Indirect education found and is still finding its source in various media for a long time. Technological advancement results in the educators having an increased ability to use new tools in ...education. The goal remains the same but the social conditions impose a new identity – the subject teacher evolves into a media one. In the school system, necessary corrections have been introduced to the most important documents and the curricula, but there is still a lack of knowledge on what media education looks like in practice in specific national realities. The review article shows how goals determined by the curricula are already realized through new media in Poland and for which goals the didactic activities should be expanded. In the thematic block concerning physical activity, there is an entry: “The contents of this area have been enriched with modern forms of movement, physical activities from other European countries and use of modern technologies to monitor and plan physical activity” (MEN, 2017: 191). When organizing activities in the classroom area and with the right equipment, conducting lessons with the use of the media is not a problematic task. But are the PE teachers in a similarly comfortable position? It turns out that the development of information technology is conducive to the achievement of the objectives of this subject as well. The literature review and the solutions used so far in the school system are the basis for the thesis of a correlation between the ways in which modern media are used and the formation of the students’ attitudes towards physical culture.
An overview of the history of media education in Canada Tsvietkova, Hanna; Beskorsa, Olena; Pryimenko, Liudmyla
Ukrainian journal of educational studies and information technology,
03/2021, Letnik:
9, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The article's primary objective is to provide the first comprehensive retrospective examination of Canadian media education history. The authors support the periodization, identify the trends, the ...periodization criteria, and the three main periods of establishment and development of Canadian media education in the context of socio-political and sociopedagogical determinants based on the theoretical findings of Canadian media educators. The historical foundations for Canada's development of media education are made clear. According to pedagogical theory and practice, the core of media education is the study of theory and the development of practical skills for mastering contemporary mass media. This knowledge is seen as belonging to a distinct, independent field of knowledge. The authors conclude that media education is connected to all forms of media, including the collection of information and communication tools that each person uses on a daily basis: printed media (newspapers, magazines), auditory media (radio, audio), and screen media (movies, television, video, multimedia, the Internet, etc.); they also define the fundamental elements of media education and conclude that it is a subset of media literacy and media culture. The article describes the evolution of media education associations, approaches, and programs. It has been proven necessary to use positive Canadian experience to address issues with implementing media education in Ukraine in order to improve and humanize that country's educational system in the framework of studying the experience of Canadian media theorists and practitioners.
Over the past couple of decades, media education has evolved from a relatively novel area of study to become an established and thriving field which has captured the attention of scholars, educators, ...stakeholders, and policy makers worldwide. Media education elements such as media literacy, digital literacy, and digital citizenship have become somewhat familiar terms and have grown into burgeoning fields of study in their own right. Over the years, there has been a wealth of literature and theories centred around media education, fuelled by the exponential growth of online and digital media, constantly advancing digital technology, and an ever-evolving media landscape. Despite this, there seems to be a void in the literature when it comes to the conceptualization of media education and its many elements in a way which encapsulates and unifies the various theories and schools of thought. This paper is an attempt to fill that gap and provide an illustrative, concise, and cohesive conceptual model of media education based on media education theories in the Nordic tradition, as viewed from a Finnish perspective. It aims to contribute towards the theoretical understanding of media education as a concept, as well as provide a comprehensive description of media education from a Finnish perspective for students, educators, and policy makers.
In recent years, there has been a growing tendency to discuss the Metaverse, especially following Facebook's decision to rebrand as 'Meta,' a term meaning 'beyond' but also implicitly signalling a ...change. This concept, while not new, encompasses various aspects such as immersion, cryptocurrencies, limitlessness, synchrony, interoperability, and interactivity. These are evident in the names of metaverses like Sandbox, Decentraland, Roblox, VRChat, Somnium Space, etc., which are linked to video games, viewers, advertising spaces, digital objects, avatars (or digital twins), and more. The approach to the metaverse must be multifaceted, encompassing technological, recreational, scholastic/educational, professional, healthcare, productive, and imaginative aspects. The journey towards adopting diverse approaches has been in progress for some time, yet currently, there seems to be a lull. It is essential to organize and strategize to manage choices and forge connections across various institutional and territorial contexts. This article aims to explore flexible solutions at both the school level and beyond, advocating for an approach that harmonizes the biological and digital 'worlds' as interconnected, balanced, and interdependent entities. With digital technology, students could manage their writings, projects, and artistic endeavours through personal and educational devices, employing both linear (textual) and non-linear (recursive) methods, thus fostering a fully integrated and harmonious identity (holistic approach).
In recent years a public debate has been growing around mobile media and young people, as research has found adverse relationships between the intensive use of smartphones and well-being in this age ...group. However, there is still a lack of structured interventions targeting teachers and schools on the issue. This paper shows the results of a pre-registered cluster randomised controlled trial evaluating the impact of a media education intervention focusing on screen time management and the conscious use of mobile devices. The impact of a teacher training course is assessed on their 10th grade students (789 treated, 2572 controls), looking at their smartphone use, digital skills, and subjective well-being. Post-intervention differences, controlling for baseline measures at wave 1, show a moderate but significant decrease in smartphone pervasiveness and problematic use among treated students, with girls displaying greater beneficial effects than boys on withdrawal symptoms. Girls also show an increase in subjective well-being. No effect is found on the level of digital skills measured with an ad-hoc test. These results highlight that media education interventions focused on screen time management and content-related digital skills can be effectively incorporated into daily teaching and are relevant for students’ well-being. The paper also offers practical indications to develop effective media education interventions in a constant connectivity environment.
•A teachers' training course on mobile media education is assessed (pre-registered RCT) on 10th-grade students (N = 3659).•Three main outcomes are measured: ii) problematic smartphone use, ii) digital competence and iii) general well-being.•Treated students show significant decrease in problematic smartphone use; no increase in digital competence and well-being.•Girls show relevant and bigger benefits also on digital competence and well-being.•Improving time and attention management related to smartphone use is a promising area for mobile media education.
Use of screen devices has become a standard practice in modern parenting. Research has shown that screen devices can be strategically used as tools, either for babysitting or for educational support. ...We surveyed 4,907 parents of preschool children from China to investigate how different devices (including TV, tablet, computer and paper-based books) may channel parental efficacy (or the lack of it) to home literacy practices. We found that parents with low parental efficacy were more likely to give their children all three kinds of screen devices, among which TV and tablet were detrimental to home literacy practices whereas computers, like books, were complementary to home literacy practices. Latent profile analysis showed that parents who allowed their children a high frequency of TV or tablet use had the poorest home literacy practices. In comparison, parents who provided fewer books but allowed high frequency of computer use while restricting TV or tablet use came from the lowest SES backgrounds in the sample, but they reported average levels of parenting efficacy and an average amount of home literacy practices. Only parents who felt efficacious about their parenting capabilities provided more paper-based picture books, thus generating optimal home literacy practices. Given the evidence from our finding that parents’ lack of efficacy is a predictor of increased child TV and tablet viewing time and decreased home literacy practices, we need to consider whether such practices arise from a chronic sense of anxiety about parenting effectively rather than efforts to temporarily soothe or entertain the children. More effort is needed to help parents manage their anxiety and to teach parents how to realize and exploit the educational values afforded by the advancing media technology.
•Parental inefficacy was positively associated with children's screen time.•TV and tablet use were associated with fewer home literacy practices.•Book and computer use were associated with more engagement in home literacy practices.•The findings suggest parents strategically manage children's screen time as a response to their lack of parenting efficacy.•Parents need help to manage their parenting anxiety and use screen technology in educationally productive ways.
This paper discusses an explorative approach on strengthening critical data literacy using data science methods and a theoretical framing intersecting educational science and media theory. The goal ...is to path a way from data-driven to data-discursive perspectives of data and datafication in higher education. Therefore, the paper focuses on a case study, a higher education course project in 2019 and 2020 on education and data science, based on problem-based learning. The paper closes with a discussion on the challenges on strengthening data literacy in higher education, offering insights into data practices and the pitfalls of working with and reflecting on digital data.
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