The research study examines the usage of ChatGPT, an artificial intelligence (AI)-based language model, among media students in Egypt, focusing on the opportunities and challenges it presents. ...Through a survey, undergraduate media students shared their familiarity with ChatGPT, frequency of usage, and the media tasks performed using the tool. The study investigates the perceptions and experiences of undergraduate media students in Egypt about the benefits, challenges and implications of using ChatGPT for various aspects of media projects in their academic curriculum. It also examines the experiences of media students about content quality, creativity, organization of content, efficiency of expression, ethical concerns, and potential effects on authenticity and originality in media projects. The study adopted a mixed methods approach with a survey questionnaire and semi-structured interviews. The participants were media students belonging to three institutions in Egypt. Findings revealed ChatGPT’s utility as a valuable tool in various media tasks while highlighting its limitations and ethical considerations. The research offers media educators and professionals insights into using ChatGPT for media projects. It also raises specific issues that can benefit AI tool developers to meet academic rigor and transparency requirements.
The changes that represent the accessible technology and the use of social networking media in digital culture pose new questions and challenges as we are, at the same time, producers and consumers ...of information. Disinformation affects public life and threatens democracy. Based on the ideas of Cognitive Democracy (Morin, 2014) and the Knowledge Dialogue (Leff, 2006), we will discuss the theme in the light of an analytical framework of the research “Values and Arguments in the assimilation and propagation of disinformation: a dialogical approach”. Media education appears as a historic and democratic need to combat fake news. In this sense, the possible solutions should build and strengthen collective learning about communicational and educational processes that promote reading and understanding of codes to interaction in social media.
This study aims to develop an Android-based literary theory learning media using the inventor application in the independent learning era - independent campus. This study used the Research and ...Development (R & D) that refers to the model of the research and development of 4D (four-D), which is definition, design, development, and dissemination. The Android-based learning media developed was tested on students in the odd semester taking the course of Theory of Literature at the Department of Indonesian Education, Faculty of Teacher Training and Education, University of Bengkulu. Based on the results obtained from the questionnaires that were distributed in this study, which were from the results of material validation, data related to the learning media used in this study were declared suitable for use without revision. In terms of media appearance and display (text on the media, color combination on the media, images on the media, navigation board layout), the result in general was "strongly agree". In terms of usage (instructions for use and user interface), the result in general was "agree". Based on the results of questionnaire distribution to thirty students, the following results were obtained. Twenty-three students stated "strongly agree" and seven students stated "agree" to the learning indicators. Regarding the material indicator, twelve students stated "agree", eighteen students stated "strongly agree". Meanwhile, regarding the learning media display indicator, all students stated that they strongly agreed. With the usage indicators, twenty-one students agreed and nine students strongly agreed. The test in the form of giving questions to students aimed to discover the extent to which students understood the material after the Android-based learning media created using the MIT App Inventor application was tested. The data obtained revealed that 39% of students got an A, 51% of students got a B and 10% of students got a C.
The modeling of the media educational potential of the television industry as a post-crisis phenomenon is considered. The complex of theoretical and empirical approaches such as modeling, case-study, ...semi-structured expert interviews was used. According to the results of this research, the fact that the television industry has the media educational potential and employs it in the professional activity is confirmed. There are three models of the media educational potential of the television industry (MEPTI), that are determined by differentiated professional aims: MEPTI in the media training of professionals; MEPTI in the qualification improvement of professionals; MEPTI in improving media literacy of broad audience. The realization of media educational potential is seen in federal and regional segments of the television industry, regardless the type of media companies. However, different forms of media educational potential are applied by the television industry that is seen not only in the collaboration with universities, but also in the autonomisation of media educational practices.
Educationalists' and policymakers’ curriculum work on digital literacy in England has overlooked the expertise of digital specialists such as information, IT and media professionals. Given the lack ...of evidence, this article draws on semi-structured interviews with experts in the United Kingdom, enhanced by a diary methodology and a conversational approach to the think aloud method, to explore how they engage with and evaluate online content. In doing so, it addresses what digital literacy entails and how to promote it across the national curriculum for England. It is argued that the ability to evaluate online content involves not only reflections on the nature and origin of information, contextual knowledge and the use of multiple sources, but also functional and critical digital skills and knowledge about the internet and the digital environment. Relatedly, it is argued that the Citizenship and Computing curricula should be revised to promote digital literacy as a cross-curricular subject.
•This study explores how digital experts in the UK engage with and evaluate online content.•As a result, it reflects on what digital literacy entails and how to promote it across the national curriculum for England.•Digital literacy relies on reflections on information, contextual knowledge and the use of multiple sources.•In addition, it requires functional and critical digital skills and knowledge.•The Citizenship and Computing curricula should be revised to promote digital literacy.
Children, Adolescents, and the Media Strasburger, Victor C.; Hogan, Marjorie J.; Mulligan, Deborah Ann ...
Pediatrics (Evanston),
11/2013, Letnik:
132, Številka:
5
Journal Article
Recenzirano
Odprti dostop
Media, from television to the "new media" (including cell phones, iPads, and social media), are a dominant force in children's lives. Although television is still the predominant medium for children ...and adolescents, new technologies are increasingly popular. The American Academy of Pediatrics continues to be concerned by evidence about the potential harmful effects of media messages and images; however, important positive and prosocial effects of media use should also be recognized. Pediatricians are encouraged to take a media history and ask 2 media questions at every well-child visit: How much recreational screen time does your child or teenager consume daily? Is there a television set or Internet-connected device in the child's bedroom? Parents are encouraged to establish a family home use plan for all media. Media influences on children and teenagers should be recognized by schools, policymakers, product advertisers, and entertainment producers.
The main objective of this article is to discuss the relevance of media education in its interface with Information and Communication Digital Technologies and the Pedagogy of Multiliteracies, based ...on an experience with the implementation of the area of media education in the curriculum of a public school in the city of São Paulo. We adopted, for this purpose, media-education principles and multiliteracies to analyze videos produced by the students. In order to achieve this goal, we discuss two video production activities carried out by students in the ninth grade of elementary school with the use of mobile technologies in the school curriculum. The results show that just considering the presence of technology in the classroom is not enough, it is necessary to adopt approaches related to multiliteracies.
How do technologies shape participation? The rise of digital technologies has facilitated novel modes of engagement, such as political campaigns, protest movements, or civic education initiatives. ...However, changing economies of attention and politics of affect have allowed right-wing populist and far-right actors and movements to also reap benefits. This volume brings together new perspectives from general education and media education on digital democratic publics.
Wie verändern Technologien Partizipation? Das Aufkommen digitaler Technologien hat neue Formen des Engagements ermöglicht, die Protestbewegungen, politische Kampagnen oder auch Initiativen der politischen Bildung prägen. Veränderte Aufmerksamkeitsökonomien und Affektpolitiken, von denen rechtspopulistische Akteur*innen profitieren, fordern die demokratische Selbstverständigung ebenso heraus wie die Macht der Daten. Der Band versammelt Perspektiven aus der Allgemeinen Erziehungswissenschaft und Medienpädagogik auf (post-)digitale demokratische Öffentlichkeiten.
The modern world is the world of media. Several factors have a significant impact on the development of the corporate education system. Among them are the development of digital education tools, ...transmedia literacy and generation Y and Z in the labour market. COVID 19 infodemic is only strengthening the influence of these factors. Approaches to corporate education changed fundamentally. In the corporate education system, not only content has changed, but also approaches, technologies, and tools for developing competencies. It is critically important to add a media educational component to the system of corporate L&D. It’s necessary now to develop also the corporate model of media education. And the development of media education technologies has great meaning in the modern corporate sector. Among them are microlearning, mobile education, development of project management skills, etc. All these competencies could to strengthen the competitive advantages of the company in the new media and informational reality of the corporate sector. Today it is necessary to talk about the use of transmedia in the corporate training system. Opportunities for the development of the transmedia ecosystem bring benefits to companies targeting Generation Y and Z.
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