scholarly journals Formação docente para inclusão de games na educação básica: relato de uma experiência

Obra digital ◽  
2016 ◽  
pp. 33-50
Author(s):  
Ana Cristina Nunes Gomes Müller ◽  
Dulce Márcia Cruz
Keyword(s):  
Teacher Training ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
School Environment ◽  
Teaching Practice ◽  
Basic Education ◽  
Media Culture ◽  
Children And Young People ◽  
Electronic Games

A formação docente para a cultura midiática é fundamental nos dias de hoje, especialmente porque as mídias digitais integram e definem a vida das crianças e jovens dentro e fora do espaço escolar, especialmente com relação aos jogos eletrônicos. No entanto, mesmo que façam parte desta cultura, os professores encontram muitos obstáculos para inserir essa mídia na sua prática pedagógica. No Brasil, poucas são as ofertas para formar docentes para a inclusão dos jogos eletrônicos na escola. Buscando diminuir essa lacuna, a proposta deste artigo é analisar uma proposta de formação para professores da educação básica baseada na proposta da pedagogia de multiletramentos. Os resultados mostraram que, ao jogar e refletir de modo guiado sobre os jogos eletrônicos, socializando suas práticas e reflexões em grupo, os professores conseguem ir além do usuário funcional, começando a compreender os diferentes textos e tecnologias (como criadores de sentidos) e a entender e pensar usos do que foi aprendido de novos modos (como analistas críticos e transformadores).Training teachers for inclusion of games in basic education: an experience reportAbstractTeacher training for media culture is crucial these days, especially as digital media, and particularly electronic games, define and are an integral part of the lives of children and young people inside and outside the school environment. However, even if they are part of this culture, teachers face many obstacles to including this medium in their teaching practice. In Brazil, few courses train teachers on how to include electronic games in school. To reduce this gap, this paper analyzes a proposal for training basic education teachers, based on the proposal of teaching multiliteracies. The results show that, when playing or reflecting in a guided way on electronic games, and sharing practices and reflections with the group, teachers can go beyond the functional user, and begin to understand the different texts and technologies (as direction makers) and understand and think about what was learned in new ways (as critical analysts and transformers).Keywords: Digital literacy, multiliteracies, electronic games, teacher training, media.

scholarly journals Epilogue: Rethinking digital literacy: Media education in the age of digital capitalism

2020 ◽  
pp. 230-239
Author(s):  
David Buckingham
Keyword(s):  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Media Education ◽  
Digital Learning ◽  
Critical Approach ◽  
Pedagogical Strategies ◽  
Digital Capitalism ◽  
The Media ◽  
Digital Media Literacy

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article propose that we should take a broader and more critical approach to the rise of ‘digital capitalism’, and to the ubiquity of digital media in everyday life. In this sense, the paper argue that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media.This article presents some reflections as an epigraph of the special issue "Digital learning: distraction or default for the future", whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph is also developed in more detail in the book "The Media Education Manifesto" (Buckingham, 2019).

scholarly journals Sensory garden in the school area

2020 ◽  
Vol 16 (1) ◽  
pp. 87-93
Author(s):  
Margot Dudkiewicz ◽  
Patryk Krupiński ◽  
Magdalena Stefanek ◽  
Marcin Iwanek
Keyword(s):  
Young People ◽  
Primary School ◽  
Plant Development ◽  
School Environment ◽  
Land Development ◽  
Art Music ◽  
School Gardens ◽  
Children And Young People ◽  
Sport And Recreation ◽  
Recreation Zone

School gardens play a huge role in learning about nature by children and young people. Lessons conducted in the open air surrounded by greenery develop the natural interests of students who can observe individual stages of plant development and change of seasons. In school gardens, classes in biological and chemical subjects, art, music, Polish and English can be conducted. The study presents a study of a selected case – a concept of land development at the Primary School in Stasin (Lubelskie Voivodeship) changing the current school environment into a sensory garden. The new project will meet the diverse needs of children, allow them to develop properly mental and physical, and allow teachers to conduct creative classes. The project created zones of the senses, dividing them into the zone of sight, hearing, touch, smell and taste. In addition, a representative zone in front of the building, an educational, sport and recreation zone were distinguished. Consistency of the whole assumption is provided by attractive plantings and unified small architecture.

How to Use Parody and Humour to Teach Digital Literacy

2016 ◽  
pp. 423-435
Author(s):  
Luis Pereira
Keyword(s):  
Critical Thinking ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Practical Approach ◽  
Digital Skills ◽  
The Impact

Based on the assumption digital literacy needs a practical approach and actions, this chapter presents an initiative that intends to develop digital skills in a very creative way. Considering the challenge educators (for instance, teachers or librarians) face to promote digital literacy skills especially to young people in a very engaging way, some training was developed to create a possible answer to that problem. This chapter discusses the impact of that initiative that highlights the potential of humour and parody that we can find on digital media to teach digital literacy. According to some attendants, this approach was creative, engaging and built in their minds alternative paths to explore digital literacy and critical thinking.

scholarly journals Digital Media Literacy, School and Contemporary Parenting

2019 ◽  
Vol 10 (19) ◽  
pp. 83-101
Author(s):  
Lana Ciboci ◽  
Danijel Labaš
Keyword(s):  
Digital Media ◽  
Media Literacy ◽  
Digital Literacy ◽  
Parental Mediation ◽  
Children And Young People ◽  
Digital Education ◽  
Theoretical Approaches ◽  
The Media ◽  
New Phenomena ◽  
Digital Media Literacy

Today’s societies live in a world where the media construct reality, which also affects each individual media user. Children and their parents spend most of their time with digital media and contents. Therefore, researchers emphasize the importance of digital literacy of media users. They analyse new phenomena, challenges and risks associated with the anthropological, cognitive and social development of children and young people. An important role in media and digital education is played not only by teachers and schools, but also by parents and family. The aim of this paper is to present and analyse the theoretical approaches to digital media literacy, so-called digital parenting, and to interpret the results of the latest research in Croatia devoted to the digital habits of parents, their attitudes towards parental mediation strategies as well as to their satisfaction with the programmes of media literacy in the education system.

scholarly journals Turn off or tune in? What advice can SLTs, educational psychologists and teachers provide about uses of new media and children with language impairments?

2013 ◽  
Vol 30 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Kevin Durkin ◽  
Gina Conti-Ramsden
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Language Impairments ◽  
Children And Young People ◽  
Language Impaired ◽  
Educational Psychologists ◽  
Need Support ◽  
Key Issues

New media are commonplace in children’s lives. Speech and language therapists (SLTs), educational psychologists and teachers are sometimes called upon by caregivers to provide advice on whether or how children and young people with language impairments should be encouraged to use these media. This article aims to illuminate some of the key issues and to review the implications of different types of advice that practitioners might provide. Four broad strategies are considered: Prohibition, Laissez-faire, Restriction, and Constructive use. Possible consequences of each strategy are outlined and it is proposed that Constructive use should be the strategy of choice. Reasons in favour of a constructive orientation include the benefits of joint engagement, enjoyment, cognitive and perceptual challenges and social motivation; effective uses can support educational attainment in young people with language impairments. Some areas where children and young people with language impairments need support with new media are noted. Decisions that we make about whether to constrain or support uses of new media have direct implications for the quality of young people’s lives and futures. SLTs, educational psychologists and teachers have important roles to play in the development of better-informed policies and strategies concerning language impaired youngsters and digital media.

Youth and Media Culture

2018 ◽  
Author(s):  
Stuart R. Poyntz ◽  
Jennesia Pedri
Keyword(s):  
Young People ◽  
Digital Media ◽  
User Participation ◽  
Sesame Street ◽  
Media Culture ◽  
Media Education ◽  
Media Technologies ◽  
Critical Media ◽  
Youth Media ◽  
The 1960S

Media in the 21st century are changing when, where, what, and how young people learn. Some educators, youth researchers, and parents lament this reality; but youth, media culture, and learning nevertheless remain entangled in a rich set of relationships today. These relationships and the anxieties they produce are not new; they echo worries about the consequences of young people’s media attachments that have been around for decades. These anxieties first appeared in response to the fear that violence, vulgarity, and sexual desire in early popular culture was thought to pose to culture. Others, however, believed that media could be repurposed to have a broader educational impact. This sentiment crept into educational discourses throughout the 1960s in a way that would shift thinking about youth, media culture, and education. For example, it shaped the development of television shows such as Sesame Street as a kind of learning portal. In addition to the idea that youth can learn from the media, educators and activists have also turned to media education as a more direct intervention. Media education addresses how various media operate in and through particular institutions, technologies, texts, and audiences in an effort to affect how young people learn and engage with media culture. These developments have been enhanced by a growing interest in a broad project of literacy. By the 1990s and 2000s, media production became a common feature in media education practices because it was thought to enable young people to learn by doing, rather than just by analyzing or reading texts. This was enabled by the emergence of new digital media technologies that prioritize user participation. As we have come to read and write media differently in a digital era, however, a new set of problems have arisen that affect how media cultures are understood in relation to learning. Among these issues is how a participatory turn in media culture allows others, including corporations, governments, and predatory individuals, to monitor, survey, coordinate, and guide our activities as never before. Critical media literacy education addresses this context and continues to provide a framework to address the future of youth, media culture and learning.

Digital Literacy and Cultural Mediations to the Digital Divide

2011 ◽  
pp. 51-74
Author(s):  
Monica Fantin ◽  
Gilka Girardello
Keyword(s):  
Young People ◽  
Digital Divide ◽  
Digital Literacy ◽  
New Technologies ◽  
Media Education ◽  
Digital Inclusion ◽  
Children And Young People ◽  
Poverty And Inequality

This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture.

scholarly journals New Models of Learning for New Media: Observations of Young People Learning Digital Design

2017 ◽  
Vol 4 (Jahrbuch Medienpädagogik) ◽  
pp. 127-144 ◽  
Author(s):  
Rebekah Willett
Keyword(s):  
Young People ◽  
New Media ◽  
Digital Media ◽  
Digital Technology ◽  
New Technologies ◽  
Digital Design ◽  
Children And Young People ◽  
Cultural Aspects ◽  
Developmental Progression ◽  
The One

There are numerous discourses that seek to define the relationships between young people and digital media. These discourses have different and sometimes contradictory ways of constructing learners and the learning environment (Facer et al. 2001). On the one hand there are panics around new media which position children and young people as being at risk from the dangers of digital technology. In this view children are in need of careful teaching and controlling, as they are unable to learn the correct and safe way to use digital technology on their own. In complete contrast, there are discourses around new technologies which position children as ready learners and technology as offering endless easy-to-use resources for worthwhile learning. This latter view of children as „natural cyberkids’ overlooks many aspects of learning and digital technology, not least the socio-cultural aspects of learning or the possibility that there might be a developmental progression of skills related to learning new technologies.

scholarly journals Digital Literacy Index of Teenagers in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 215
Author(s):  
Catur Nugroho ◽  
Kharisma Nasionalita
Keyword(s):  
High School ◽  
Young People ◽  
Digital Media ◽  
Digital Literacy ◽  
School Age ◽  
Advanced Level ◽  
Violent Content ◽  
Literacy Level ◽  
The Right ◽  
Survey Research Methods

Digital literacy as an ability to understand and use information from various digital sources is not only related to reading characters, but also the process of thinking and evaluating information found in digital sources. There are various issues related to this, such as hoaxes, privacy violations, cyberbullying, violent content, and pornography. This study aims to determine the digital literacy index of adolescents in Indonesia. In this study, the population taken is part of the new millennial generation, namely young people of high school age in four cities in Indonesia, namely Bandung, Surabaya, Pontianak, and Denpasar, with a sample size of 500 people each. With a quantitative approach and survey research methods, the results show that the digital literacy level of adolescents in the four cities is at an advanced level. The dimension of the ability to find and select information is the dimension with the highest value in each of these cities. The dimension of creativity, namely the ability of youth to produce and share creative content in digital media, is the dimension with the lowest value, but is still at an advanced level. With these results, it can be seen that teenagers in four cities can use technology and digital media quite well to communicate, be creative, and find and choose the right information.

Everyday Media Play. Children's Playful Media Practices

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Stine Liv Johansen
Keyword(s):  
Young People ◽  
Digital Media ◽  
Practice Theory ◽  
Contemporary Society ◽  
Children And Young People ◽  
Children's Play ◽  
Current State ◽  
Communicative Patterns ◽  
Media And Technology ◽  
Media Practices

In contemporary society, there seems to be a conception that children’s play has dramatically changed or that it has been deployed by the massive influence of digital media and technology. Yet, within a framework of mediatization and practice theory, and based on extensive ethnographies in everyday contexts of children, different narratives, genres and communicative patterns occur. In this article, the author draws a broader picture of the current state of play in the lives of children and young people, pointing to relevant dilemmas and nuances in the field. 

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