Curricular Contribution to Media Education: a Work in Progress

Opertti, Renato

doi:10.3916/c32-2009-02-002

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…It is imperative to dispel the fear of innovation to produce a permanent renovation of the educational approaches that helps to create an education mainly centred in the expectations and needs of the students, an education better able to care for the diversity of contexts and the way the students learn, and closer to the realities of their everyday lives [ 32 , 33 ].…”

Section: Discussionmentioning

confidence: 99%

Study of the knowledge about gamification of degree in primary education students

et al. 2022

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Gamification refers to the use of game mechanics in non-recreational environments, such as the school environment, in order to enhance motivation, concentration, effort, commitment and other positive values common to all games. Gamification allows us to establish clear objectives that are presented to be overcome. It also offers constant feedback, shows the progression of students, recognizes their effort and it guides them over the course of the teaching and learning process. The aim is to measure the knowledge of future teachers about gamification as a didactic resource. The sample is composed of 164 students of the Degree in Primary Education in Galicia (Spain). The scale obtains a reliability of 0.94 α. The index of Kaiser-Meyer-Olkin (KMO) provides a value of 0.932 and Bartlett’s test of sphericity (χ2 = 2739,793; gl = 351, p < .000), ensuring that the factor analysis is right, and the model achieves a good fit. The students of the Degree in Primary Education have not heard of the term gamification, but still consider feasible its implementation in the school environment. The students feel that they don’t know enough about this teaching resource, and they are afraid of not achieving the curricular objectives using it as they have no control over the content to be taught.

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Section: Discussionmentioning

confidence: 99%

Study of the knowledge about gamification of degree in primary education students

et al. 2022

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“…Studies were mainly experimental in character with a quantitative approach, focusing on classroom experiences and the practical exploration of media activities with pedagogic aims. Studies during this period present evidence that a higher level of media competency related to media education led to greater critical awareness of media use and consumption (Cheung, 2009;Opertti, 2009;Nam, 2010).…”

Section: Implementation Stage (2005-2010)mentioning

confidence: 99%

Paradigm changes and new challenges for media education: Review and science mapping (2000-2021)

Aguaded

Civila

Vizcaíno-Verdú

2022

EPI

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Information, communication, and digitalization technologies have driven the unlimited access to knowledge, thereby promoting creativity, economic and cultural development, and the emergence of a global world at breakneck speed over recent decades. Across its multiple dynamics, this digital revolution has opened new educational opportunities that are closely connected to emerging technologies and, recently, to artificial intelligence. These advances have had an unexpected impact on people’s lives, altering the values of society and our understanding of the role of education and the modern school in this scenario of global communication. In this context, media education arises from the clear influence of electronic devices and digital technology on society. The aim of this study is to review our understanding of the scientific relevance of the terms “media education” and “educommunication” during the last two decades to describe its evolution on the basis of its terms, locations, thematic stages, and methodological approaches using a systematic quantitative–qualitative review of 598 articles collected from the Web of Science between 2000 and 2021. The results suggest that such scientific interest can be divided into two stages, viz. reflections on media education in its terminological diversity (2000–2012) and measurement, implementation, training, and educommunicative digitization in terms of technological–digital development (2013–2021). We conclude that studies in this transdisciplinary field, which have historically been spread across North and South America, Europe, North Africa, and the North/South East Asia–Pacific region, have broadened their perspective from early criticism of media education to consider the “glocalization” of media education, directing interest toward the cultural digitization of the Global South, algorithmic literacy, and the digital and ethical–critical (self-)management of individual and collective identity.

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Introducción a la educación mediática infantil: el diseño del Storyboard

Carrero

2011

Revista De Comunicación De La SEECI

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RESUMENLos niños del siglo XXI son llamados nativos digitales y precisamente por ello requieren de una educación práctica que les ayude a comprender y aprovechar los contenidos de las diferentes pantallas a las que tienen acceso. Esta comunicación profundiza en el valor del Storyboard como instrumento clave en la enseñanza de la educación audiovisual para niños. Profundiza en la experiencia de los talleres audiovisuales impartidos por los autores a niños en Venezuela y en España. Analiza además otras prácticas provenientes de escuelas de cine y televisión destinadas a los chicos en distintas partes del mundo. El método de investigación ha sido el análisis gráfico y de contenido de las historias propuestas por los pequeños aprendices. El Storyboard es una herramienta útil no sólo desde el punto de vista técnico -identificación de planos y narraciones-sino también desde el enfoque del guión, pues el niño detecta más claramente el diseño de los personajes -¿quién hace y qué hace?-y la transmisión de contenidos -¿qué es lo que estoy tratando de difundir?-lo cual se verá reflejado en su documento audiovisual final. En esta comunicación se describen los nuevos softwares que, aunque tienen la misma función final, han modernizado la forma de elaboración del guión gráfico a través del ordenador.

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Curricular Contribution to Media Education: a Work in Progress

Cited by 5 publications

References 2 publications

Study of the knowledge about gamification of degree in primary education students

Study of the knowledge about gamification of degree in primary education students

Paradigm changes and new challenges for media education: Review and science mapping (2000-2021)

Introducción a la educación mediática infantil: el diseño del Storyboard

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