{"title":"The Construction of the Network Media as an Ideal model of Public Information Dissemination During the Epidemic of Novel Coronavirus Pneumonia","authors":"","doi":"10.13187/me.2023.2.337","DOIUrl":"https://doi.org/10.13187/me.2023.2.337","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47536901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La pandemia di Covid-19 ha avuto un forte impatto sull’insegnamento, evidenziando le sfide legate al passaggio alla didattica a distanza e online e in particolare mettendo in luce le difficoltà di affrontare attraverso le pratiche digitali il coinvolgimento degli studenti e le loro esigenze relazionali ed emotive. Il presente contributo propone un’analisi del DigCompEdu (Redecker, 2017), il quadro europeo per la competenza digitale degli insegnanti, attraverso una comparazione con altri modelli operativi per ipotizzarne alcune possibili integrazioni, alla luce delle più rilevanti teorie e delle evidenze relative al periodo trascorso. La proposta di integrazione include dimensioni legate alle abilità comunicative e socio-relazionali, oltre che ad aspetti legati al benessere digitale e alla consapevolezza delle politiche locali e globali per uno sguardo critico alle pratiche d’insegnamento con le tecnologie educative in uso nei diversi contesti.
{"title":"La competenza digitale degli educatori: teorie, modelli, prospettive di sviluppo","authors":"E. Gabbi, Ilaria Ancillotti, M. Ranieri","doi":"10.36253/me-14742","DOIUrl":"https://doi.org/10.36253/me-14742","url":null,"abstract":"La pandemia di Covid-19 ha avuto un forte impatto sull’insegnamento, evidenziando le sfide legate al passaggio alla didattica a distanza e online e in particolare mettendo in luce le difficoltà di affrontare attraverso le pratiche digitali il coinvolgimento degli studenti e le loro esigenze relazionali ed emotive. Il presente contributo propone un’analisi del DigCompEdu (Redecker, 2017), il quadro europeo per la competenza digitale degli insegnanti, attraverso una comparazione con altri modelli operativi per ipotizzarne alcune possibili integrazioni, alla luce delle più rilevanti teorie e delle evidenze relative al periodo trascorso. La proposta di integrazione include dimensioni legate alle abilità comunicative e socio-relazionali, oltre che ad aspetti legati al benessere digitale e alla consapevolezza delle politiche locali e globali per uno sguardo critico alle pratiche d’insegnamento con le tecnologie educative in uso nei diversi contesti.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83255801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Western Cinema on the Pages of the Magazine Soviet Screen: 1957–1968","authors":"","doi":"10.13187/me.2023.2.212","DOIUrl":"https://doi.org/10.13187/me.2023.2.212","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42441780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Promotional Tool of Indian Academics Through Social Media and Its Implication on Users","authors":"","doi":"10.13187/me.2023.2.317","DOIUrl":"https://doi.org/10.13187/me.2023.2.317","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43217043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. D'Antuono, Mauro Mola, Edoardo Nepote, Alberto Parola
This article intends to present the educational experience in relation to the transition from the face-to-face education oriented to the writing and audiovisual production to distance education, carried out during the lockdown in the winter 2020/21, due to the Covid-19 pandemic. The impossibility of carrying out the activity in presence has dictated unpublished conditions not only about the selection of the arguments to be deepened, but also with reference to the different phases of video production, which in this article is conceived as a form of epistemic writing, or an interweaving of languages that allows children to express ideas, to represent their school and extrascolastic reality and to vary their way of observing and interpreting their existences. Due to the new circumstances, the project was adapted. However, it can be considered satisfactory, although the school was not yet ready to host types of remote training with the simultaneous presence of different classes. In this context, it was not easy to manage the process of involvement of the students. The atypical role of the teacher facilitator has led to an on time learning path, which has also provided for the creation of work groups with flexible activities, partly at school and partly at home.
{"title":"La formazione audiovisiva a distanza in ambito scolastico durante il periodo pandemico","authors":"S. D'Antuono, Mauro Mola, Edoardo Nepote, Alberto Parola","doi":"10.36253/me-14223","DOIUrl":"https://doi.org/10.36253/me-14223","url":null,"abstract":"This article intends to present the educational experience in relation to the transition from the face-to-face education oriented to the writing and audiovisual production to distance education, carried out during the lockdown in the winter 2020/21, due to the Covid-19 pandemic. The impossibility of carrying out the activity in presence has dictated unpublished conditions not only about the selection of the arguments to be deepened, but also with reference to the different phases of video production, which in this article is conceived as a form of epistemic writing, or an interweaving of languages that allows children to express ideas, to represent their school and extrascolastic reality and to vary their way of observing and interpreting their existences. Due to the new circumstances, the project was adapted. However, it can be considered satisfactory, although the school was not yet ready to host types of remote training with the simultaneous presence of different classes. In this context, it was not easy to manage the process of involvement of the students. The atypical role of the teacher facilitator has led to an on time learning path, which has also provided for the creation of work groups with flexible activities, partly at school and partly at home.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76309659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alessandra la Marca, Federica Martino, Cristina Zuccaro
The use of technology is an interesting device, which constitutes a useful self-training approach, related to an experience, from which to extract significant materials and traces of their personal learning. In Italy, Service Learning (SL) projects that use digital media in the university environment are still rare and therefore there are not many data and research results related to the introduction of SL in the training of future teachers. On the contrary, at the international level we find a vast scientific literature on SL and its applications, also in the academic field. Service e-Learning (Se-L) can in fact represent an essential approach for university education, which allows students to mobilize skills, putting into practice what they have acquired, and to improve their self-efficacy. Ability to check if your knowledge has an applicability, useful in a real-life situation, opportunity to develop digital skills and self-reflective on their actions. The contribution presents a training experience to the Service e-learning (4 meetings, for a total of 16 hours) realized in the academic year 2022/23, for the Project [PR]A.S.S.I. with a sample of 260 students enrolled in the first year of the Master of Science in Primary Education (LM-85bis) of the University of Palermo. In this experience we have chosen to give voice, consistency to the actions and methodological choices of university students who, through specific activities, were able to express the enormous potential of technology as a relevant tool to promote engagement and learning, factors linked in SL. It presents a laboratory path of Service e-learning that takes advantage of the potential of the MED, the referral to the internal and external resources of the person, to intercept, tune and strengthen its generating tension useful to itself and the community service. Technology, a source of strategic information in order to identify the progress of experience and skills, has thus been considered a training engine-effect for the construction of critical thinking and personal identity.
{"title":"Formazione Service e-Learning: esperienza media-educativa","authors":"Alessandra la Marca, Federica Martino, Cristina Zuccaro","doi":"10.36253/me-14308","DOIUrl":"https://doi.org/10.36253/me-14308","url":null,"abstract":"The use of technology is an interesting device, which constitutes a useful self-training approach, related to an experience, from which to extract significant materials and traces of their personal learning. In Italy, Service Learning (SL) projects that use digital media in the university environment are still rare and therefore there are not many data and research results related to the introduction of SL in the training of future teachers. On the contrary, at the international level we find a vast scientific literature on SL and its applications, also in the academic field. Service e-Learning (Se-L) can in fact represent an essential approach for university education, which allows students to mobilize skills, putting into practice what they have acquired, and to improve their self-efficacy. Ability to check if your knowledge has an applicability, useful in a real-life situation, opportunity to develop digital skills and self-reflective on their actions. The contribution presents a training experience to the Service e-learning (4 meetings, for a total of 16 hours) realized in the academic year 2022/23, for the Project [PR]A.S.S.I. with a sample of 260 students enrolled in the first year of the Master of Science in Primary Education (LM-85bis) of the University of Palermo. In this experience we have chosen to give voice, consistency to the actions and methodological choices of university students who, through specific activities, were able to express the enormous potential of technology as a relevant tool to promote engagement and learning, factors linked in SL. It presents a laboratory path of Service e-learning that takes advantage of the potential of the MED, the referral to the internal and external resources of the person, to intercept, tune and strengthen its generating tension useful to itself and the community service. Technology, a source of strategic information in order to identify the progress of experience and skills, has thus been considered a training engine-effect for the construction of critical thinking and personal identity.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78509053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Giulia Andronico, Giorgia Rita De Franches, Antonella Leone
The continuous evolution of technology and the increasingly massive use of visual content have given way to an era characterized by the use of short videos mainly through social media. Among these applications, TikTok has been chosen primarily by young people thanks to the unique communication strategies it offers. This paper presents the activities that have involved and will involve first-year students enrolled in the single-cycle master’s degree course in Primary Education Sciences of the University of Palermo in the a.y. 2022/2023. This study aims primarily at investigating the perceptions that university students have regarding the use of TikTok to implement learning and to highlight the advantages and disadvantages of this tool in teaching practice. The first results seem to present a great success from the point of view of the involvement of the participants, stimulated and motivated by the activity presented, they considered that the use of TikTok turns out to be an innovative approach for learning, capable of improving understanding and active learning. The contribution also presents an assessment rubric created to analyze the TikTok videos produced by the students during the activities.
{"title":"The use of TikTok in Initial Teacher Training","authors":"Giulia Andronico, Giorgia Rita De Franches, Antonella Leone","doi":"10.36253/me-14354","DOIUrl":"https://doi.org/10.36253/me-14354","url":null,"abstract":"The continuous evolution of technology and the increasingly massive use of visual content have given way to an era characterized by the use of short videos mainly through social media. Among these applications, TikTok has been chosen primarily by young people thanks to the unique communication strategies it offers. This paper presents the activities that have involved and will involve first-year students enrolled in the single-cycle master’s degree course in Primary Education Sciences of the University of Palermo in the a.y. 2022/2023. This study aims primarily at investigating the perceptions that university students have regarding the use of TikTok to implement learning and to highlight the advantages and disadvantages of this tool in teaching practice. The first results seem to present a great success from the point of view of the involvement of the participants, stimulated and motivated by the activity presented, they considered that the use of TikTok turns out to be an innovative approach for learning, capable of improving understanding and active learning. The contribution also presents an assessment rubric created to analyze the TikTok videos produced by the students during the activities.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78442572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today digital media are configured as social environments that expand our personal, cultural, social and educational reality, therefore measuring citizens’ activities in online environments is of fundamental importance. In the last decade, different scholars have proposed different definitions of the digital citizenship and different measurement tools. Most definitions focus on two conceptions of digital citizenship, some more inherent in digital skills and others centered on critical aspects and civic engagement. In this study, we present the translation and Italian adaptation of two scales: the Digital Citizenship Scale by Al-Zahrani (2015) and the Digital Citizenship Scale by Choi, Glassman, and Cristol (2017). These two scales, consisting of a total of 72 items, were administered to 198 undergraduate students attending to the LM-85bis Master’s Degree Course at University of Palermo. We then proceeded with the reliability analysis by calculating the Alpha of Cronbach and the correlation between individual items and the total scale. The goal was to determine which profile, dimensions and digital citizenship needs characterize the participant university students. The results show that participants have good levels of digital citizenship in terms of respect and education for themselves and for others and in the self-assessment of technical skills in the digital field. Lower levels are recorded in participation and collaboration on cultural, social, political and economic issues.
{"title":"Formare gli studenti universitari alla Cittadinanza Digitale","authors":"Elif Gülbay, Ylenia Falzone, Rosa Bonaventura","doi":"10.36253/me-14309","DOIUrl":"https://doi.org/10.36253/me-14309","url":null,"abstract":"Today digital media are configured as social environments that expand our personal, cultural, social and educational reality, therefore measuring citizens’ activities in online environments is of fundamental importance. In the last decade, different scholars have proposed different definitions of the digital citizenship and different measurement tools. Most definitions focus on two conceptions of digital citizenship, some more inherent in digital skills and others centered on critical aspects and civic engagement. In this study, we present the translation and Italian adaptation of two scales: the Digital Citizenship Scale by Al-Zahrani (2015) and the Digital Citizenship Scale by Choi, Glassman, and Cristol (2017). These two scales, consisting of a total of 72 items, were administered to 198 undergraduate students attending to the LM-85bis Master’s Degree Course at University of Palermo. We then proceeded with the reliability analysis by calculating the Alpha of Cronbach and the correlation between individual items and the total scale. The goal was to determine which profile, dimensions and digital citizenship needs characterize the participant university students. The results show that participants have good levels of digital citizenship in terms of respect and education for themselves and for others and in the self-assessment of technical skills in the digital field. Lower levels are recorded in participation and collaboration on cultural, social, political and economic issues.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81230011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In seguito alla Raccomandazione 2006/962/CE che inserisce la competenza digitale tra le competenze chiave da promuovere fin dai primi anni scolastici, la scuola è stata chiamata a ridefinire i propri saperi fondamentali, incoraggiando l’utilizzo delle tecnologie dell’informazione e della comunicazione sia da parte degli studenti che degli insegnanti. Per tale ragione e data la collocazione ancora incerta di tale competenza nel contesto educativo, il volume di Maria Ranieri, professoressa ordinaria di Didattica e Pedagogia Speciale presso l'Università di Firenze, ha l'obiettivo di fornire ai docenti di ogni ordine e grado strumenti teorici, metodologici e operativi a cui attingere, dalla scuola primaria in poi, per progettare interventi formativi e implementare la propria competenza digitale in classe in chiave interdisciplinare e inclusiva. Il tutto è arricchito da video e schede di approfondimento online, insieme alla scheda "Il vademecum dell'Open Teacher", ossia uno strumento contenente una raccolta di applicativi open source.
{"title":"Ranieri, M. (2022). Competenze digitali per insegnare. Modelli e proposte operative. Roma: Carocci","authors":"Giulia Cuozzo","doi":"10.36253/me-14204","DOIUrl":"https://doi.org/10.36253/me-14204","url":null,"abstract":"In seguito alla Raccomandazione 2006/962/CE che inserisce la competenza digitale tra le competenze chiave da promuovere fin dai primi anni scolastici, la scuola è stata chiamata a ridefinire i propri saperi fondamentali, incoraggiando l’utilizzo delle tecnologie dell’informazione e della comunicazione sia da parte degli studenti che degli insegnanti. Per tale ragione e data la collocazione ancora incerta di tale competenza nel contesto educativo, il volume di Maria Ranieri, professoressa ordinaria di Didattica e Pedagogia Speciale presso l'Università di Firenze, ha l'obiettivo di fornire ai docenti di ogni ordine e grado strumenti teorici, metodologici e operativi a cui attingere, dalla scuola primaria in poi, per progettare interventi formativi e implementare la propria competenza digitale in classe in chiave interdisciplinare e inclusiva. Il tutto è arricchito da video e schede di approfondimento online, insieme alla scheda \"Il vademecum dell'Open Teacher\", ossia uno strumento contenente una raccolta di applicativi open source.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90153662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：