Abstract
Media education is a comparatively young specialisation within educational science. It acts on the assumption that in modern (or postmodern) societies human's relation to the world is largely mediated by technical media. To act pedagogically therefore has to be conceived and understood as acting in a world shaped by information and communication technologies. Based on this media education addresses three different problems. First it tries to analyse and critically reflect on socio-cultural forms and practices of media usage in order to assess the social as well as individual relevance of technically mediated perception and communication. Second it tries do develop scientifically founded concepts for the practice of media education in order to foster people's media skills and media literacy. Third it tries to develop concepts for media didactics, that is for a methodical application of technical media in order to support teaching and learning processes.
Highlights
Media education is a comparatively young specialisation within educational science
That have become interactive (Negroponte 1995; Escobar 1996; Marotzki 1997). Those media worlds extend the socio-cultural scope of experience into the digital dimension
To assess the relevance of social experiences for an individual’s personal development may be regarded as the core of what is under consideration in socialisation theory and socialisation research
Summary
Media education is a comparatively young specialisation within educational science. It acts on the assumption that in modern (or postmodern) societies human’s relation to the world is largely mediated by technical media. Based on this media education addresses three different problems First it tries to analyse and critically reflect on socio-cultural forms and practices of media usage in order to assess the social as well as individual relevance of technically mediated perception and communication. Second it tries do develop scientifically founded concepts for the practice of media education in order to foster people’s media skills and media literacy. After that a closer look will be taken at how social experiences are enabled and shaped in the interactive (or virtual) worlds of the new media This will include an attempt to highlight typical positions currently taken in theoretical and empirical work on socialisation effects of new media. Challenges and tasks of future research on socio-cultural implications of new media shall be pointed out at the end of the paper
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