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1

O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań

100%

Smoter K.

Kultura-Społeczeństwo-Edukacja

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2018

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vol. 14

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issue 2

99-109

EN

Smoter Katarzyna, O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań [On the need to support the development of intercultural and media competences in the education of teachers – in search of solutions]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 99–109, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.8. Today, a characteristic feature of life is contact (direct or via media) with “otherness” and the “Other” – ethnically, religiously, nationally. The issue of the links between multiculturalism and the media is essential for education, but it does not seem to be sufficiently taken into account in the formal education of teachers. Therefore, the article addressed the issue of shaping media competences and intercultural competences of teachers, indicating the need to include both these issues in an integral manner. It has become important to consider the dimensions of these competences – cognitive, pragmatic and emotional – as well as to show the issues that should be present in the education of teaching staff. This type of approach seems to meet the requirements relating to the dynamically forming “knowledge-based society and “multicultural society”.

2

Smartphone and Tablet in the Everyday Life of Preschool Children. Impact and Educational Options in the Opinion of Parents and Teachers of Kindergarten.

92%

Gralczyk A.

Social Communication. Online Journal

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2019

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issue 2(20)

85-102

XX

In the presented article, the author explains the need for reflection on the use of a smartphone or tablet by the youngest media users. It presents current research on the use and impact of mobile devices on children, as well as the destructive dimension of the consequences caused by their excessive use as well as the need and scope of education of media competence of preschoolers. The author also presents the results of her own research regarding parents’ opinions on the role and impact of a smartphone / tablet in children’s everyday life. It also presents the teachers’ view on therole of educators in the process of acquiring media competence by children.

3

DIGITAL AND MEDIA COMPETENCES: KEY COMPETENCES FOR EFL TEACHERS

81%

Palacios Hidalgo F. J., Gómez Parra M. ª. E., Huertas Abril C. A.

Teaching English with Technology

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2020

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vol. 20

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issue 1

43-59

EN

The usefulness of ICT in language learning is unquestionable nowadays. There are many digital educational resources available for foreign and second language teachers, materials which are progressively acquiring an important role in the teaching-learning process. In order to respond to the increasing presence of such technologies in the classroom, teachers need to acquire digital and media competences, two key elements for lifelong training process. However, these are superficially addressed in teacher education. In this light, both in-training and in-service educators demand more skills and specific training to be able to teach students how to use technologies and, ultimately, help them develop their own digital and media competences. Following an exhaustive bibliographical revision of scientific literature in the field, this theoretical paper seeks to revise the concepts of digital and media competences as well as to reflect on how superficially they are addressed at universities and teacher-training centres. After this, the importance of both competences as key elements for teachers is brought to light, as well as some useful suggestions to help foreign and second language teachers acquire and develop them and, simultaneously, teach them to their students.

4

МЕДІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ ФАХІВЦІВ В УМОВАХ ІННОВАЦІЙНОЇ ОСВІТИ

81%

Дєнєжніков С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 1(45)

239-246

EN

The article is devoted to the problems of media competence as a part of professional training of the specialists in the context of innovative education. The author reveals the phenomenon of media competence as an integrative personality, which manifests itself in the ability to choose, use, critically analyze, evaluate, create and send mediacomponent in various types, forms and genres, analysis of complex processes of functioning of the media in modern society. The author separately highlights the problem of the combination of the personal motives, skills, knowledge, abilities that contribute to the selection and use of critical analysis and evaluation, creation and transfer of media components in various forms in today’s dynamic process of innovation education. Post-industrial society confronts the modern system of higher education the number of query: ontological, methodological, axiological, humanistic and others. Given the rapid changes in the development of science, the education system is in deep crisis from which the majority of scholars sees in its innovative development, in which the achievements of modern science and technology become the subject field of the development of education in general, acquiring the status of a strategic resource in the development of society. Especially it concerns the sphere of hi-tech technologies of information (media, multimedia, telecommunication and others), because the use of the latest in education is the main priority due to the processes of globalization, integration, internationalization of the latter. The purpose of this article is to analyze media competence as a part of professional training of the specialists in the context of innovative education. Theoretical-methodological basis of the study constitute the fundamental provisions of the dialectic of the subjective and objective, historical and logical methods of knowledge, the principles interpenetration, the system and information approaches, synergetics and evolutionary epistemology. The methodological basis of the research methodology are post-non-classical science, methodological pluralism; bridging the gap between the object and subject of cognition. The new paradigm of higher education helps to identify the sources and mechanisms of the dynamics of multidimensional socio-cultural systems, in particular for innovative education. The authors has widely used the methods of comparison and contrast different views; simulation methods; systematic structural analysis; a thought experiment; deductive method; the method of ascent from the abstract to the concrete.

5

The Impact of Online Services on Developing Students’ Media Competence

81%

Simonova I., Ustiugova T., Yakovleva O.

International Journal of Research in E-learning IJREL

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2017

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vol. 3

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issue 2

35-48

EN

In this article, the authors describe their experience of introducing students to online services for developing electronic educational resources with multimedia content. The sample of research included pedagogical education students from different years of first degree (bachelor) studies. The article presents the results obtained in the Herzen State Pedagogical University of Russia. The authors developed an e-environment for a training module, with all the content and interaction algorithms. In the experiment, the authors measured various indicators of students’ media competence development: informational, perceptual, motivational, contact, and interpretation (based on A. V. Fedorov’s approach). After students had studied the proposed module, the analyses of their projects were made.

6

Kompetencje medialne, informacyjne i cyfrowe a kształcenie w społeczeństwie informacyjnym

58%

Matusiak R.

Szkoła - Zawód - Praca

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2020

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issue 19

64-80

EN

The functioning of a person in the media reality is one of the main skills they should have in adult life, and which should be shaped from an early age. There are many problems related to the place of competence and skills in human education. Starting from the matter of distinguishing between media, digital and information competences, through a discussion whether these competences are the task of education or media pedagogy, up to who is to implement this education and whether these individuals, professional groups are prepared for it. The article is an attempt to review definitions related to human functioning in the information society, and aims to emphasize the need for contemporary media education in the field of socialization of the individual; in particular, in the aspect of using competences based on critical thinking of cyberspace users.

PL

Funkcjonowanie człowieka w rzeczywistości medialnej jest jedną z głównych umiejętności, którą powinien dysponować w życiu dorosłym, i która powinna być kształtowana od najmłodszych lat. Istnieje wiele problemów związanych z miejscem kompetencji i umiejętności w edukacji człowieka. Począwszy od kwestii rozróżnienia kompetencji medialnych, cyfrowych, informacyjnych przez dyskusję, czy kompetencje te są zadaniem edukacji czy pedagogiki medialnej, aż do tego, kto ma realizować tę edukację i czy te osoby, grupy zawodowe są do tego przygotowane. Artykuł jest próbą przeglądu definicji dotyczących funkcjonowania człowieka w społeczeństwie informacyjnym oraz ma na celu podkreślenie konieczności współczesnej edukacji medialnej w zakresie socjalizacji jednostki, w szczególności w aspekcie wykorzystania kompetencji opartych na krytycznym myśleniu użytkowników cyberprzestrzeni.

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Edukacja medialna „pokolenia kciuka” – błahostka czy obowiązek?

58%

Matusiak R.

Kultura i Wychowanie

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2019

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vol. 15

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issue 1

161-172

EN

Adults often think that the use of media, especially of the Internet and of increasingly advanced multimedia devices, is something new for them, which they are not always able to deal with effectively. People who are most often asked about the effective use of media resources are their children. They are called the thumb generation because they spend the most time on media use. There is a view among society that children and adolescents are specialists in using networks or devices with increasingly advanced capabilities. Bearing this opinion in mind, a question arises about the legitimacy of implementing multimedia education among people who often move more efficiently in the virtual world than on the pavement. This article describes the role of education in a person’s life, discusses the effects of media education, and then discusses the dangers posed by ignorant use of media.

PL

Dorośli często uważają, że korzystanie z mediów, zwłaszcza z Internetu, i coraz bardziej zaawansowanych urządzeń multimedialnych jest dla nich czymś nowym, z czym nie zawsze umieją sobie sprawnie poradzić. Osobami, których najczęściej pytają o efektywne korzystanie z zasobów medialnych, są ich dzieci, gdyż to właśnie one są nazywane „pokoleniem kciuka” z racji tego, że spędzają najwięcej czasu na użytkowaniu mediów. Wśród społeczeństwa rodzi się pogląd mówiący o tym, że to właśnie dzieci i młodzież są specjalistami od korzystania z sieci czy urządzeń o coraz bardziej zaawansowanych możliwościach. Mając na uwadze tę opinię, należy zadać pytanie o zasadność realizowania edukacji multimedialnej wśród ludzi, którzy po wirtualnym świecie poruszają się często sprawniej niż po chodniku. W niniejszym artykule scharakteryzowano rolę edukacji w życiu człowieka, omówiono efekty edukacji medialnej, a następnie skonfrontowano je z niebezpieczeństwami, jakie niesie za sobą nieświadome korzystanie z mediów.

8

Rozwijanie kompetencji medialnej w podejściu uczenia się przez całe życie

47%

Górecka J.

Roczniki Humanistyczne

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2015

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vol. 63

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issue 10: Glottodydaktyka

5-19

PL

W przedstawianym badaniu zakładamy, że odwołania do wyznaczników kompetencji medialnej sprzyjają modelowaniu rozwoju indywidualnej kompetencji komunikacyjnej zgodnemu z wymaganiami formalnymi proponowanymi dla poziomu zaawansowanego. Artykuł przedstawia wybrane wnioski z przeprowadzonego badania w działaniu, którego celem było wyodrębnienie i opisanie skutecznych działań doboru oraz interpretacji francuskojęzycznych zasobów medialnych. Umiejętności te, właściwe dla kompetencji medialnej i niezbędne dla rozwijania autonomii uczeniowej, rozwijane były w zadaniach dyskusja online, zorientowanych zarówno na doskonalenie sprawności komunikacyjnych, jak i na realizację złożonych celów poznawczych, powiązanych z konstruowaniem wiedzy.

EN

The present paper rests on the assumption that elaborating the determinants of media competence facilitate the conceptualization of the individual communicative competence development in accordance with formal requirements for teaching/learning at advanced L2 levels. The paper presents the chosen conclusions of my action-research project, whose major aim was to elaborate the determinants of constructive learning actions involving the selection and proper interpretation of media resources in French. These skills, inherent to media competence and necessary for the learner autonomy development, were trained in discussion tasks aimed at improving communicative skills and accomplishing cognitive goals connected with knowledge construction.

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1 International Journal of Research in E-learning IJREL

1 Kultura i Wychowanie

1 Kultura-Społeczeństwo-Edukacja

1 Roczniki Humanistyczne

1 Social Communication. Online Journal

1 Szkoła - Zawód - Praca

1 Teaching English with Technology

1 Педагогічні науки: теорія, історія, інноваційні технології

2 2020

2 2019

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2 Matusiak R.

1 Gralczyk A.

1 Gómez Parra M. ª. E.

1 Górecka J.

1 Huertas Abril C. A.

1 Palacios Hidalgo F. J.

1 Simonova I.

1 Smoter K.

1 Ustiugova T.

1 Yakovleva O.

1 Дєнєжніков С.