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  1. 4 Biuletyn Edukacji Medialnej

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1

Advantages and disadvantages of digital education

100%
Mąkosa P.
Biuletyn Edukacji Medialnej
|
2013
|
issue 2
21-31
EN
The digitization of education in Poland is spreading into more and more areas. Therefore, it becomes necessary to analyse all its aspects, both advantages and disadvantages. In the performed reflection, an attempt to present the current state of the access to computers, the Internet and e-course books in Polish schools has been made. On the basis of the secondary analysis of various recent studies as well as own research performed, it has been determined that the level of digitization of education in Poland is still not satisfactorily high. At the same time the author points to the announcement of its dynamic development within the next several years. Advantages and disadvantages of the use of Information and Communication Technology, in particular e-course books, in the education of children and young people were the axis for the reflection undertaken. Many arguments in favour of teaching based on modern methods and techniques have been presented; however, at the same time, a number of risks which this technology carries have been identified. It is hard to clearly be ‘in favour’ or ‘against’ this type of proposals. However, it seems that digital education will become a common reality in the next several years. Therefore, it is necessary to develop it so that it could bring the most benefits with the minimum of side effects. Only practice will probably show whether such a solution is possible.
2

Internet as a tool for Polish pastoral centers in London

100%
Mąkosa P.
Biuletyn Edukacji Medialnej
|
2014
|
issue 1
9-19
EN
This article attempts to explore the use of the Internet for evangelization, catechesis and widely understood pastoral work in relation to the pastoral care of Poles living in exile in London. For methodological reasons, first it shows the position of the Catholic Church on the Internet, followed by a brief characterization of Polish immigration to the UK. In the centre of the article there is an analysis of websites and other communication tools used by the Polish parishes in London. The culmination of reflection is to present proposals and demands concerning the prospects of using the Internet in their future work.
3

[rec] Cyfrowa przyszłość. Edukacja medialna i informacyjna w Polsce – raport otwarcia. Red. J. Lipszyc. Warszawa 2012 ss. 201

100%
Mąkosa P.
Biuletyn Edukacji Medialnej
|
2013
|
issue 1
111-113
EN
The starting point for determining the scope of media education in Poland is reliable diagnosis of the current situation and needs. The presented report makes the diagnosis and points to the most important problems demanding urgent solution. Among the most important demands is undoubtedly the introduction of the subject “Media Education” to the Polish education system. Otherwise, the young generation of Poles may be doomed to unimaginable consequences of improper use of the media.
4

[rev] United Nations Educational, Scientific and Cultural Organization. Media and Information Literacy. Curriculum for Teachers. Part 1: Curriculum and Competency Framework. Part 2: Core and Non-Core Modules. Paris 2011 ss. 191.

100%
Mąkosa P.
Biuletyn Edukacji Medialnej
|
2013
|
issue 1
114-117
EN
For many years all over the world there have been discussions on the validity and the essence of media education understood as a subject in the education system. The publication entitled ‘Media and Information Literacy. Curriculum for Teachers’ undoubtedly constitutes an interesting voice in this debate. This publication, which in its essence is a curriculum for teachers, is addressed most of all to the member states of UNESCO and constitutes the continuation of the guidelines included in the Declaration of Grünwald (1982), Declaration of Alexandria (2005) and the meeting in Paris (2007). This document is ground-breaking for two reasons (p. 11). The first reason concerns the holistic conception of all existing modern mass media whereas the second one refers to the recipients –teachers for whom this document, by principle, is designed to be the subject of systematic education and, as a consequence, to change the mentality of millions of students.
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