scholarly journals PERFORMATIVITY OF MEDIA EDUCATION TECHNOLOGIES: THEORY AND PRACTICE

2019 ◽  
pp. 152-152
Author(s):  
L.P. Marina
Keyword(s):  
Theory And Practice ◽  
Media Education

scholarly journals Development of media education in Canada: a brief history

2020 ◽  
Vol 75 ◽  
pp. 01001
Author(s):  
Hanna Tsvietkova ◽  
Olena Beskorsa ◽  
Liudmyla Pryimenko
Keyword(s):  
Theory And Practice ◽  
Media Culture ◽  
Media Education ◽  
Practical Skills ◽  
Audiovisual Media ◽  
Canadian Experience ◽  
Information And Communication ◽  
History Of ◽  
Modern Mass ◽  
First Time

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.

scholarly journals Towards a new concept of media education

Comunicar ◽  
2005 ◽  
Vol 12 (24) ◽  
pp. 21-24
Author(s):  
José-Manuel Pérez-Tornero
Keyword(s):  
Latin American ◽  
Theory And Practice ◽  
Media Education ◽  
New Strategies

Many changes are in progress in the field of media education in Latin American context. These changes have made possible that we can find new actors, new languages and new strategies. This situation implies the need to think about new issues and to renovate the basis of the theory and practice in this field. Se están produciendo grandes cambios en el ámbito de la educación en medios en el contexto iberoamericano. Hay nuevos actores, nuevos lenguajes y nuevas estrategias. Ello hace necesario reflexionar y renovar los fundamentos teóricos y las prácticas existentes en ese campo.

Critical Media Literacy in Teacher Education, Theory, and Practice

2019 ◽  
Author(s):  
Jeff Share ◽  
Tatevik Mamikonyan ◽  
Eduardo Lopez
Keyword(s):  
Public Schools ◽  
Media Literacy ◽  
Social Transformation ◽  
Theory And Practice ◽  
Media Education ◽  
Critical Education ◽  
Critical Media Literacy ◽  
Critical Media ◽  
K 12 ◽  
Media And Technology

Democracy in the digital networked age of “fake news” and “alternative facts” requires new literacy skills and critical awareness to read, write, and use media and technology to empower civic participation and social transformation. Unfortunately, not many educators have been prepared to teach students how to think critically with and about the media and technology that engulf us. Across the globe there is a growing movement to develop media and information literacy curriculum (UNESCO) and train teachers in media education (e-Media Education Lab), but these attempts are limited and in danger of co-optation by the faster growing, better financed, and less critical education and information technology corporations. It is essential to develop a critical response to the new information communication technologies that are embedded in all aspects of society. The possibilities and limitations are vast for teaching educators to enter K-12 classrooms and teach their students to use various media, critically question all types of texts, challenge problematic representations, and create alternative messages. Through applying a critical media literacy framework that has evolved from cultural studies and critical pedagogy, students at all grade levels can learn to critically analyze the messages and create their own alternative media. The voices of teachers engaging in this work can provide pragmatic insight into the potential and challenges of putting the theory into practice in K-12 public schools.

Media Education, Digital Production, and New Media

2008 ◽  
pp. 259-276
Author(s):  
Andrew Burn
Keyword(s):  
New Media ◽  
Digital Media ◽  
Theory And Practice ◽  
Media Education ◽  
Creative Activity ◽  
Master Degree ◽  
Digital Production ◽  
Teachers Training

The aim of this chapter is to reflect about the teachers’ training in media education. This training in England is quite insufficient and almost based on the transfer of reading competencies: this means that is does not prepare the teacher to work with digital media, normally characterized by authoring activities. Starting from the experience of a master degree developed in the London Institute of Education, the chapter tries to show how many of the problems involved in this training were discussed and solved with the teachers enrolled in the master. The hypothesis presented is based on the mix between theory and practice, the creative activity of the participants, and the centrality of the role of the learner.

New Perspectives for Media Education, Theory and Practice

1998 ◽  
Vol 35 (2) ◽  
pp. 125-132 ◽  
Author(s):  
Daniel Peraya ◽  
René Rickenmann
Keyword(s):  
Theory And Practice ◽  
Media Education ◽  
Education Theory

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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