Abstract
Media education is a response to the challenges of reality permeated by the media. Proper functioning in such world will be possible not only when an individual acquires knowledge on how to properly use the new technology, but mainly when he or she develops a conscious, responsible and critical attitude towards media messages. In the first part the presentation describes the situation related to the formation of media literacy in Polish schools. The conducted analyses identify a problem with implementing the postulate of media education. In the second part the author focuses on the presence of new media and technology in education. The phenomenon of supporting education with innovative technologies and tools is a trend which seems to be intensifying in the reality of development of new media and technologies. The author describes the example of the innovative ICT tool and its functionality, as well as the possibility of using it to support traditional teaching in higher education. Such a combination constituted the implementation of the idea of complementary education the so-called blended learning where the designed traditional educational process is supplemented by using the ICT technology. Citation
Highlights
Developing of digital literacy, media education and media literacy education are the obvious and current challenges of the 21st century (Frania, 2012, pp.302-304)
The task of deepening the competences in the field of "media literacy" should not be limited exclusively to the skilful use of the new technologies, but it has to be based on critical, active and creative attitude and evaluation, which builds on the motivation to seek the advantages and opportunities as well as avoid media related risks (Јкcicki, 2010, pp.74-76)
The general and specific learning objectives and expected results in terms of knowledge, skills and competences within various subjects relate to the issues of media literacy
Summary
Developing of digital literacy, media education and media literacy education are the obvious and current challenges of the 21st century (Frania, 2012, pp.302304). The task of deepening the competences in the field of "media literacy" should not be limited exclusively to the skilful use of the new technologies, but it has to be based on critical, active and creative attitude and evaluation, which builds on the motivation to seek the advantages and opportunities as well as avoid media related risks (Јкcicki, 2010, pp.). SELECTED ASPECTS OF MEDIA LITERACY AND NEW TECHNOLOGIES IN EDUCATION AS A CHALLENGE OF POLISH REALITY most crucial for the considerations in this article. These time frames are a period of rapid development of new technologies and tools, which are present in many social spheres of human activity and are used in education. Some examples of tools that can be used in education in a broad sense are presented
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Perspectives of Innovations, Economics and Business
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
