scholarly journals Mediacontent in History Lessons in Ukrainian Secondary Schools: Perspectives and Risks of Use

2017 ◽  
Vol 5 (4) ◽  
pp. 78-88
Author(s):  
Yuliia Antybura
Keyword(s):  
General Education ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Information Society ◽  
Communication Technologies ◽  
Information Environment ◽  
Media Education ◽  
Media Content ◽  
Modern Media ◽  
Information And Communication

The article contains the analysis of educational and upbringing opportunities of modern Media Content on the History lessons. It is noted that in modern information society the school is no longer the only source of information for pupils. Therefore, on the basis of this understanding, development of pupils’ media literacy is the main task for the teachers. According to the new version of «A History Education Curriculum» for grades 5-11 of general education schools, the main purpose of History teaching is growth of a pupil as a person, who can oriented in the surrounding information environment freely. Media education serves that purpose. The issue of media education and information – communicative technologies is considered in the works of modern Ukrainian scientists. The pages of periodicals cover the potential of using multimedia, multimedia presentations, virtual learning, network technologies, the Internet resources, educational opportunities of video hosting on the History lessons in general education schools. The number of publications with specific recommendations for the use of modern media content on the History lessons is not enough. This determines the relevance of the study. The author presents the number of definitions of the basic concepts on the indicated problems, such as «information society», «mass communication», «information-digital competence», «media content», «media literacy», «media education». The main functions of media education are dwelt upon. These are: to prepare a new generation for living in modern information environment; to perceive various information; to teach a person to resist the psychological pressure; to communicate on the basis of verbal and non-verbal forms of communication through technical means. The author presents the parts of the lessons of the subject «The History of Ukraine» and «The World History» with the use of modern media content. It is advisable to use media content at the stage of perception and comprehension of educational material with obligatory reflection. The author is considers the expediency of using information and communication technologies in the curriculum of general education schools of Ukraine, the consistency of such use with state sanitary norms and rules for general educational institutions. Problems and risks associated with the uncontrolled flow of versatile information and the impact of information and communication technologies on the physical and mental health of children are singled out. In particular, there is a general decline in the level of culture and moral qualities, the memory and attention of students are worsened. The author raises the issue of the necessity of development of an information culture. Modern children should be able to resist media manipulations. The formation of media literacy and the development of critical thinking is the primary task of the modern school.

scholarly journals Informatization of Education. Media Education and Media Literacy

2021 ◽  
Vol 19 (1) ◽  
pp. 88-99
Author(s):  
Lilit ANTONYAN
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
21St Century ◽  
Public Awareness ◽  
Communication Technologies ◽  
Media Education ◽  
Quality Of Education ◽  
Information And Communication ◽  
Teachers Training

Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.

scholarly journals Media Education Issues for Professionals and Citizens: Bridging the Divides in Countries of the South

Comunicar ◽  
2009 ◽  
Vol 16 (32) ◽  
pp. 41-50
Author(s):  
Jamal Eddine Naji
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
Positive Impact ◽  
Communication Technologies ◽  
Media Education ◽  
The South ◽  
Radical Reform ◽  
Development Tool ◽  
Information And Communication ◽  
The Media

Information and communication technologies (ICT) are imposing a radical reform in journalism and media education. Without a strategic, participatory pedagogical vision, journalism and media literacy will not work to the advantage of the plan for a democratic and inclusive information society. By the same token, they will be unable to reduce the gap experienced world-wide between training and employment, nor will they have a positive impact on Government or media operators’ policies, nor on the practices of professionals and citizens, particularly in cyberspace. The media are a source of knowledge, a development tool, a citizenship matrix, a source for construction of the «social being» and peace. The ultimate issue is the advent of an inclusive information society, and particularly in the countries of the South, its solid emergence depends on an «emancipation journalism». This must be the objective of all media education. Las tecnologías de la información y de la comunicación (TIC) están imponiendo una reforma radical en el periodismo y la educación mediática pero sin una visión pedagógica participativa estratégica, el periodismo y la alfabetización mediática no trabajarán en beneficio del plan para una sociedad de la información democrática e incluyente. Por lo mismo, serán incapaces de reducir la brecha presente en todo el mundo entre capacitación y empleo; tampoco tendrán un impacto positivo en las políticas del gobierno y en los operadores de los medios, ni en las prácticas de profesionales y ciudadanos, particularmente en el ciberespacio. Los periodistas y los medios ocupan un lugar decisivo en la sociedad, están cara a cara con el estado, y demandan políticas públicas para introducir la educación en alfabetización mediática desde la escuela primaria. Los medios son una fuente de conocimiento, una herramienta de desarrollo, una matriz para la ciudadanía, un recurso para la construcción del ser social y de la paz. El objetivo final es la llegada de una sociedad de la información incluyente, y particularmente en los países del sur, su sólida ascensión de pende de una «emancipación periodística».

scholarly journals Socialisation in the Age of New Media

2006 ◽  
Vol 11 (Media Education) ◽  
pp. 1-29 ◽  
Author(s):  
Johannes Fromme
Keyword(s):  
New Media ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Media Education ◽  
Media Usage ◽  
The Social ◽  
The World ◽  
Information And Communication

Media education is a comparatively young specialisation within educational science. It acts on the assumption that in modern (or postmodern) societies human's relation to the world is largely mediated by technical media. To act pedagogically therefore has to be conceived and understood as acting in a world shaped by information and communication technologies. Based on this media education addresses three different problems. First it tries to analyse and critically reflect on socio-cultural forms and practices of media usage in order to assess the social as well as individual relevance of technically mediated perception and communication. Second it tries do develop scientifically founded concepts for the practice of media education in order to foster people's media skills and media literacy. Third it tries to develop concepts for media didactics, that is for a methodical application of technical media in order to support teaching and learning processes.

scholarly journals Content analysis of European library and information science journals

2020 ◽  
Vol 8 ◽  
pp. 161-170
Author(s):  
Yuliia Shevtsova ◽  
Hanna Shemaieva
Keyword(s):  
Content Analysis ◽  
Information And Communication Technologies ◽  
Information Society ◽  
Information Science ◽  
Interdisciplinary Communication ◽  
Communication Technologies ◽  
European Countries ◽  
Library And Information Science ◽  
Digital Information ◽  
Information And Communication

Content analysis of 28 library and information science journals of the leading European countries has been conducted in the context of the current research. The thematic focus of these journals has been the priority of the research. Several thematic groups of library and information science journals have been identified. They include the journals that cover the following topics related to: 1) digital information; 2) development of information and communication technologies and their application in library practice; 3) library and information with the key topic of library and information management; 4) various types of communication. The conclusion has been made that scholarly interdisciplinary communication is expanding in the context of information society development. The analysis provides means for taking into account the trends in the leading European countries that help to evaluate and compare the performance of Ukrainian libraries and increase the level of professional knowledge and communication of library and information science professionals.

scholarly journals Integrated computerization of education in the context of the intellectual growth

2021 ◽  
Vol 7 (3A) ◽  
pp. 504-511
Author(s):  
Volodymyr Bekh ◽  
Valerii Akopian ◽  
Sergiy Yashanov ◽  
Ilya Devterov ◽  
Bogdan Kalinichenko
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
General Trend ◽  
Rapid Development ◽  
Communication Technologies ◽  
Digital Information ◽  
Initial Information ◽  
Information And Communication ◽  
The Individual ◽  
World Development

The rapid development in the world of information and communication technologies makes it possible to say that now they are one of the most common ways of teaching. These technologies influence the formation of methods and methods of pedagogical activity, open up new opportunities for communication and obtaining information. Informatization and computerization of education acts as a component of the general trend of global processes of world development, as an initial information and communication basis for the harmonious development of the individual and social systemic information. Preparing a student for an active and fruitful life in a modern digital information society is one of the main tasks of the modern stage of modernization of the education system.

scholarly journals Regional comparisons of the accessibility and use of ICT in the regions of Russia: the possibility of using integrated indicators

2020 ◽  
Vol 17 (1) ◽  
pp. 25-34
Author(s):  
S. G. Bychkova ◽  
L. S. Parshintseva
Keyword(s):  
Information And Communication Technologies ◽  
Russian Federation ◽  
Information Society ◽  
Direct Relationship ◽  
Federal District ◽  
Communication Technologies ◽  
Statistical Research ◽  
Federal Districts ◽  
Information And Communication ◽  
The Russian Federation

The aim of the study. The aim of the study is a statistical analysis of the accessibility and the use of information and communication technologies for the population and households based on the developed integrated indices in the regional aspect.Fundamental international documents refer to the increasing role of information in all spheres of society, and indicate that the number of the poorest households with, for example, a mobile phone is higher than that with the access to clean drinking water.Thus, it can be noted that the level of accessibility and use of information and communication technologies is a priority for the development of both individual countries and the world community as a whole.Materials and methods. Methods of grouping and multidimensional classification, analysis of variation, normalizing, construction of multidimensional averages and correlation analysis, as well as tabular and graphical methods of visual representation of the results of the study were used as statistical tools for the study. Microsoft Excel was used to process the primary information.Results. Comparison of currently used indicators has revealed the need to develop and build integrated indices in four main areas of ICT research: infrastructure (physical and information), ICT accessibility (physical and price affordability), the use of ICT (by the population and households, enterprises and organizations, in the public sector), knowledge and skills (education, digital skills). In this study, the analysis was carried out according to the characteristics of the accessibility and the use of ICT for the population and households. The results of the study at the federal district level led to the conclusion that, despite the existence of a unified policy in the field of ICT development and information society at the federal level, there are significant differences in the management of this process and the level of implementation of system development measures for ICT in individual federal districts and regions. The main result of the study is the classification of regions by levels of accessibility and use of ICT. The analysis revealed a significant direct relationship between the components of ICT accessibility and its use. The ratings based on the calculated multidimensional averages allowed us to reveal the leader and lagging regions of the Russian Federation in terms of the development of ICT and information society.Conclusion. According to the results of the statistical research positions of regions of the Russian Federation on the accessibility levels and the use of information and communication technologies were determined, as well as a direct relationship between the indices of accessibility and the use of ICT was revealed as a whole in the Russian Federation, and in individual federal districts.

Information Literacy and Lifelong Learning

2015 ◽  
pp. 223-234
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

Cultural Factors Affecting Integration of Technology in Media Education in Nigeria

2014 ◽  
pp. 63-76
Author(s):  
Ofomegbe Daniel Ekhareafo ◽  
Oroboh Ambrose Uchenunu
Keyword(s):  
Information And Communication Technologies ◽  
Information Age ◽  
Communication Technologies ◽  
Cultural Factors ◽  
Media Education ◽  
Factors Affecting ◽  
Number Of Factors ◽  
Integration Of Technology ◽  
Information And Communication ◽  
Technological World

Today's world is aptly described as an information age, driven primarily by Information and Communication Technologies. This chapter stresses the idea that ICT usage in media education will not only improve the capacity of the students to learn but also improve the capacity of the facilitators. Although there are a number of factors that affect the integration of technology in learning, the chapter advocates that against the benefit of ICT education proactive steps need to be taken to redress the low trend if the graduates must compete with others, particularly those with overseas qualifications and other professionals in today's globalised and evanescent technological world.

Information Literacy and Lifelong Learning

2016 ◽  
pp. 11-22
Author(s):  
Tella Adeyinka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Communication Technologies ◽  
Learning Processes ◽  
Information Environment ◽  
Information And Communication ◽  
Development Goals ◽  
The Relationship

Information literacy is regarded as the basis for learning in our contemporary environment of rapid and sophisticated technological change. As information and communication technologies develop rapidly, and the information environment becomes increasingly complex, educators are recognizing the needs for learners to engage with the information environment as part of their formal learning processes. The achievement of lifelong learning and making citizens become information literate is the target of many nations as far as millennium development goals and vision 2015 are concerned. This chapter presents a literature review on information literacy and lifelong learning pointing out the relationship between the two and their benefits, and finally, the chapter makes recommendations to improve both programs.

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