U.S. Preservice Teachers and Their Media Worlds

2005 ◽  
Vol 15 (3) ◽  
pp. 243-261
Author(s):  
Stephanie A. Flores-Koulish
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Popular Culture ◽  
Media Literacy ◽  
Literacy Education ◽  
Qualitative Investigation ◽  
Pedagogical Skills ◽  
Elementary Preservice Teachers ◽  
The Media ◽  
Media Habits

This study provides a baseline of experiences and understandings that undergraduate elementary preservice teachers have with media and popular culture. Through a qualitative investigation, future teachers reveal their childhood and current media habits. What also emerges is a glimpse of their future pedagogical skills related to the media as a subject matter. Additionally these preservice teachers express fear over the power of the media, with particular indignation when it comes to children as viewers. Implications for policy in teacher education related to media literacy education are discussed.

Towards professional and ethical balance: insights into application strategy on media literacy education

Kybernetes ◽  
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miftachul Huda ◽  
Azmil Hashim
Keyword(s):  
Media Literacy ◽  
Golden Rule ◽  
Literacy Education ◽  
Media Technology ◽  
Negative Effects ◽  
Content Type ◽  
Media Literacy Education ◽  
The Media ◽  
Effects Of Media ◽  
The Way

PurposeMedia literacy education is knowingly contributed to give insights in facilitating the interaction and communication, and thus enabling to understand the way we look at the world around us. However, the challenging issues emerged around need to take serious consent towards engaging the professional and ethical balance in the context of application strategy on media literacy education. This paper attempts to examine in addressing the ability with substantial foundation to recognize and understand between its benefit and its impacts assigned with analysing and evaluating the media engagement.Design/methodology/approachThis paper proposes the theoretical framework guideline with particular emphasis on empowering both professional and ethical dimensions relating to the media literacy and education to be keenly adhered to as a golden rule in media literacy, education and practice.FindingsThe findings reveal that such a marriage between the ethical dimensions and professional skills would promote the good of individuals, groups and broader society by addressing the inherent negative effects of media technology and practice. Consequently, the model would contribute to broader societal goodness and peaceful coexistence.Originality/valueThe professional and ethical balance being proposed here is necessary to reconsider the way and manner along with media technology tools utilized across different cultures with expressing the purpose of promoting appropriate and wise usage for the sustainable positive benefit of mankind at all times.

Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Zlatina Dimitrova ◽  
◽  
◽  
Keyword(s):  
United Kingdom ◽  
Media Literacy ◽  
Media Education ◽  
Theoretical Research ◽  
School Age Children ◽  
Educational Models ◽  
The United Kingdom ◽  
The World ◽  
The Media ◽  
Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

scholarly journals Media Literacy Education for Students During Learning Online the Covid-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 628-634
Author(s):  
Fadhil Pahlevi Hidayat
Keyword(s):  
Online Learning ◽  
Media Literacy ◽  
Literacy Education ◽  
Learning Activities ◽  
Media Literacy Education ◽  
Digital World ◽  
Depth Study ◽  
The Media ◽  
Negative Impacts ◽  
Basic Ability

One of the impacts of the COVID-19 pandemic is felt in the world of education, namely the Government's policy that all learning activities must be carried out from home online. With this policy, students tend to be affected by negative impacts during online learning due to the increasing consumption of the digital world. Therefore, media literacy education is needed for students so that it can become the basic ability of students to overcome negative and negative influences to improve understanding to build knowledge and have more critical thinking about information obtained from the media, especially for students who are currently learning from home online. This study uses a research method with a literature review with data collection techniques carried out through an in-depth study of various reference sources. The results of the analysis show that media literacy education for students during online learning during the covid-19 pandemic is a basic skill that is so important for a student to have, not only for online learning but also for learning in the 21st century as it is today. Media literacy education skills can be applied during online learning by applying skills such as access, select, understand, analyze, verify, evaluate, distribute, produce, participate and collaborate

The Transference Between Elementary Preservice Teachers' Courses and Technology Use in Teaching

2018 ◽  
pp. 1459-1489
Author(s):  
Debra R. Sprague ◽  
Maria Katradis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Teachers ◽  
Case Studies ◽  
Technology Use ◽  
Data Sources ◽  
Mixed Method Study ◽  
Teachers Perceptions ◽  
Elementary Preservice Teachers ◽  
Integrate Technology

This mixed-method study explored a cohort of 18 preservice elementary teachers' perceptions of technology and their abilities to integrate technology in their teaching. Data sources included blog postings, a confidence survey, lessons plans and observations. Results showed a disconnect between the blog postings and confidence survey (their perceptions) and their lessons plans and observations (their abilities). Five case studies were examined, using the TPACK framework, to determine where the disconnect was occurring. Although Technical Knowledge seemed to be an issue for some, the majority of the preservice teachers struggled with Pedagogical Knowledge. Suggestions for how to address this issue are included. Implications for teacher education are discussed.

Elementary Preservice Teachers and Questioning Strategies in Mathematics

2019 ◽  
pp. 60-65
Author(s):  
Sandra Browning
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Inservice Teachers ◽  
Questioning Strategies ◽  
Elementary Preservice Teachers ◽  
The Relationship ◽  
Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

scholarly journals MEDIA LITERACY AND HEALTH EDUCATION: EMPOWERING TEACHERS IN THE REPUBLIC OF MOZAMBIQUE

2014 ◽  
Vol 60 (1) ◽  
pp. 114-124
Author(s):  
Clara Mauaie ◽  
Lucy Sayuri Ito ◽  
Agnaldo Arroio
Keyword(s):  
Media Literacy ◽  
Educational Program ◽  
Literacy Teachers ◽  
Japan International Cooperation Agency ◽  
Pedagogical Tool ◽  
Pedagogical Skills ◽  
Empowering Teachers ◽  
The Media ◽  
The Republic ◽  
Health Teachers

Currently, the Ministry of Health of the Republic of Mozambique (MISAU) is developing a Project to strengthen the technical and pedagogical skills of health teachers at the training institute (FORSA-MZ), supported by the Japan International Cooperation Agency (JICA). The aim of this project is to prepare teachers for a decentralization process. In this context, Media Literacy is recognized as an essential area to promote the critical view of citizens to be able to contribute to the assessment of a democratic society. In this society, citizens should be able to access the mass media critically and to express themselves via this media, as producers. In this context, an educational program was designed to support the teachers’ improvement of skills in using different media in the classrooms in the Republic of Mozambique. This program was developed in 15 different health training institutes by JICA and MISAU. Data were collected for the analysis of pre and post questionnaires, interviews and the materials produced during the courses (comics, photonovels, videos, for example). The results showed that the decentralization of pedagogical tool production and teachers’ empowerment were an important achievement of this educational program, and the media literacy is supporting them to develop their autonomy. Key words: media literacy, teachers’ empowerment, autonomy, Africa.

scholarly journals Teaching the Black Power Movement, the Genre of Documentary Film and Critical Media Literacy

2020 ◽  
Author(s):  
Viola Huang
Keyword(s):  
Media Literacy ◽  
Black Power ◽  
Literacy Education ◽  
Black Power Movement ◽  
Media Literacy Education ◽  
The Us ◽  
Critical Media ◽  
The Media ◽  
The University

In an age of digitalization and information overflow, it is of particular importance to offer students strategies to read and navigate the world they live in. The Information and Media Literacy project at the University of Passau intends to enable future teachers to become literate in the digital age by empowering pre-service teachers to collect, sort, critically evaluate, and subsequently produce and distribute information. Additionally, the awareness of and the reflection on the role of the media is just as essential, and thus, media-literacy education is a crucial part in this endeavor. This article discusses what information and media-literacy education can look like in practice. In one of our interdisciplinary and co-taught seminars, we investigated how documentaries can shape the perception of history by looking at the Black Power Movement in the US.

Pedagogical Approaches to Media Literacy Education in the United States

2016 ◽  
pp. 53-74 ◽  
Author(s):  
Jackie HeeYoung Kim
Keyword(s):  
United States ◽  
Media Literacy ◽  
The United States ◽  
Literacy Education ◽  
Current Status ◽  
Media Literacy Education ◽  
Core Concepts ◽  
The Media ◽  
K 12 ◽  
Pedagogical Approaches

The purpose of this chapter is to glimpse the current status and pedagogical approaches of the media literacy education in the Unites States. This chapter was intended to provide the foundational and delineated information about the media literacy education so that it can be a helpful reference to understanding and developing media literacy in K-12 educators' curricular. This chapter starts with discussion about the growth of media literacy in the contexts of American education such as how it is included in state curriculum frameworks as well as research. Then this chapter moves to introduce the types of pedagogical approaches of media literacy generally implemented in K-12 environments. The pedagogical approaches were categorized by the tenets of “Core Principles of Media Literacy in the United States” outlined by National Association of Media Literacy Education (NAMLE) (2007). Finally, this chapter discusses five core concepts of media literacy and the list of guidelines that are requisites for the development of the media literacy education materials based on the foundational concepts.

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