Media Literacy and Preservice Elementary Education Teachers: Implications for Policy, Practice and Research

2020 ◽  
pp. 99-111
Author(s):  
Stephanie A. Flores-Koulish
Keyword(s):  
Elementary Education ◽  
Media Literacy ◽  
Policy Practice ◽  
Elementary Education Teachers

Book Review: Joyous Expression

1933 ◽  
Vol 116 (16) ◽  
pp. 433-433
Keyword(s):  
New York ◽  
Elementary School ◽  
Elementary Education ◽  
School Child ◽  
Assistant Professor ◽  
Elementary School Child ◽  
Teachers College ◽  
Elementary Education Teachers

“DIRECTING LANGUAGE POWER IN THE ELEMENTARY SCHOOL CHILD,” Through Story, Dramatization and Poetry. By Caroline J. Trommer, Assistant Professor Elementary Education, Teachers College, City of Boston, and Teresa A. Regan, Assistant Professor Elementary Education, Teachers College, City of Boston. Cloth. 497 pages. New York: The Macmillan Company.

scholarly journals ¿Quedamos para ver el fútbol? La competencia mediática y el área de educación física (Would you like to meet seeing the football match? Media competence and physical education area)

Retos ◽  
2015 ◽  
pp. 46-51
Author(s):  
Antonia Ramírez García ◽  
Paula Renés Arellano ◽  
María del Carmen Caldeiro Pedreira
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Media Literacy ◽  
Evaluation Criteria ◽  
Language Technology ◽  
Football Match ◽  
Production And Distribution ◽  
The Media ◽  
Educación Primaria ◽  
Medios De Comunicacion

El deporte y los medios de comunicación han alcanzado elevadas cotas de relación. En este artículo se muestra el análisis llevado a cabo sobre el currículo de Educación Física en la etapa de Educación Primaria y la presencia de la competencia mediática en el mismo. El objetivo es identificar si dicha competencia está presente o no en los objetivos, contenidos y criterios de evaluación del área mencionada. Para ello se han utilizado seis dimensiones de la competencia mediática: lenguajes, tecnología, procesos de interacción, procesos de producción y difusión, ideología y valores y estética en Educación Primaria. Los resultados evidencian la presencia de dicha competencia a través de diferentes descriptores en los objetivos, contenidos curriculares y criterios de evaluación del área de Educación Física de Educación Primaria.Palabras clave: Competencia mediática, medios de comunicación, currículum, educación física, educación.Abstract: Sport and media have achieved high levels of relationship. This article shows the analysis developed Physical Education curriculum in Primary Education and the presence of the media in the same curriculum. The aim is to identify whether such competition is present in the objectives, content and evaluation criteria mentioned area. It has been used six dimensions of media literacy: language, technology, interaction processes, production and distribution processes, ideology and esthetic values   in Elementary Education. In conclusion, it shows the relationship between media competence descriptors with the objectives, curricula and assessment criteria in the area of Physical Education in Primary Education.Keywords: Media literacy, mass media, curriculum, physical education, education.

scholarly journals AUTOPERCEPCIÓN DE LA ANSIEDAD EN MAESTROS DE PRIMARIA DE BADAJOZ Y CASTELO BRANCO

2016 ◽  
Vol 2 (1) ◽  
pp. 177
Author(s):  
Isabel Mª Merchán Romero ◽  
Juan de Dios González Hermosell
Keyword(s):  
Elementary Education ◽  
Teaching Quality ◽  
Educational Context ◽  
Self Perception ◽  
The Social ◽  
Elementary Education Teachers ◽  
Educación Primaria ◽  
The Town ◽  
Sobre Todo ◽  
Do So

Abstract:ANXIETY SELF-PERCEPTION IN ELEMENTARY EDUCATION TEACHERS OF BADAJOZ AND CASTELO BRANCOThis study makes part of another broader one whose aim is analyzing the influence of the emotional competence on the social environment of a class and on the pupils’ academic performance. In particular, this part of the study intends to know the degree of Anxiety Self-Perception in Elementary Education teachers of educational centers of Castelo Branco (Portugal) and Primary Education teachers in the town of Badajoz (Spain), as an aspect which makes a condition of the teaching quality. To do so they designed an investigation, in which the results of an Anxiety Self-Percetion Test were contrasted in situations of the educational context carried out by Portuguese and Spanish teachers. As a general conclusion, the anxiety and stress self-perception in Spanish teachers is higher than in Portuguese ones, especially regarding the motor appearances, where we can find significant differences.Keywords: anxiety, teachers, school.Resumen:Este estudio forma parte de otro más amplio cuya finalidad es analizar la influencia de la competencia emocional en el clima social de un aula y en el rendimiento académico de los alumnos. Concretamente, esta parte del estudio pretende conocer el grado de Autopercepción de la Ansiedad en Maestros de Enseñanza Básica de centros educativos de la ciudad de Castelo Branco (Portugal)  y en Maestros de Educación Primaria de la ciudad de Badajoz (España), como aspecto que condiciona la calidad de la enseñanza. Para ello se diseñó una investigación, en la que se compararon los resultados de un Test de Autopercepción de Ansiedad en situaciones del contexto educativo cumplimentado por profesores portugueses y españoles. Como conclusión general, la autopercepción de la ansiedad y el estrés de los docentes españoles es superior al de los portugueses, sobre todo en lo que concierne a las manifestaciones motoras, en las que existen diferencias significativas.Palabras clave: ansiedad, docentes, escuela.

scholarly journals Stop-motion to foster digital literacy in Elementary School

Comunicar ◽  
2017 ◽  
Vol 25 (51) ◽  
pp. 93-103 ◽  
Author(s):  
Koun-Tem Sun ◽  
Chun-Huang Wang ◽  
Ming-Chi Liu
Keyword(s):  
Elementary Education ◽  
New Media ◽  
Elementary Students ◽  
Digital Media ◽  
Media Literacy ◽  
Scarce Resources ◽  
Stop Motion ◽  
Media Learning ◽  
Technical Operation ◽  
Digital Media Literacy

Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools.Although digital media literacy is recognized as the essential competencies required for living in a new media age, it just starts to gain focus in Taiwan's elementary education. One of the reasons is examination-oriented education, with the result that diverts scarce resources away from this informal learning. The other reason is that educators tend to think digital media education as a series of purely technical operation, which might lead student digital media learning to mindless work. Therefore, this study designed a media exhibition based on Kolb's experiential learning model for teaching students concepts of stop-motion films and techniques of film production. A design experiment involved 247 third-grade elementary students that were grouped to visit the experiential exhibition. The findings suggest that the students have improved their knowledge of stop-motion films. Analysis of these produced films also shows that they have improved their media ability to represent their ideas and communicate with others. Through the analysis of the influence of demographics on the knowledge test, the findings revealed that the experiential exhibition is more effective for female elementary students and students' relevant previous experiences may not affect their acquired knowledge. Given those results and observations, we believe that the proposed experiential exhibition is a promising way to carry out digital media literacy education in elementary schools. A pesar de que la alfabetización digital en medios se reconoce como una de las competencias esenciales necesarias para vivir en una nueva era de los medios de comunicación, solo acaba de empezar a ganar atención en la educación primaria de Taiwán. Una de las razones es la educación orientada a los exámenes, y como consecuencia, el que se desvíe muy pocos recursos para este aprendizaje informal. La otra razón es que los educadores tienden a pensar en la educación en medios digitales como una serie de operaciones puramente técnicas, lo que podría llevar a los estudiantes de medios digitales a aprender a trabajar sin sentido. Por lo tanto, este estudio diseñó una exhibición de contenidos basada en el modelo de aprendizaje experiencial de Kolb con el fin de enseñar a los estudiantes conceptos de videos stop-motion y técnicas de producción cinematográfica. El experimento diseñado involucró a 247 estudiantes de tercer grado de primaria que fueron agrupados para visitar la exposición experiencial. Los hallazgos sugieren una mejora en los estudiantes de su conocimiento de videos stop-motion. El análisis de los vídeos producidos también muestra que han mejorado su capacidad mediática para representar sus ideas y comunicarse con los demás. A través del análisis de la influencia de la demografía en la prueba de conocimiento, los hallazgos revelan que la exposición experiencial es más efectiva para los estudiantes de primaria femeninos, y que las experiencias anteriores relevantes de los estudiantes no deberían afectar a los conocimientos adquiridos. Teniendo en cuenta estos resultados y observaciones, creemos que la exposición experimental propuesta es una forma prometedora de llevar a cabo la educación en alfabetización digital en las escuelas primarias.

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