New concepts of media science in the sociocultural system of the information civilization

The object of analysis in this article is the integration process of a number of humanities studying the media sphere of the information age. A new synthetic science of the globalized world is formed through integration – mediology, which studies different directions of human spiritual life in the digital revolution. Since the study is interdisciplinary in nature, the methodological basis for the analysis is a conceptual-systemic approach, which makes it possible to use both general scientific and cultural-historical, social-analytical, and contextual-competence research methods. The study is based on the analysis of different approaches of foreign and Russian scientists (philosophers, cultural experts, sociologists, teachers) to the problems of media science in its historical context and modern status. The main research result is the proof that global transformations of the era in the humanities and, accordingly, in the education system have led to new research objects: the theory and history of media culture, media philosophy and media policy, media pedagogy, and media management. The author comes to the conclusion that over the past quarter-century, a new complex media science has developed in the humanitarian sphere, the theory of which is significantly ahead of educational practice, which still has many problem areas in media pedagogy as a factor of forming a citizen of the globalized world.

Research Trends in Media Pedagogy: Between the Paradigm of Risk and the Paradigm of Opportunity

The use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend.

Dydaktyczny i wychowawczy potencjał mass mediów w przeciwdziałaniu patologiom społecznym

This article characterizes the didactic and educational potential of the mass media from the perspective of media pedagogy, serves to show the technological, cultural, social and natural features of the media. Features mentioned above reflect all dimensions of reality. The media indirectly becomes its creator and gives pedagogues and therapists a chance for preventive counteracting social pathologies.

STUDYING THE PROCESSES OF MEDIA PEDAGOGY DEVELOPMENT IN SECONDARY SCHOOLS OF KAZAKHSTAN

The article presents the results of a sociological study of the development of media education in secondary schools of the Republic of Kazakhstan. The authors note that in modern conditions, media literacy plays an essential role in the education system. Such important objects of media pedagogy research as: clip thinking of schoolchildren, the influence of gadgets on the learning process, media socialization, cybersecurity, distorted reality, manipulation of public consciousness become topical issues. These processes have an impact on the younger generation and their parents, and, therefore, requires study. The study was conducted as part of a sociological survey of subjects of the educational process – students, their parents and teachers, with a sample of 16,357 respondents, including students – 4,860, parents – 7,919, teachers – 3,578 people. The study of the processes of media pedagogy development has shown that there is a need to ensure not only the success of students ' socialization, but also the development of media literacy, ensuring cybersecurity, the use of psychological and pedagogical support for students, as well as the use of digital resources of the educational environment for self-realization and further professional self-determination. The development of media pedagogy ensures the successful social development of the individual in modern conditions.

‚Influenc­­­ing‘ – ein Modell religionspädagogisch reflektierten Handelns?

With the changes in the world we live in, the conditions for learning change. Children and adolescents have access to orientation opportunities in the media, which they can approach independently. Digital environments call for a rethinking of educational theory and teaching practice in terms of content and didactics. In the contexts of YouTube and Instagram, Influencing has developed as a new factor in market, opinion and personality formation. In order to understand peer learning on social media, two classical learning theories can be applied. In the context of communication science and media pedagogy, influencing is based on an update of the conception of parasocial relationship. Technological aspects have to be taken into account. The article concludes with a media pedagogical assessment and religious pedagogical perspectives for educational practice and research.

Aspects of Media Education in Bulgaria

The paper considers media education and its importance for the Bulgarian education system. It presents some aspects in the practical application of the scientific discipline Media Pedagogy, as well as the communication process, on which it is implemented. The thesis outlines some main goals, perspectives, and challenges in the context of the digital society, and the development of media culture. Media education promises to become an important factor in the creation of new forms of teaching and communication within and outside the educational system in the XXI century.

Καταγραφή επιμορφωτικών αναγκών εκπαιδευτικών την περίοδο του covid-19

H περίοδος της αναστολής λειτουργίας των σχολικών μονάδων λόγω της πανδημίας του COVID-19 αποτέλεσε σημαντική πρόκληση για το εκπαιδευτικό σύστημα, καθώς σε διάστημα λίγων ημερών οι εκπαιδευτικοί κλήθηκαν να μεταβούν από τη δια ζώσης διδασκαλία στην οργάνωση και υλοποίηση της εκπαιδευτικής διαδικασίας εξ αποστάσεως μέσω του διαδικτύου. Η απότομη μετάβαση αυτή αποτέλεσε μία ιδιαίτερη πρόκληση για τους ίδιους, αλλά και για τους όλους τους εμπλεκόμενους στην εκπαιδευτική διαδικασία, καθώς κλήθηκαν να αντιμετωπίσουν μία κατάσταση για την οποία ενδεχομένως δεν διέθεταν τις απαραίτητες γνώσεις και δεξιότητες. Στο πλαίσιο αυτό, σκοπός της παρούσας έρευνας ήταν να ανιχνεύσει τις επιμορφωτικές ανάγκες των εκπαιδευτικών της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης την περίοδο αυτή, όπως αυτές διαπιστώθηκαν από τους ίδιους μέσω των απαντήσεων τους σε σχετικό ερωτηματολόγιο. Η έρευνα διεξήχθη σε ένα δείγμα 127 εκπαιδευτικών από όλη την Ελλάδα οι οποίοι συμμετείχαν στα δωρεάν επιμορφωτικά προγράμματα για την αξιοποίηση των πλατφορμών διαχείρισης μάθησης και την ανάπτυξη ψηφιακού εκπαιδευτικού υλικού που οργανώθηκαν από την ομάδα media pedagogy του ΠΤΔΕ του Πανεπιστημίου Αιγαίου και στα οποία συμμετείχαν πάνω από 250 συνολικά εκπαιδευτικοί.

The Art Through the Media in the Conditions of the COVID-19 Pandemic

In kindergarten and primary school, the aesthetic perception and aesthetic attitude to the world, as components of aesthetic culture are formed through a cycle of artistic and aesthetic activities. children's audience in the context of the COVID-19 pandemic The question is answered, what do we need to know about the media in order to be able to live in accordance with the modern information society? It is pointed out that the task of media pedagogy is to specify where the interactions between the media and people - especially children, intervene by educating, educating and advising, orienting and informing despite the new conditions of the COVID-19 pandemic.