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Curriculum technologies for basic education: Methods, media and their utilization by Inyang-Abia, M. E

Calabar: MIFAM Services Nig. Ltd.(2001)


The ever-expanding role of technology in all aspects of human endeavour is becoming more embracing, more enticing and better appreciated than ever before., In; the education sector, especially in the developed economies, the computers, the cellular technology, the internet, the website, the electronic book (e-book) and the electronic mail (e-mail) have conspired with other communication modes which operate at supra lighning speed to gradually delete the teacher image. They have taken formal education from the four walls of the classroom to the comfort of the bedroom.

How can the professional teacher then remain relevant vis-a-vis the emerging daunting technological phenomena except to recruit and mobilize these and other technologies to his advantage and the benefit of the learner? This can make the smarter software all redmical know-how to adequately mine the nooks and can-mics of education that the conventional instructional tools cannot reach. This is part of what Curriculum technologies for basic education: methods, media and their utilization has emphasized. But what happens in the developing economies such as Nigeria? Improvisation is the tentative answer. But thank Goodness technology, like culture, is fluid therefore it cannot be held tight within cultural boundaries. Transfer of technology has fuelled cultural evolutionary metamorphosis for faster on on-going process of globalization. No nation can therefore hide from the transforming effect of technology.

The three major units of this book combine to make up twenty-one chapters. Unit one that focuses on instructional methodology consists of ten chapters. Unit two focuses on curriculum materials and technologies within its seven chapters. Unit three has four chapters that cover low-cost curriculum technologies for basic education, for learning disabilities, sourcing for instructional materials and their storage. As its supplementary counterpart; Curriculum dynamics and professionalism in teaching; the present text was born out of the burning desire to promote basic education by rekindling the waning spirit of both the young and the experienced doyen professionals. All educators, teacher trainers and their trainees will find both books to be invaluable assets.

The numerous people who have, in various ways contributed to the success of this book are gratefully acknowledged. These include members of my family, my friends, colleagues and students. OOf special mention are Glory George, Joy Paul, Ekaette Samuel and Mercy Bede who typeset the manuscript. Specially acknowledged are all the authors whose works have been cited or consulted.

Inyang-Abia, M. E. (Ph.D)
Department of Educational Technology
Institute of Education
University of Calabar
Calabar , Nigeria.


      Chapter 1: Audio visual (A. V. methods)
      Chapter 2: Discussion methods
      Chapter 3: Entereducate methods
      Chapter 4: Expository methods
      Chapter 5: Inquiry methods
      Chapter 6: Peer teaching
      Chapter 7: Practical methods
      Chapter 8: Problem-solving methods
      Chapter 9: The Project method
      Chapter 10: Value clarification
      Chapter 11: The prints (Textual Instructional materials
      Chapter 12: Instructionai audios
      Chapter 13: Instructional visuals
      Chapter 14: The audiovisuals
      Chapter 15: The phenomenal instructional materials
      Chapter 16: The manipulative instructional materials
      Chapter17: The computer
      Chapter 18: Sources of instructional materials for education and training
      Chapter 19: Low-cost instructional technologies for teaming disabilities
      Chapter 20: Some low-cost curriciulum technologies for Universal Basic Education
      Chapter 21: Instructional material storage facmties

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