Abstract
This article presents issues related to the evolution of media and media competences, a review and analysis of selected historical, technological and educational conditions in the context of the development of digital technologies. A comparison is also made between digital, information and media competences, current development trends and future trends. The differences and requirements between qualified media users and qualified users of information technology are becoming less and less distinct. The 3 generations of Media education - 1.0, 2.0 and 3.0 were described. The main purpose of media education in the first phase of development, referred to as media education 1.0, was to develop not only critical thinking skills towards the media and media messages, but also - in a general sense - critical attitude and autonomy. Media 2.0 education can be discussed in connection with the dynamic development of the Internet and information and communication technologies, including social media, at the beginning of the 21st century. In the scТОntТПТc dТscoursО oП rОcОnt вОars, tСО concОpt oП „alРorТtСmТc culturО” Сas appОarОd, orТРТnallв defining a set of cultural artefacts that are software products, related to video games, and now describing the phenomenon in which the Big Data logic of large-scale machine learning algorithms change how culture is practiced, processed and understood (Gillespie, 2014). This stage of evolution of Media education could be identified as Media education 3.0. AI and VR and AR can accelerate teaching and learning processes through immersion, collaboration among users, realistic simulations and multi-channel communication. The topic is quite important and current in the context of changes in the education system at various levels and the challenges involved in preparing new programs.
Highlights
The task of forming media and information technology (IT) competences of a modern specialist, in particular a teacher, is quite relevant
Are the technical skills of preschool and early school age children at the same level as their ability to selectively and rationally navigate the media space?” THE DIGCOMPEDU FRAMEWORK responds to the growing awareness of many EU Member States that teachers need to be able to use the potential of digital technologies to improve and innovate education including in media and digital education
There is no question of their cooperation in achieving the goals of media education, it is their subjects that are most filled with content related to the use and analysis of the media
Summary
The task of forming media and IT competences of a modern specialist, in particular a teacher, is quite relevant It is associated with the turbulent development of information and communication technologies, with the formation of a digital society in which most professions are associated with the searching, storage, processing, presentation and transmission of various data. Developing key competences, including digital, media as well as soft competences is one of the priorities of increasing, first of all, the contemporary properties of specialists and teachers. Having considered researchers such as A.V. Fedorov, A.V. Sharikov, K.Tainer, N.V.Cicherina, N.Yu. Hlyzova, L.A. Ivanova, A.P. Zhdanko, EV. Conditions for the evolution of media and computer development, media and information competences
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