Digital Media Education Research Articles

Digital Media and EdTech-Based Instruction for Students and Teachers with Disabilities in Jordan

There is a need for evaluations to help us understand the associations found in research on special education and new media. The researcher in this study explores the role of digital media in public education, with a specific emphasis on the role of digital media in the education of students with special needs and other types of disabilities. We used qualitative studies for our investigation. Under this pedagogical framework, it will provide helpful materials for digital media teachers and students who may not be fully aware of the benefits and significance of special education in the context of digital media instruction and education. Because there aren't enough studies on the subject, the sample size for this article is 12. The special edition on digital media and educational technology-based education for children with impairments. Initially, the selected pieces were dispersed in 2020 and 2022. Information required for the review's assessment was assembled by classifying the collected data according to the review's rubric. The review is the most useful tool for this assessment since it provides the best method for arranging both large amounts of data and personal judgments. In addition to describing how instructors and library media workers may work together to address the needs of children with disabilities, this article gives an overview of both physical and digital access to the library's resources. Research conducted by specialists has shown a positive correlation between all of these biomarkers.

유아교사의 디지털 교육 운영 경험의 현상학적 연구

Objectives We fundamentally understand the phenomenon that appears in early childhood teachers' digital education experiences and operation cases, and through interviews and in-depth technology, we derived early childhood teachers' digital education use experience and operation and demands for digital education operation, and proposed effective application in the educational field. Methods Seven early childhood teachers with digital education experience at a daycare center in Incheon were selected as research subjects. Research data was collected through focus group interviews from April 25 to 26, 2024, through group face-to-face interaction tailored to the circumstances of the research participants, and phenomenological research methods of interpretation, coding, and classification according to qualitative data analysis procedures. was analyzed. Results The experiences of early childhood teachers using digital education were as follows: ‘educational value of digital media’, ‘role of early childhood teachers in utilizing digital education’, ‘positive experience of digital education’, and ‘digital education that realizes dynamic play’. Digital education operation experience was expressed as ‘classroom environment for digital education operation’, ‘selection and use of digital media’, ‘classroom operation using digital media to develop early childhood teachers’, and ‘digital education influenced by finances’. , The demands for operating digital education include ‘problems and limitations of digital education,’ ‘concerns in the process of operating digital media education,’ ‘plans for the development of digital education,’ and ‘education using digital media where our voices coexist.’ ','Literacy education for a digitally safe world for both children and parents.’ Conclusions The role of an early childhood teacher can be seen as connecting with appropriate digital media, recognizing the importance of linking with the elementary education curriculum, and understanding that the level of class varies depending on the teacher's ability to use digital media. In order to operate digital education in the educational field, professional education and financial support from the government must be supported. Early childhood teachers need a willingness to not focus on the convenience of digital education and an attitude of self-vigilance. When providing digital media to young children, they need to have a balanced perspective by teaching them how to use digital media safely and correctly, as well as the need to prevent addiction and limit time. The significance of the study is that it has derived a direction that should help in the formation of and act as a filter to filter out negative things.

“We Were Beaten Down”: Parents' Concerns about Children's Digital Media Use

ABSTRACTParents' concerns about children's digital media use were investigated using data from semi‐structured interviews with 17 parents of children ages five to 11 at three branches of a U.S. urban public library system. Data were analyzed using collaborative inductive thematic analysis and analyzed with the lens of culturally‐constructed anxieties about new media. The most common concerns included worries about exposure to inappropriate content, worries about digital media taking up time that children would otherwise spend engaging in more meaningful activities, concerns about safety and privacy, and worries about negative effects on children's behaviors, attitudes, and social skills. Further analysis showed parents' deeper concern for children's healthy development to underlie these narrower concerns. The authors conclude with the recommendation to shift the framing of discourse around parenting with digital media from risk protection to digital media education. Such a shift could raise awareness that framing children and digital media only in terms of risks is overly simplistic, and it could help parents come to understand that children's digital media use is not just risky but also an opportunity for children to derive educational and social benefits, and learn how to operate in a digital media‐dominated information ecosystem.

The Importance of the Digital Media Education Curriculum in Students' Production of Media Content: A Field Study

The Importance of the Digital Media Education Curriculum in Students' Production of Media Content: A Field Study

Digital Media and Secondary Education Students: Inclusion or Exclusion?

Inclusion of students with marginalization tendencies has been one of the demands in the field of education over the last decades, but it remains unrealized. At the same time, our daily lives appear to have changed rapidly because of extensive use of digital media. This fact may have both positive and negative consequences. So, we were inspired to investigate the relationship between teenagers who may be marginalized and the use of digital media, as well as the degree to which they promote or prevent inclusion, by the foregoing considerations. We chose mixed methodological approach as the most appropriate. Specifically, sequential exploratory strategy was used to collect the data, while grounded theory was used for their analysis. The quantitative part sample consists of 600 Secondary Education students. Accordingly, the sample of the qualitative part of the research was 138 Secondary Education students. The survey was conducted over a period of three months (from October 2019 to December 2019). By completing the research project, we concluded that the use of digital media and especially the engagement of adolescent students who show marginalizing tendencies with social media, digital games and distance education leads to their inclusion.

Pathways to Global Citizenship: Navigating International Cooperation in Digital Media Education

Pathways to Global Citizenship: Navigating International Cooperation in Digital Media Education

디지털 격차 해소를 위한 초등 국어과 매체 영역 교육 방안

Purpose: This study examined the concept of digital gap to determine how to view the digital gap
 that occurs among elementary school students. In this process, we explored the causes of the digital
 gap, considered the discussion points of the digital gap considering the 2022 revised Korean language
 and ‘media’ area, and proposed types of digital gap and efficient intervention measures.
 Methods: Previous research related to the digital gap was reviewed, the educational content system
 focusing on the 'media' area shown in the 2022 revised elementary Korean language curriculum was
 analyzed, and issues of the digital gap were identified according to content elements in the content
 system table of the 'media' area. In addition, five elementary school teachers were interviewed to
 reveal the types of digital divide in elementary school students and the implications for intervention
 measures, and foreign studies related to digital literacy education were also extracted.
 Results: As a result, it was found that the ‘digital gap’ of elementary school students is deeply related
 to the problem of ‘access’. The problem of the digital gap among elementary school students is not
 so much the dissemination of digital devices and the gap in the Internet use environment, but rather
 the problem of control methods within the home environment concerning digital access, engagement
 methods according to access, how well they understand and utilize the digital and media environment,
 and 'access'. It arose from a difference in perspective. In order to resolve the digital gap, it was suggested
 to strengthen guidance connected with therir homes, strengthen group classes and student cooperation
 classes in Korean language and media education. A systematic support plan by partner organizations
 to support teachers' systematic digital media education should also be implemented.
 Conclusion: In order to bridge the digital gap among students, it is ultimately necessary to further
 strengthen proper digital media literacy education. In addition, more emphasis should be placed in
 informal situation rather than those that are formal and educational methods should not be inconsistent.

A Study on the Integration of Virtual Reality and Augmented Reality Technologies in Digital Media Education

Abstract Currently, the application of virtual reality and augmented reality technology in digital media education is receiving attention from many educators, and it helps to improve the level and quality of education. The purpose of this paper is to present the specific application of deep information-based virtual simulation and natural interaction in digital media education. The article delves into the application of virtual reality and augmented reality technology in digital media education, investigates virtual simulation natural interaction technology that relies on depth information, and suggests utilizing this depth information to gather gesture images, thereby completing the creation of a three-dimensional virtual simulation digital media teaching scene. The empirical study shows that the integration of the 3D virtual simulation digital media teaching scene proposed in this paper in digital media education is feasible, and the effect is good. The application of this paper’s method in digital media education resulted in an increase of 3.06 points in the post-test scores of the experimental class compared to the control class.

Using Media Literacy Training to Promote the Detection of False Information Online: A Quasi-Experimental Study (Arabic)

This study seeks to develop a training program to detect false electronic content based on two learning styles (simultaneous and asynchronous), with the aim of revealing the effectiveness of training in a digital learning environment, and its impact on the development of media literacy skills and the level of digital awareness among female media students at Al-Azhar University. The tools of measurement were the cognitive achievement test, the skill test through observation cards for measuring the level of skill performance and a measure of digital awareness and media literacy. The study found a relatively high level of skilled performance among female students in the post practical application using external verification methods (artificial intelligence tools) by 79.42%, as the observation cards indicated that the trainees from both groups had the ability to use different sites to ensure the credibility of the published photos and videos. While the self-verification skills in which the respondents relied on critical thinking and reasoning in detecting manipulation came at a rate of 71.76%. This supports the basic hypothesis of the Audience Acts of Authentication (A3s) model. It confirms the need to raise the level of critical thinking among young people, as it contributes to building media awareness, avoiding the trap of false news, in addition to its contribution to improving the media content provided by communicators. The results also indicated that the knowledge and skills of digital media education increased in the first experimental group with simultaneous training compared to the second experimental group with asynchronous training.

Cyberbullying and Sleep Disturbance Among Early Adolescents in the U.S.

To determine the association between cyberbullying (victimization and perpetration) and sleep disturbance among a demographically diverse sample of 10-14-year-old early adolescents. We analyzed cross-sectional data from the Adolescent Brain Cognitive Development (ABCD) Study (Year 2, 2018-2020) of early adolescents (10-14 years) in the US. Modified Poisson regression analyses examined the association between cyberbullying and self-reported and caregiver-reported sleep disturbance measures. In a sample of 9,443 adolescents (mean age 12.0 years, 47.9% female, 47.8% white), 5.1% reported cyberbullying victimization, and 0.5% reported cyberbullying perpetration in the past 12 months. Cyberbullying victimization in the past 12 months was associated with adolescent-reported trouble falling/staying asleep (risk ratio [RR] 1.87, 95% confidence interval [CI] 1.57, 2.21) and caregiver-reported overall sleep disturbance of the adolescent (RR: 1.16 95% CI 1.00, 1.33), in models adjusting for sociodemographic factors and screen time. Cyberbullying perpetration in the past 12 months was associated with trouble falling/staying asleep (RR 1.95, 95% CI 1.21, 3.15) and caregiver-reported overall sleep disturbance of the adolescent (RR: 1.49, 95% CI 1.00, 2.22). Cyberbullying victimization and perpetration are associated with sleep disturbance in early adolescence. Digital media education and counseling for adolescents, parents, teachers, and clinicians could focus on guidance to prevent cyberbullying and support healthy sleep behavior for early adolescents.

Virtual Dance Collaboratory: A Collaborative Model for Digital Media Education

This article outlines the authors’ collaborative approach to designing digital media curriculum rooted in distributed student leadership, health, and well-being. In collaboration with students, we launched the Virtual Dance Collaboratory (VDC), a fully remote, student-led artist collective created in response to the COVID-19 pandemic. Our pedagogical approach strikes a balance between teaching students new technology skills and cobuilding a student-led artist collective predicated on healthy leadership structures. In this article, we discuss how VDC addressed three COVID-related curricular objectives that subsequently evolved into new pedagogical philosophies for mentoring student-led dance company activity. Throughout the text, we provide concrete examples of the technology kits, organizational structures, and curricular approaches we developed.

Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education

Despite unprecedented demand for digital media skills many digital media graduates struggle to transition into employment because of the gap between university pedagogy and real-world professional practice. Traditionally, studio-based learning has been used to give students authentic experiences of the non-linear, interactive cycle of feedback, reflection and integration that occurs in creative professional practice; however, this approach is hard to implement in asynchronous, online environments and subsequently students miss out on the experience of creative collaboration that can help them to succeed in their future workplace. This study documents a pedagogical alternative where an online digital media capstone project course was redesigned around a formative feedback process using Padlet to facilitate ‘work-in-progress’ discussions to mirror the cycle of creative collaboration in the workplace. Students’ experiences of the formative feedback suggested that it developed both their content knowledge and their collaborative capabilities, with the timely and personal nature of the feedback, coupled with the industry-derived knowledge of the feedback providers, and the use of authentic, workplace relevant-technology, supporting students’ confidence to collaborate creatively. The findings can assist researchers, educators and academic developers looking to use authentic, formative feedback as a way of supporting students’ creativity, experimentation and collaborative capabilities.

The social impact of distance learning in Roman schools: "Success," social innovation, teaching practices.

Faced with the national emergency linked to the spread of COVID-19 in Italy, digital technologies have made it possible to carry out the ordinary activities of the various educational agencies through the main tool of Distance Learning (DaD). The intensive use of information and communication technologies (ICT) and the guarantee of accessibility represent an enabling prerogative for current education systems, enriching training in a variety of ways and opportunities which must be accessible to all. ICTs take on a propulsive function for change in schools because they make it possible to affect the school setting, to transform the learning environment by redesigning space, reorganizing time, modifying communication and socialization processes, encouraging, in students, the development of key competencies in digital literacy and media education. Considering the context of a school transformed and renewed by the teaching and training potential of ICT, it becomes central to reconstruct the requests and needs developed by the practitioners of educational policies to cope with the reorganization of teaching methods and times at the time of DaD. Starting from these premises, the paper focuses attention on the social impact (Stern, 2016) of DaD to evaluate: the extent and intensity of the methodological-didactic innovation required of teachers for the organization and conducting remote lessons; the increase-in students-of transversal and digital literacy skills (team working, problem solving, etc.) potentially associated with the use of ICTs; the involvement and collaboration of families in the process of assessing and verifying learning. The reflection is part of a broader research project by the University of Sapienza University of Rome entitled "The social impact assessment of DaD after COVID-19"; a 3 year evaluation research addressed to a typological sample of upper secondary schools in Rome classified on the basis of the Infrastructure and Equipment indicator of the Rav and the social effect of the school (school effect) on the academic performance of students in the tests Invalsi. The evaluation aimed to identify-from the DaD experience-indications useful in re-designing the school's intervention strategy in the phases following the pandemic; for this reason it adopted an analysis perspective that valorized the positive and most successful aspects in the testimonies of the teachers and students involved in the first phase of the research (conducted in May-June 2021). Within the framework of the Positive Thinking Evaluation, the empirical evidence-collected through the administration/conduction of semi-structured interviews, focus groups, online ethnographic observation of the lessons in DaD-will allow us to reflect on some dimensions of success and of particular social innovation for the teachers' teaching practices and the students' learning processes in DaD. In the Positive Thinking Evaluation, success is a positive effect (not just a "good practice"), even an unexpected one, of an activity that has produced a positive change in the context of program implementation.

Digital media education and its role in promoting moral and educational values ​​for middle and high school students

As a result of the tremendous development in communication and media technology, and the combination of the communication process with the techniques of the World Wide Web (Internet), which resulted in electronic media, social networking sites, applications and various media with the so-called concept of digital media, through which many information is published that includes messages with informative content and content. With multiple goals and objectives characterized by an influential and directive power in the diversity of programs and their employment by attracting attention, influencing and persuasion. The digital media has made some of its users passive recipients who do not think and verify the media content, much of which affects the social, moral and educational values ​​of the target audience that interests us in our research students . Media experts, the World Organization, UNESCO, and various countries of the world have pushed to search for what protects their citizens, especially students and youth, to immunize them from dangerous content and media content, and because of the huge amount of information that is sent by digital media via the Internet, making it difficult to control, block or censor, led This is the adoption of the concept of digital media education to meet the challenges of great media openness. The research depends on important points, identifying the concept of digital media and education, the importance and goals achieved from media education and the most important advantages that qualify it to protect and fortify the recipient, and define the most important characteristics of digital media education that emphasizes the awareness of the recipient to the media about the risks and benefits that the student receives through realizing thinking skills The critic with analysis and interpretation, makes the student a positive recipient capable of how to deal with digital media in a positive and optimal manner, and to identify the problematic relationship between education and digital media to be two main pillars for the advancement of the educational process and its development and its relationship with the student and the school and the need to deal with digital media education within the curriculum of the Ministry of Education To create a conscious generation of students with a sound community media culture, given that media and education complement the other in community service. The research phenomenon was verified through field procedures for the research community, which is middle and secondary schools. Appropriate samples were selected from middle and second school students according to different levels of study from the middle and secondary classes, and samples were selected according to the mental level of the students and the gender variable for male and female students. The questionnaire was distributed, which was Directing questions related to the research and a variety of axes, including the role of digital media education in immunizing students from the negative and positive effects of digital media, knowing the most important types of media and applications in digital media, and the uses, motives, goals and functions provided in digital media, as well as the problems and obstacles facing students The impact of the use of digital media, and the need for a media education that cares and monitors the use of the media message, and immunizes them from the slippery slope of Western culture and the moral violations that tear the building of the student’s personality, which works to keep him away from the academic atmosphere and thus poses a threat to the future of a healthy society.

Seeing microplastic clouds: Using ecomedia literacy for digital technology in environmental education

Connecting environmental and digital media education with the guiding metaphor of water, this article explores ecomedia literacy, a methodology that prompts students to perform a holistic analysis and systems thinking of gadgets using four zones of inquiry: ecoculture, political ecology, ecomateriality, and lifeworld. Ecoculture involves studying the discourses, symbols, and stories associated with gadgets. Political ecology relates to the ideological aspects of gadgets and how their production chain is facilitated by social structures. Materiality corresponds with how the gadget is made and what materials it’s composed of. Lifeworld is the phenomenological experience of the gadget and how it impacts sensory, cognitive, and emotional experience. This article reflects on student research performed utilizing ecomedia literacy and the insights they generated about the environmental impacts of their personal gadgets.

The Application of New Educational Concepts in Digital Educational Media

With the development and progress of society, great changes have taken place in educational concepts and teaching models compared with the past. Faced with the new educational concept of advocating diversified teaching modes and all-round talent training, the teaching space under the traditional single-fixed teaching mode is insufficient. The field of digital media education is a form of education with the development of information technology. The purpose of this paper is to find out the construction form of teaching space under the new educational concept that adapts to the development of the social era and to respond to the constantly updated and emerging educational concept and teaching mode. The process is as follows: based on the collected education data, mining the specific factors that will affect the application ability of teachers’ digital education resources and building a multiple machine learning regression model using these objective and significant features to predict the score of teachers’ digital education resources application ability. Through the comparison and optimization of model performance, a more suitable prediction method was found. MSE, MAE, RMSE, and MAPE are used as performance evaluation indicators to compare the performance of each model. It is found that there are multilayer linear regression < mild gradient advance < extreme gradient advance < random forest in each indicator. In addition, in the two integration models, bagging idea represented by the random forest is more suitable for this group than two gradient boosting.

Reimagining dance and digital media training in an era of techno-neoliberalism: collective pedagogical models for digital media education in dance

In this paper we reflect on our collective efforts to co-create Wayne State University’s first student-led dance company dedicated to digital media creation – the Virtual Dance Collaboratory (VDC). VDC was created in Fall 2020 when the dance program learned it would conduct most of the academic year remotely. Despite institutional pressures to build VDC as a techno-centric solution to student retention, we designed VDC as a provocation toward ethical approaches to digital media training that prioritises student well-being, student-led leadership, and collective learning. Our co-created learning environment evades techno-neoliberal ideology and instead prioritises student-led, artist collective pedagogical models in which technology expands artistic potential based primarily on student needs and desires. Our pedagogical approach accounts for technology’s role in the classroom but is not techno-centric. Similarly, our reflective process used for this paper considers how technology functions within systemic, neoliberal and neocolonial institutional practices that coerce students into producing on behalf of the institution. To discuss, we review the course’s design and structure and then spend the remainder of the paper reflecting on course activities using three pedagogical themes: (1) acknowledging technology as a cultural object, (2) questioning relational and transactional roles in/as industry professionalization, and (3) cultivating security and relational trust. Our writing process reflects the structural ethos of VDC by adopting a collective writing praxis, allowing each author to enter into the writing on their own terms. As such, this essay is intended to provoke further inquiry into ethical practices, rather than provide simple solutions.

Creating the right environment for tackling disinformation in the classroom

Teacher’s Social Media Profile as Seen by Participants of Educational Relations A. Adaskina, I. Voronkova .............................................................................................................. Media-Communicative Occupational Guidance Based on the Platform of Online Game N. Anashkina, M. Shmatko, S. Anashkina …………………………………………………………………...….. Importance of Media Literacy for Political Communication in Russia: A Case of Student Community I. Bykov, M. Medvedeva ………………………………………………………………………………………………..… Russian Topic on Euronews and Media Manipulations A. Fedorov ……………………………………………………………………………………………………………………… Media Competence of Modern Students: Problems and Possibilities of Its Formation in the System of Higher Education E. Frolova, O. Rogach ……………………………………………………………………………………………………… A Course in Argumentation in Journalism in the Master’s Curriculum: Using Russian Popular Science Magazines as Case Studies V. Golubev, A. Teplyashina, E. Abramova, I. Ibragimov ……………………………………………………… COVID-19 Pandemic and Lockdown on Education: Proposing an ‘e-Pedagogy on the Go’ System as an Alternative e-Teaching and Learning Platform During and in the Post-Pandemic Era A.M. Ibrahim, S. Uba, A.M. Abubakar ………………………………………………………………………………. Media Crowdsourcing and Media Crowdfunding in the Digital Environment and Media Education Practices T. Kaminskaya, O. Erokhina ……………………………………………………………………………………………. Diasporic Identities and their Representation through Cinema: An Analysis of Diasporic Film through South Asian Cinemas S. Kayal, R. Saha …………………………………………………………………………………………………………….. Media Manipulation in the Modern French and Swiss Press A. Levitskaya ……………………………………………………………………………………………………………… Media Space as a Regulator of the Global Transformation of Communicative Interaction A. Shuneyko, O. Chibisova ………………………………………………………………………………………………. Analysis of Media Manipulation Influences as a Way to Develop Media Competence of Future Teachers (On COVID-19 Media Texts) M. Tselykh, A. Levitskaya ……………………………………………………………………………………………… Usage of Media Products by Teachers: Pedagogical Potential, Expertise and Implementation Yu. Tyunnikov, M. Maznichenko, I. Kazakov, Y. Yurchenko ……………………………………………… Cherkessk – Moscow – Hollywood – and Moscow Again... I. Dzhendubaev …………………………………………………………………………………………………………….. Why the Film In August 1944th (Moment of Truth), Filmed in 1975, Was Not Released On the Screen B. Krishtul ……………………………………………………………………………………………………………………

A digital career choice: rural students’ perceptions of the value of digital media learning based on their career aspirations

Digital media skills are becoming more important in contemporary Australia. As the digital economy gains momentum, the 2020 Australian Digital Inclusion Index reports a continued gap between rural Australians and urban Australian, indicating the continued existence of the digital divide. However, almost half of all Year 10 Australian students did not have sufficient information and communication technology (ICT) skills in 2014. Thus, understanding how rural students who are interested in digital media careers learn and develop digital media skills is important for improving digital media education for isolated student groups. This research draws on 25 interviews with rural Queensland students contemplating careers both within and outside digital media industries. The findings show different forms of cultural capital students draw on to further their digital media skills, including extracurricular opportunities and self-learning. This research highlights the interviewed students’ perceptions of the value of digital media learning based on their career aspirations.

Media Crowdsourcing and Media Crowdfunding in the Digital Environment and Media Education Practices

Media Crowdsourcing and Media Crowdfunding in the Digital Environment and Media Education Practices