Media Competence Research Articles

Teachers' Perceptions of Changes in Their Professional Development as a Result of ICT.

The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed within the R+D+i project DePrInEd, we analyzed the perceptions, beliefs, opinions, and attitudes of teachers on this subject. We conducted a qualitative study through interviews, with a thematic analysis addressing the duality of technology and change. The results indicated that these produced benefits and created difficulties in the teaching task, with the latter being more demanding. Teachers stated that one of the main difficulties they encountered was related to the evolution of students as a result of technology, both in the school and social contexts. This highlights the risk that its extensive use did not lead to the acquisition of other key competencies, including digital and media competencies, in the school environment. Finally, other dimensions that impacted the corporate intelligence of educational centers included the continuous adaptation and mastery of digital competence required by teachers regarding the changes in their tasks, as well as the excessive bureaucratization that technologies have necessitated.

Designing a curriculum for digital competencies towards teaching and learning

The COVID-19 pandemic initiated a fundamental change in learning and teaching in (higher-) education [HE]. On short notice, traditional teaching in HE suddenly had to be transformed into online teaching. This shift into the digital world posed a great challenge to in-service teachers at schools and universities, and pre-service teachers, as the acquisition of digital competences was no longer an option but a real necessity. The previously rather hidden or even neglected importance of teachers’ digital competences for successful teaching and learning became manifest and clearly visible. 
 In this work, we investigate necessary digital competences to ensure high quality teaching and learning in and beyond the current COVID-19 pandemic. Based upon the European DigComp 2.1 (Carretero et al., 2017), DigCompEdu (Redecker, 2017) frameworks, the Austrian Digi.kompP framework (Virtuelle PH, 2021), and the recommendations given by German Education authorities (KMK 2017; KMK 2021; HRK 2022), we developed a curriculum consisting of 5 modules: 2 for individual digital media competence, and 3 for media didactic competence. For each module, competence-oriented learning goals and corresponding micro-learning contents were defined to meet the needs of teachers while considering their time constraints.
 Based on three online workshops, the curriculum and the corresponding learning goals were discussed with university teachers, pre-service teachers, and policymakers. The content of the curriculum was perceived as highly relevant for these target groups; however, some adaptations were required. From the university teachers’ perspective, we got feedback that they were overwhelmed with the situation and urgently needed digital competences. Policymakers suggested that further education regarding digital competences needs to offer a systematic exchange of experiences with peers. From the perspective of in-service teachers, it was stated that teacher education should focus more on digital competences and tools.
 In this paper, we will present the result of the workshop series that informed the design process of the DIGIVID curriculum for teaching professionals.

РОЗВИТОК МЕДІАГРАМОТНОСТІ МАЙБУТНІХ ЖУРНАЛІСТІВ У ЗАКЛАДАХ ВИЩОЇ ОСВТІИ

The article emphasizes the need for media education as an integral component of the educational process, the expansion of its theoretical and practical potential, demand in modern society, taking into account the specifics of the information space of Ukraine, especially in times of a full-scale Russian-Ukrainian war. The level of media education research in the West and in Ukraine is described, various definitions of this concept in modern Ukrainian scientific researches are analyzed. The narrow and broad meaning of the term is considered: the component of training of secondary and higher education students in the first case and long-term social and educational activities without age restrictions. Attention is paid to the Concept of the introduction of media education in Ukraine and its implementation in the state in general and in institutions of higher education in particular. Critical thinking is characterized, the development of which is one of the main goals of media education. The statement that representatives of professions directly related to the media, as well as students of higher education majoring in Journalism should be engaged in media education at a professional level, has been presented and substantiated. The latter should develop media competence in a formal educational environment. Additionally, they can deepen existing media skills in the form of informal and informal education. The same applies to representatives of pedagogical professions, i.e., those through whom media education activities are carried out. Successful work in the field of most modern professions is practically unthinkable without developed abilities of continuous self-education throughout life, including media education. The place of the media education component in the process of obtaining professional higher education is determined. It can be integrated with traditional disciplines of the educational and professional program or introduced autonomously (disciplines chosen by students, optional courses, etc.). The stages of media education are characterized, as well as the criteria for the development of media competence of young people: conceptual, sensory, motivational, evaluative, creative. Key words: media education, media competence, critical thinking, higher education, journalism

77.2 Psychiatric Self-Diagnoses and Suspected Social Media Contagion Effects: What Is the Role of the Child and Adolescent Psychiatrist?

The goals of this presentation are to: 1) identify parental and adolescent concerns regarding social media use; 2) recognize current shortcomings in psychiatric training when it comes to social media competence and propose future directions; and 3) discuss future roles for the child and adolescent psychiatrist at the advocacy, consultant, and political levels when it comes to adolescent social media use.

A Study to Assess the Effect of Media in Promoting Self-Medication Use

Self-medication is the use of drugs to treat self-diagnosed disorders, symptoms or the intermittent or continued use of prescribed drug for chronic or recurrent disease or symptoms. Todays, self-medication is one of the biggest socio-health and economic problems. This study aimed to find out the importance of media in promotion of self-medication. In this community based survey, a pretested questionnaire was circulated through social media to the general population and the data’s were collected based on the inclusion and exclusion criteria. After analyzing the responses we found that females were practicing self-medications more than males. Self-medication is influenced by many factors such as family, friends, availability of drugs, low perception of risk associated with use of drugs, knowledge of drugs, easy access to internet, and wider media coverage on related health issues. Approximately 190 of the participants admitted to the use of self-medication practice .Most of them were self-medicating for fever, cough and headache. More than half of the respondents had used paracetamol for self-medication. Media plays an important role in the reception of health risks; thus media competence is important in self-medication. Majority of participants use social media to obtain information on self-medication. Keywords: Self- medication, Media, Knowledge

Особенности узнавания и описания школьниками с особыми образовательными потребностями учебных объектов на 3D-рисунках и других цифровых учебных материалах

The aim of the study is to determine the features of recognition and description of educational objects on digital educational materials by students of 1 complementary - 5 classes with mental retardation and identify the originality of perception and the potential use of 3D models in teaching this group of students with special educational needs. The article describes the features and indicates age differences in the recognition and naming of objects presented on various digital educational materials; reveals the originality of the perception of 3D models of educational objects; formulates a number of recommendations on the use of digital visual aids, including 3D models, in the process of teaching students with mental retardation. The scientific novelty of the study lies in a comprehensive analysis of the features of recognition and description of various visualizations, presented in the form of digital educational materials, by students. As a result, the obtained data expand the understanding of the possibilities of using electronic visualization in teaching children with mental retardation and allow for a more complete design of work on the formation of media competence of modern speech pathologists and students planning professional activity in the field of teaching children with mental retardation.

Übungsportale und mobile Apps im Fremdsprachunterricht

There are three types of teaching and learning programs in foreign language teaching today. First, there are tutorial programs that can be understood as a collection of various exercises or working materials that represent an alternative to printed materials. These are primarily exercise portals where the teacher can find exercises with which he can reflect the teaching needs of his students. These programs are very suitable for the fixation phase or the repetition phase of the lesson, but also for home preparation for the lesson. The student can freely choose the forms of exercise, the content of the course and the time required to work through the exercises. After each activity, the student receives feedback and so he knows whether he has sufficiently mastered the structures that have been practiced or whether he should repeat them again. Well-known exercise portals include, for example, the portal from Hueber Verlag – hueber.de, Islcollecollective.com or Mein-deutschbuch.de. The second group of programs for foreign language teaching are complex programs. These are complex language courses that were created for self-learners but can also be used in classic lessons. They do not represent a collection of independent exercises, but a coherent unit of exercises, the aim of which is to bring users to a higher level of language skills. These programs can be used in the fixation phase, the repetition phase of the lesson or as preparation for the lesson. Even complex programs enable the student to choose the form of exercise or the time necessary for working on it. In this way, individual learning needs of the student can be respected, and the lessons become more autonomous. Well-known complex programs include Duolingo, Babbel, Lingvist, and others. Constructive programs represent the third group of teaching and learning programs. They are more like language assistants that help students improve their writing skills. The students use this assistant when they produce a presentation, essay, dictation, or other written work. With constructive programs, they can control the grammatical, orthographic, stylistic structure of their linguistic expression. They also learn how a specific document should look graphically (e.g., a letter of motivation, curriculum vitae, complaint etc.). The Grammarly or Languagelab programs are among the best-known constructive programs. Technologies are developing very quickly today – many new programs or mobile apps for foreign language teaching are also emerging. It is to be believed that in the future the learning and teaching programs will form a standard in the teaching process. For this, however, the educational institutions have to prepare the future teachers very well today and offer them workshops or courses to acquire media competence.

School Communities on VKontakte as Part of the Media Learning Environment: Teachers’ Media Competences

School Communities on VKontakte as Part of the Media Learning Environment: Teachers’ Media Competences

Student's Media Competence: New Opportunities to Counteract Information Manipulations In Network Interactions

Student's Media Competence: New Opportunities to Counteract Information Manipulations In Network Interactions

Input From the Grassroots Level — Reflecting Challenges and Problems for VET Professionals in Germany

Context: Often, vocational education and training (VET) professionals are not systematically prepared for their demanding, mostly diverse and complex tasks. Professional development can be understood as an enlargement of competencies that arise as opportunities in daily work. This study, embedded in a funded research project, focuses on VET professionals and their professional development. The research question is as follows: What challenges and problems regarding their professional development, as well as possible solutions, are described by training professionals in VET in Germany? Approach: The goal of this study is to discover what challenges VET professionals face and how they cope with them. Accordingly, this research was formalised with the following components: (A) An explorative study with group discussions (N = 53 participants in six groups) and (B) result validation with German VET experts (N = 10). The data were recorded, transcribed and analysed using qualitative content analysis. Results: Using a theory-based category system, the group discussion results were summarised in 12 systematic, organisational- and individual-level statements. The statements indicated that despite the necessity of formal professional development in the area of further training, most VET professionals must still be able to profit from offers at or below the German Qualification Framework (DQR) level 5. Many VET professionals ultimately sought visible recognition of their activities or personal commitment with regard to pedagogical and company-economic functions. The 10 VET experts also evaluated the 12 statements as important. Conclusion: The results of this study show that there is a huge need for qualification and learning opportunities for VET professionals. The demand is mostly for modern, tried-and-tested concepts and central themes, such as action and competency orientation, practice and transfer orientation, individual and structural reflection, media competency and learning support in all formats and at all levels.

The Efforts to Increase Teacher's Competence in Online Learning Through Megicom Workshop During The Covid -19 Pandemic

This research aims ro improve teacher`s competence in online learning through Megicom Workshop during the Covid-19 pandemic in the 2020/2021 academic year of SMA Negeri 9 Bogor. This research was conducted in two cycles with 45 teachers in SMA Negeri 9 Bogor. The research was carried out for 5 (five) months, namely July - November 2020. Based on the reasearch results, after going through the Digital Media Competency Workshop, the competence of teachers in carrying out synchronous online learning has increased. From the results of observations through academic supervision, it was found that in cycle 1, as many as 38% were very good in carrying out online learning activities in the classroom, 49% were good, and 13% were quite good in carrying out online learning activities in the classroom. While in cycle 2, 49% were very good in carrying out synchronous online learning activities, 51% were good, and there was no longer sufficient category). The competence of teachers in implementing synchronous online learning has increased. The results showed that in cycle 1, as many as 42% were very good at carrying out synchronous online learning activities, 47% were good, and 11% were quite good in implementing asynchronous learning activities. While in cycle 2, 60% were very good in carrying out asynchronous online learning activities, 40% were good, and there was no longer sufficient category. The average value of supervision results in synchronous classroom management, has increased from 85.14 to 87.64. Meanwhile, the average value of supervision results in asynchronous classroom management has increased from 85.06 to 87.47. The competence of teachers in the use of digital media has increased, after participating in the Megicom Workshop. This can be seen from the increasingly varied media used, such as Google Classroom, WhatsApp, Quizizz, Google Meet, Zoom Meeting, Instagram, and YouTube. It could be be concluded that the competence of teachers in online learning during the Covid -19 pandemic at SMA Negeri 9 Bogor for the 2020/2021 academic year could be improved through the Megicom Workshop.

Savvy and woke: Gender, digital profile, social media competence, and political participation in gender issues among young Filipino netizens.

Social media has become a viable platform for political participation in issues related to gender, especially among the youth. Evidence suggests that gender and sexual identities, digital access, and skills foster political participation in social media. This study sought to determine the predictive relationship of gender, digital profile, and social media competence with social media political participation in gender issues (SMPP-GI) among young Filipino netizens through the lenses of social identity theory and resource model of political participation. A total of 1,090 college netizens aged 18–30 years old participated in this cross-sectional study. An online survey was used to collect data. The respondents reported low to moderate levels of SMPP-GI. Females and non-cisheterosexual respondents report higher scores in certain types of SMPP-GI. Respondents using more social media sites have higher levels of latent and counter engagement SMPP-GI. Among the four domains of social media competence, content generation significantly predicted all types of SMPP-GI, while content interpretation and anticipatory reflection were significantly linked with at least one type of engagement.

Language competence in media during the pandemic – interlanguage aspects

Language competence in media during the pandemic – interlanguage aspects

Media competencies for nurses: A Delphi study

BackgroundMedia raises awareness of important health issues, provides guidance to promote health, and shapes health policies. However, nurses are poorly represented in media. PurposeTo propose competencies that can be used to advance nurses’ knowledge and skills in using media to advance health. MethodsA Delphi study design of three successive surveys was employed. The Round 1 survey was sent to 70 nurse media leaders, and 28 (40%) responded. Seventeen respondents (61%) participated in Round 2. The Round 3 survey was not needed. DiscussionThese competencies provide direction for academia, healthcare organizations, nursing associations and others who seek to develop the leadership and population health skills of nurses. Ways the competencies can be used are outlined. ConclusionThere is an urgent need to improve population health outcomes by reducing disparities and promoting equity in health and health care. Media engagmeent is an importnat strategy for promoting population health. Additionally, promotion of better media representation of nurses and improved media engagement by nurses and nursing organizations all speak to the importance of advancing media competence.

When the Trees Resound: Collaborative Media Research on an Italian Festival

When the Trees Resound: Collaborative Media Research on an Italian Festival

Audio-Visual Culture in Textbooks of German as a Foreign Language: A Crossroads Between Media Competence and Subject-Specific Objectives

"Audio-visual media have become an intrinsic part of the school curriculum in many countries as a means of complementing teaching and learning processes and ensuring modern and effective teaching in various fields of study, including foreign languages. This study will explore references to audio-visual culture in three internationally available textbook sets for pubescent learners of German as a foreign language: Deutsch.com, Direkt, and Ideen. Audio-vision is used here to refer to audio-visual cultural properties and includes the product and its production, reception, and position within the context of the media culture of the country of origin. Methodologically, the study uses content analysis to examine individual references to audio-vision according to a) the frequency of occurrence at individual levels of language competency, b) the implication of the examined references to audio-visual material with objectives specific to the acquisition of a foreign language (vocabulary, grammar, listening, reading, speaking, intercultural education) and media literacy c) the attention paid to films, genres and other aspects of audio-vision, d) the connection between references to audio-vision and themes and topics discussed in a foreign language, e) the didactic function of the references, and f) their contribution to achieving media literacy goals (audio-visual/film literacy), providing a detailed description of the lessons in each of the studied textbook sets that make use of references to audio-visual material in their curricula. Keywords: audio-visual literacy, audio-vision, German language, textbooks, foreign language teaching "

СРАВНИТЕЛЬНЫЙ АНАЛИЗ МЕДИАОБРАЗОВАТЕЛЬНЫХ МОДЕЛЕЙ

The article shows a detailed analysis of media education models in the system of higher education. The distinctive features and media education models of Russian and Western media researchers are studied. The characteristic of media literacy as a criterion of the culture of tolerance is given. The article notes that the development of social and personal competence is a condition for the formation of personal self-awareness by the method of media educational models. Well-known media technologies highlight many unsolved problems in the educational system. A factor in the modernization of the educational system is the improvement of competencies by means of media educational technologies, which are scientifically grounded levers that contribute to the formation of a worldview concept among modern youth. Educational technology is included in cycles (blocks, modules) of independent, creative discussions, debates, special courses, and electives, in integrated academic disciplines. Developing general didactic principles of teaching, applying the main provisions of the media competence model for the formation of a culture of youth tolerance. An important condition for the study of media culture is the creation of a perceptual and interpretive environment: taking into account emotional intelligence, mental characteristics, and individual thinking, contributing to the development of the level of consciousness for analyzing the spatiotemporal, audiovisual structure of the media text, in providing creative, therapeutic, hedonistic capabilities of the media.

Формирующее оценивание в контексте практико-ориентированного обучения в вузе в рамках формирования медиакомпетентности будущих педагогов

The study aims to shed light on the particularities of using formative assessment in the organisation of practice-oriented training at university within the framework of media competence formation in future teachers. The paper notes that formative assessment in the process of mastering a posteriori (based on experience) knowledge obtained during practice-oriented training contributes to identification and elimination of students’ difficulties in carrying out professionally significant activities. Scientific novelty of the study lies in proving that formative assessment implemented in a practice-oriented educational process influences media competence formation as a significant area of training for undergraduate students pursuing a degree in psychological and pedagogical education. As a result, it has been proved that formative assessment can be considered not only as a type of assessment activity but also as a means of a person’s professional development.

MEDIA COMPETENCE FORMATION OF STUDENTS IN THE PROCESS OF TEACHING THEORETICAL DISCIPLINES

The article highlights the problem of formation of media competence of a modern student in the process of studying theoretical disciplines. Media competence is seen as a set of knowledge, skills, abilities, facilitating the using, critical analysis, evaluation, creation and transmission of media texts. It is proved that a graduate of a higher education establishment must use traditional and modern information technologies to meet the level of a modern specialist. In the development of modern society, a modern teacher must have the skills to use media resources in his work, follow the media information about existing media products for educational purposes, possess the ability to use it effectively in the educational process. Options for the use of media products in the educational process through the study of theoretical disciplines are considered. The reasons for the need to introduce media education into the educational process are determined. The main provisions of the Concept of Media Education in Ukraine are analyzed.

Public Employee Use of Social Media at Work: Competency, Collaboration, and Communication of Workplace Policy

Although the growth of social media has changed the way employees communicate at work, our understanding of the related workplace dynamics, particularly in public organizations, is still embryonic. This study fills these research gaps by testing hypotheses, drawn from social cognitive theory and social capital theory, using two sets of data on social media usage patterns and workplace practices among public employees. Our survey data ( n = 1,360) analysis revealed that most respondents (more than 72%) spent at least an hour per day on social media while at work, for both work- and non-work-related purposes. Furthermore, public employees with higher levels of social media competence (technical understanding and impact assessment) were more likely to report effective collaboration and seek assistance when needed. The results of scenario-based randomized survey experiment ( n = 600) show that the perceived fairness of social media-related termination decisions (or “get dooced”) was influenced by the presence of an explicit workplace social media policy.