Digital and media literacy-related policies and teachers’ attitudes

Students in schools should acquire media literacy, and the development of new media can promote self-directed learning and so enhance the quality of the learning process. It has been assumed that teachers lack sufficient media literacy. Therefore, we developed a new chemistry teacher in-service training based on blended-learning. These courses should familiarize teachers with the application of new media and acquaint them with their students’ world, the world of the so-called “digital natives”. Three studies were performed to explore its acceptability, suitability and effectiveness. Participants’ ratings on self-report measures of self-rated skills and perceived competence improved significantly after the training. Participants had more favorable attitudes towards the use of electronic media than subjects from a control group. Among participants the attitudinal measure “perceived competence” predicted the use of blended-learning at 6-month follow up. It is concluded that attitudes play an important role for promoting teachers’ media literacy and their intention to apply new media in teaching. In addition to training programs focusing on skills and knowledge, future interventions should target on teachers attitudes.

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An evaluation of media literacy lessons and teachers' attitudes to these lessons

International Journal of Social Sciences and Education Research ◽

10.24289/ijsser.321648 ◽

2017 ◽

Vol 3 (4) ◽

pp. 1245-1257

Author(s):

Adalet Görgülü Aydoğdu

Keyword(s):

Media Literacy ◽

Teachers Attitudes

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Implementation of a Media Literacy Training Program for Greek Elementary School Teachers

Comunicar ◽

10.3916/c28-2007-08 ◽

2007 ◽

Vol 14 (28) ◽

pp. 75-82

Author(s):

Bettina Davou ◽

Vassiliki Nika

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Media Literacy ◽

Training Programme ◽

Learning Theories ◽

School Based ◽

Literacy Training ◽

Practical Proposal ◽

Teachers Attitudes ◽

Educación Primaria

This paper places Greece in the European media education context analysing teachers´attitudes towards media. It describes a practical proposal consisting in the implementation and development of a media literacy training programme for Elementary School based on investigation and learning theories. En primer lugar, este trabajo posiciona Grecia como país ante la enseñanza con los medios en relación con otros países de su contexto, reflexionando sobre las actitudes de los educadores griegos ante los medios y las perspectivas que ofrece la alfabetización en medios en la educación primaria. En este sentido, describe una propuesta práctica de una intervención formativa a través de cursos iniciales en las escuelas donde se ponga en práctica un programa de alfabetización en medios, apoyado por la investigación y por las teorías de aprendizaje.

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Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000322 ◽

2018 ◽

Vol 34 (3) ◽

pp. 193-205 ◽

Cited By ~ 2

Author(s):

Julia Steinbach ◽

Heidrun Stoeger

Keyword(s):

Factor Analysis ◽

Primary School ◽

Factor Structure ◽

Concurrent Validity ◽

Binary Logistic Regression ◽

Affective Component ◽

Self Regulated Learning ◽

Regulated Learning ◽

Teachers Attitudes ◽

Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

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Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

European Psychologist ◽

10.1027/1016-9040/a000098 ◽

2012 ◽

Vol 17 (4) ◽

pp. 257-265 ◽

Cited By ~ 12

Author(s):

Carmen Munk ◽

Günter Daniel Rey ◽

Anna Katharina Diergarten ◽

Gerhild Nieding ◽

Wolfgang Schneider ◽

...

Keyword(s):

Eye Movements ◽

Cognitive Processing ◽

Media Literacy ◽

Age Groups ◽

Reaction Times ◽

Time Span ◽

Short Film ◽

Calculation Formula ◽

Eye Tracker ◽

Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

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