Department,carved out of the Department of Science Education. Prior to the establishment of the department, Postgraduate programmes in Educational Technology were being offered by the Department of Science Education alongside Science Education programmes like Biology Education, Chemistry Education, Geography Education, Mathematics Education and Physics Education programmes. With the Establishment of the Department of Educational Technology at the beginning of 2015/2016 academic session, members of academic staff in the department of Science Education who specialize in Educational Technology were moved to the new Department. Postgraduate students of Educational Technology were also transferred and so also Undergraduate admission was given to fresh students into 100L (through UTME) and 300L (through Direct Entry) of the new Department of educational Technology. Dr T. O. Alabi who has been the Head of Department (Science Education) became the first Head of Educational Technology Federal University of technology, Minna, Nigeria.
The philosophy of the Department of Educational Technology shall be based on both the philosophy of the University as outlined in the Academic Brief and philosophy of Education as outlined in the National Policy on Education (2004). The department aims to train scientifically, knowledgeable, and technologically skilled teachers to meet global best practices in Educational Technology. Specifically, the Department of Educational Technology aims at raising the creative capacities and capabilities of the students in the development of innovative teaching models and new approaches demonstrated through the latest application of instructional equipment, multi-media, distance learning and other forms of Educational Technologies.
the rural areas where the majority lived, children learned the skills of farming and other work, as well as the duties of adulthood, from participation in the community. This process was often supplemented by age-based schools in which groups of young boys were instructed in community responsibilities by mature men.
Apprentice systems were widespread throughout all occupations; the trainee provided service to the teacher over a period of years and eventually struck out on his own. Truck driving, building trades, and all indigenous crafts and services from leather work to medicine were passed down in families and acquired through apprenticeship training as well. In 1990 this indigenous system included more than 50 percent of the school-age population and operated almost entirely in the private sector; there was virtually no regulation by the government unless training included the need for a license. By the
Departments in the school are well coordinated. These includes student’s results, students’s cases, transfer, staff promotion, seminar /conferences and discipline of both students and staff institutional board meeting.
The Department has a staff strength of 12 on permanent and pensionable appointment, some are on visiting appointment. Currently, some staff are on study fellowship for various higher degree programmes within and outside the country.
A good number of academic staff has delivered public lecturers to the community on various areas of interest.