Technology is perhaps the strongest factor shaping the educational landscape today.

Educational

media and technology encourages cooperation, obedience, creativity, mastery of ideas and

concepts and provides learners with a sense of belonging and creates bonds between learners and

their peers. This assignment seeks to criticize the idea of teaching secondary science subjects

without educational media and technology. Key term to be defined is educational media and

technology (EMT)

Coffey (2001), defines EMT as a systematic way of designing, implementing and evaluating the

total teaching-learning process by employing a combination of human and scientific equipment

to bring about effective instruction. Halverston(2010), says EMT looks at "channels used in the

classroom to aid teaching and training”. Thus, educational media and technology is a channel of

conveying information to learners containing intellectual content and contributing to the learning

process.

To start with, EMT encourages cooperation. Media can provoke discussions. Willingham

(2009),says visual media helps learners retain concepts and ideas. An example is that of learners

remembering everything that they see on television and forgetting what is lectured. EMT

stimulates interest in learners and development of knowledge of the material being taught.

Hence, EMT is important in the teaching of secondary science subjects.

Secondly, EMT influences obedience. Preliminary evidence from Girardi (2008), and Raehsler

(2009), suggest that using media makes subjects more relevant to learners, increases class

attendance and raises examination scores. Media creates learning environments that extend the
possibilities of one way communication. Media keeps the learner focused and actively engaged

in teaching learning process in the classroom. Media itself means a method of communication.

Thus, EMT is of great importance in teaching secondary science subjects.

Furthermore, EMT aids creativity. Raehsler (2009), highlights that using media is especially

good for cognitive reasoning. His taxonomy lists the following cognitive functions: data recall,

comprehension, application, analysis, synthesis and evaluation. Media provides the opportunity

for teachers to activate these cognitive domains. Media helps the learner to possess the ability to

create personal knowledge. Therefore, EMT is dominant in the teaching of secondary science

subjects.

Moreover, EMT stimulates mastery of ideas and concepts. Galkiene (2021), points out that

learners can experience worlds beyond their own especially if the media is sharply different from

their local environment. Showing media after describing a theory or concept allows the teacher

to use the scenes as a case study. This approach helps learners develop their analytical skills in

applying what they are learning. Hence, EMT is much needed in teaching secondary science

subjects.

Lastly, EMT provides learners with a sense of belonging and creates bonds between learners and

their peers. Media helps the learners learn without limit. Media brings diversity to class visuals.

Mamvuto (2006),says media is about transforming the internal belief system of learners. By

using images for example, they reflect diversity and learners learn that classroom lessons are for
them. With role models as diverse as they recognize that they can bond regardless of gender, race

or ethnicity. Thus, EMT is crucial in the teaching of secondary science subjects.

To conclude, EMT is important in the teaching of secondary subjects because it makes the

learners explore and develop their learning skills. Teaching without EMT does not support

effective learning since some concepts cannot be understood without media. Hence, it is

important to consider teaching secondary science subjects using educational media and

technology.
References

Coffey,R.(2001) The changing landscape of designing education on an international

perspective. Pretoria. University Of South Africa.

Galkiene,A.(2021) Educational Research and Statistical Methods: Windhoek: Center for

external studies. University of Namibia.

Girardi,C.(2008) National teaching practice report for 2008.Harare.University Of Zimbabwe.

Halverston,K.(2010) The impact of the structural adjustment programme on education in

Zimbabwe. Zimbabwe Bulletin Of Teacher Education.

Mamvuto,A.(2006) A case study of multiculturalism and diversity in art and design teaching and

learning in selected secondary schools in Bulawayo. The Zimbabwe Bulletin Of Teacher

Education.

Raehsler,H.(2009) Bring your own device in higher education: opportunities and challenges.

International journal of emerging trends and technology in computer science.

Willingham,C.(2009) Integrating technology into the classroom. Eight keys to success. Journal

of technology and teacher education. Norfolk. VA. Society for information, technology and

teacher education.