Learning to Teach the Media

2016 ◽  
pp. 993-1015
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

Learning to Teach the Media

2016 ◽  
pp. 31-52
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

Learning to Teach the Media

2018 ◽  
pp. 1275-1297
Author(s):  
Theresa A. Redmond
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content ◽  
Effective Media ◽  
The Media ◽  
Constant Comparative Analysis ◽  
Media Integration

Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.

scholarly journals SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽  
2020 ◽  
Vol 3 (4(56)) ◽  
pp. 4-9
Author(s):  
O. Vysotska ◽  
S. Vysotska
Keyword(s):  
Media Literacy ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Literacy Education ◽  
Media Education ◽  
Successful Implementation ◽  
The West ◽  
Effective Media ◽  
Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

Cognitive Approach to Improve Media Literacy

2018 ◽  
pp. 266-289
Author(s):  
Zekeriya Karadag ◽  
Yasemin Devecioglu-Kaymakci
Keyword(s):  
Media Literacy ◽  
Significant Role ◽  
21St Century ◽  
Literacy Skills ◽  
Metacognitive Skills ◽  
Social Perspective ◽  
Cognitive Approach ◽  
The Media

This chapter starts with an exploration of the media literacy literature and its place in the developing 21st century. The literature suggests that media literacy should be considered as one of the capstones for the skills needed for the 21st century citizens. In terms of developing media literacy skills, scholars look at the concept from either cognitive or social perspective, and the review reveals that both of them are closely related to each other. Moreover, the study asserts that cognitive and metacognitive skills play a significant role in developing the media literacy and the skills for 21st century. Then, the chapter presents a city-wide activity done in Bayburt, Turkey. It is our assumption that the case presented here may be an inspiring example for whom may want to explore different approaches.

Enhancing Quality Teacher Education Programs in Developing Countries

2016 ◽  
pp. 167-187 ◽  
Author(s):  
Marcella Momanyi
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Methodologies ◽  
Assessment And Evaluation ◽  
Class Management ◽  
Emerging Issues ◽  
Future Direction

This chapter examines the need to enhance teacher quality by infusing quality benchmarks in every aspect of teacher education. These areas include: Teacher education curriculum design and planning; Curriculum implementation; Principles of good teaching and learning; Interactive and effective teaching methodologies; Appropriate scheming and lesson preparation; Assessment and evaluation; and Class management and discipline. Additionally, the author explores emerging issues in teacher education and suggestions for future direction. Finally, this chapter is intended to advance the debate on ways to maintain and sustain quality benchmarks in teacher education programs.

Blending Digital Content in Teacher Education Programs

2018 ◽  
pp. 713-736
Author(s):  
Patricia Dickenson ◽  
Cynthia Sistek-Chandler
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Current Trends ◽  
The Status

Teacher Education programs worldwide are engaging in a digital conversation around best practices for supporting and teaching teacher candidates in the creation of digital content for a 21st century blended classroom. This chapter examines the status of teacher preparation in technology and explores current trends for instructors of the NextGen educator. Further the authors share how 21 Century Skills and global competencies among pre-service teachers can be applied in an online learning environment in teacher education programs.

Teaching and Learning for Global Citizenship in the EFL Classroom

2021 ◽  
pp. 86-106
Author(s):  
Mónica Lourenço ◽  
Ana Raquel Simões
Keyword(s):  
Teaching And Learning ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Education Programs ◽  
Upper Secondary ◽  
Personal Reflections ◽  
Grounded Theory Approach

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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