Развитие медиакомпетентности будущих педагогов

Abstract

The article presents the practical experience analysis of the intellectual technologies use for the development of media competence of future teachers. In order to approach this objective, a network educational module “Network services for creating multimedia content” was developed. The experimental work focused on the intellectual technologies that could be applied at different stages of interaction with media information (perceptual, productive). Diagnostics of the media competence development was carried out on the basis of the structure proposed by the authors, including a set of indicators of a personal media competence development: motivational, contact, informational, perceptual, interpretative (estimated), practical-operational (activity), and creative. Analysis of the results showed that the biggest growth is characteristic of the informational and activity indicators. In the process of working with the module materials, students study the theoretical and practical aspects of media capabilities to develop multimedia educational resources, become acquainted with tools for creating and processing information of various types, develop interest and aspiration to create new technologies, in particular, intellectual ones, which are positioned as the key technologies for the digital economy. A significant increase in the contact indicator is associated with the formation of targeted productive interaction with media resources of an open information environment. Perceptual, interpretative and creative indicators are difficult for development and evaluation. The interrelation between perceptual and interpretational indicators, which are formed in the process of peer analysis and evaluation of media resources, was noted. In the process of developing media competence, future teachers acquire important skills for future professionals: new media literacy, virtual collaboration, transdisciplinarity, and design mindset.