ENDS = INSTRUCTION
7. Behavioral-Rational Approach O This means-end view focuses on the need for behavioural objectives
to serve as guides to instruction and to determine whether its desired ends are realized.
8. Learning Experiences O Taba: Perhaps the first important consideration in achieving a wider range of
objectives is the fact that the learning experiences and not the content as such, are the means for
achieving all objectives besides those of knowledge and understanding.
9. Learning Experiences O Ornstein and Hunkins consider curriculum experiences as the instructional
component of curriculum which indicates the interaction between teacher, learner and instructional
materials for the purpose of achieving the goals of the school.
10. Learning Experiences O Learning does not takes place in a vacuum; it takes place through
experiencing content oftentimes mediated by social processes. There will always be variations in the
knowledge and understanding of objects, people and events as well as their relationships even when
reading the same book.
11. Learning Experiences O Learning experiences may ensue from teaching methods and activities
chosen as the vehicles of instruction.
12. System-Managerial ApproachO considers the major interconnected elements of inputs, throughputs
(process) and outputs that comprise the educational system
13. Fig. 14. Systems-managerial View of Curriculum Development STRUCTURE ANDINPUTS PROCESSESS
OUTPUTS Curriculum Organization Instruction Evaluation Supervision (motivation, communication,
leadership styles, decision-making) ENVIRONMENT Public Demands and Expectations FEEDBAC K
14. System-Managerial ApproachO describe the interaction of: human resources physical resources
financial resources throughput or process _____________________ desired outputs

15. System-Managerial ApproachO This approach emphasizes the managerial/leadership and

supervisory aspect of the curriculum especially in the implementation and organization process.O There
are certain roles that the leader must exercise which require interpersonal, academic and technical
skills.
16. System-Managerial ApproachO Functions:1. Motivate interest of all stakeholders.2. Encourage
participation and involvement of all stakeholders.3. Arbitrate conflicting interests of various groups.4.
Synthesize divergent viewpoints.5. Identify common vision and goals.6. Encourage unity of purpose.7.
Translate abstract ideas into concrete ones.
17. System-Managerial ApproachO Functions:8. Clarify big ideas.9. Organize and implement in-service
programs.10. Communicate timely and accurate information to all stakeholders.11. Procure needed
materials.12. Monitor curriculum implementation.13. Organize and implement a mechanism for
periodic evaluation.14. Create a climate of innovation and change.
18. System-Managerial ApproachO It may be viewed as a never-ending process which requires
incremental or even major changes in some elements of the system, as a matter of course.
19. System-Managerial ApproachO Ornstein and Hunkins grouped the innovations focused on
organizations under five categories:1)personnel2)instructional media3)instructional
groups4)grading5)schools
20. System-Managerial ApproachO Ornstein and Hunkins grouped the innovations focused on
organizations under five categories:1)personnel2)instructional media3)instructional
groups4)grading5)schools
21. System-Managerial ApproachO The model is a cyclical process. It is an offshoot of the linear
behavioral-rational approach.O Curriculum is viewed as the major system and the other processes
related to it such as supervision, instruction and evaluation are subsystems.O The success of the system
depends on the close monitoring by administrators who provide interventions and corrective measures
whenever possible problems are detected.