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The Role of Instructional Media and Technology in the Zimbabwean Primary School Curriculum

Author

Listed:
  • Mukandi Cosmas

    (Great Zimbabwe University, School of Education and Culture, Masvingo, Zimbabwe)

  • Pisirai Cuthbert

    (Great Zimbabwe University, School of Education and Culture, Masvingo, Zimbabwe)

  • Winnet Chindedza

    (Great Zimbabwe University, School of Education and Culture, Masvingo, Zimbabwe)

Abstract

Curriculum is at the epicentre of any education system (Handbook on curriculum Review 2015-2022). The optimism is premised on the fact that education has the power to transform societies more than any other agent acting singly. Zimbabwe is now using an updated curriculum from early childhood development right across to advanced level. Zimbabwe is a unique country by virtue of having a multiplicity of cultures. Lawton (1973) posits that curriculum is essentially a selection from the culture of a society. In a multi-cultural society like Zimbabwe, it becomes very difficult to deliver instruction and it is further complicated by a centralised curriculum which does not take into account the peculiarities of each setting. The Zimbabwean context, particularly the primary school sector calls for the teacher to be proactive in the delivery of instruction by adapting and adopting the curriculum content to suit the different cultures. The teacher has to look for relevant instructional media and technology (IMT) that suits the level of the learners. The teacher can bring the world into the classroom in her/his quest to concretise taught concepts and simultaneously prepare pupils into the world of work through encooperating relevant IMT. The importance of IMT in the updated curriculum cannot be underestimated. It is the task of this paper to elucidate the role of IMT in the updated primary school curriculum in Zimbabwe, looking at implementation variables currently playing out. Currently, the updated curriculum is in its first seven year cycle ending year 2022.

Suggested Citation

  • Mukandi Cosmas & Pisirai Cuthbert & Winnet Chindedza, 2020. "The Role of Instructional Media and Technology in the Zimbabwean Primary School Curriculum," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(6), pages 126-133, June.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:6:p:126-133
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    References listed on IDEAS

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    1. Baraka M. Ngussa, 2015. "Integration of Media Resources in Christian Religious Education: A Case Study of Secondary Schools in Chemundu Zone, Kenya," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 5(1), pages 197-211, January.
    2. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
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