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The article substantiates the technology of forming media literacy of senior preschool children in the establishments of preschool education of Ukraine.
The features of preschool media education have been determined. Its relevance has been shown. The focus is on conducting the all-Ukrainian experiment on media education for 2017–2022.
The problems...
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... The study of this issue is impossible without the contribution of scientists who focused on identifying the fundamentals of media education and media literacy. For our research the works of Buckingham [3], Considine [6], Masterman [17], Nazarov, Ivanov and Kublitskaya [21], Onkovich [22], Ostapenko and Solovyova [26], Sharikov [32], Yankovych et al. [45] are of great value. Research works of ascertaining character, which contain information on the perception of media texts in different countries and by different age categories, on the criteria and levels of audience development are done by Levshina [15], Tereshchuk et al. [40], Tyner [41], etc. ...
This paper examines the importance and current state of media education in Ukraine. It discusses the need to develop media literacy skills in both students and teachers in today's information society. The paper overviews efforts to implement media education in Ukraine, including introducing relevant concepts and experimental courses. It analyses pedagogical aspects of preparing future computer science teachers to teach media literacy, such as developing their motivational, cognitive, interpretative-creative, and other relevant skills. The paper also identifies existing challenges and problems hindering the advancement of media education in Ukraine. It concludes that despite difficulties, the initial positive steps give hope for further successful development of media education in the country.
... В предучилищна възраст повечето умствени операции се развиват активно, наблюдава се засилване на познавателната активност и познавателния интерес, които са и основа за бъдещата мотивация за учене у децата. Тогава те вече са готови за формиране на съзнателно, критично и отговорно възприемане на информацията (Oleksandra et al., 2019). ...
... След експеримент, проведен в Украйна през 2019 г., в който се прилага медийно образование при деца от предучилищна възраст, анализите показват значително повишаване на нивото на медийната грамотност (с около 35%). Тази възраст е подходяща за поставяне на основите на медийната грамотност, тогава децата опознават медийното многообразие и неговите функции; научават за част от заплахите, които медийната среда крие, и как да се предпазват от тях; правят съзнателен избор за източниците на информация; създават свои медийни продукти: вестници, комикси, приказки; в състояние са да възприемат критично, съзнателно и отговорно достигащата до тях информация (Oleksandra, 2019). Въпросите за медиите е желателно да започнат, когато се проявява интересът у децата към всичко, което ги заобикаля. ...
Втора научно-практическа конференция "Образование и изкуства: традиции и перспективи", Софийски университет "Св. Кл. Охридски", София, България, 2021
https://fnoi.uni-sofia.bg/wp-content/uploads/2021/11/Sbornik_Obrazovanie_Izkustva_2021.pdf
The paper examines the nature and the role of media literacy, outlining its main goals, objectives, and perspectives. Favorable factors of the educational environment, new ways of learning, art, games, and fairy tales are interpreted as a basis for creating constructive pedagogical content and creative classroom space-necessary prerequisites for media literacy development at the age of 6-7. Some of the challenges posed by the modern media environment are presented, as well as the ways to deal with them through the means of media education.
Keywords: media literacy; media education; preschool age, children
Резюме: Докладът разглежда същността и ролята на медийната грамотност в предучилищна възраст, очертава нейните основни цели, задачи и перспективи. Благоприятните фактори на образователната среда, новите начини на учене, изкуството, игрите и приказките се интерпретират като основа за създаване на креативно педагогическо съдържание и творческо оформление на пространството – необходими предпоставки за развиване на медийна грамотност у 6-7-годишните. Представят се някои от предизвикателствата, които съвременната медийната среда поставя, както и начините за справяне чрез средствата на медийното образование. Медийната грамотност се явява основа за творческо педагогическо взаимодействие и ценен инструмент за провокиране на интерес към усвояване на умения и компетентности, необходими за възходящото развитие на децата през XXI век.
Ключови думи: медийна грамотност, медийно образование, предучилищна възраст, деца
... Според проучване сред деца от предучилищна възраст в Украйна (Yankovych et al. 2019) с цел въвеждане на медийно образование основните причини, които налагат формирането на медийна грамотност, са: 1. медийната грамотност в предучилищна възраст се възприема от децата като начин на живот; 2. коригирането на погрешни или вредни навици в медийното пространство на по-късна възраст е по-трудно и с по-лош резултат. В проучването изследователите стигат до заключението, че децата са склонни да анализират медийните продукти с родителите и учителите си и проявяват по-голям интерес към списания, книжки, както и желание за създаване на техни собствени медийни продукти. ...
... Тези ресурси носят толкова много информация, която е трудно да бъде овладяна дори и от възрастните, какво остава за децата. Ключът към формиране на медийно грамотни личности, които активно и безопасно да боравят в съвременното медийно пространство, е медийното образование (Yankovych et al. 2019). ...
THE MEDIA EDUCATION OF CHILDREN:
CHALLENGES FOR THE NEW DIGITAL SOCIETY
Pedagogika-Pedagogy (scientific theoretical and methodological journal), volume 94/ issue 1/ 2022/ "Az-buki" National Publishing House
Abstract. The paper considers media and digital education as a prerequisite for adopting the new trends in education and adjustment to the needs and specifics of the digital society of the 21st century. It launches the idea to start teaching children from preschool when they have already interacted purposefully with various media products. Emphasis is on understanding digital and media literacy beyond the technical ability of children to handle media products, which in itself is important but insufficient in the set of knowledge and skills needed to understand, master, and participate in the vast and ever-changing media environment.
Keywords: media pedagogy; media literacy; media education; digital literacy; critical thinking; creativity
МЕДИЙНО ОБРАЗОВАНИЕ ЗА ДЕЦА:
ПРЕДИЗВИКАТЕЛСТВАТА НА НОВОТО
ДИГИТАЛНО ОБЩЕСТВО
Резюме. В статията се разглежда медийното и дигиталното образование
като необходимо условие за прилагане на съвременните тенденции
в образователната система и адаптирането ѝ към потребностите и
спецификите на дигиталното общество на XXI век. Лансира се идеята то да започва от предучилищна възраст, когато децата вече целенасочено взаимодействат с различни медийни продукти. Поставен е акцент върху разбирането за дигиталната и медийната грамотност отвъд техническата способност за боравене с медийни продукти, която сама по себе си е важен, но недостатъчен елемент в набора от знания и умения, необходими за разбиране, овладяване и участие в необятната и постоянно променяща се медийна среда.
Ключови думи: медийна педагогика; медийна грамотност; медийно
образование; дигитална грамотност; критично мислене; креативност
Full-text is available here:
https://azbuki.bg/wp-content/uploads/2022/02/Pedagogy_1_22_Katq-Stoqnova.pdf
https://doi.org/10.53656/ped2022-1.10
... This article highlights further research by the authors, begun in [47,278,330]. ...
... This article highlights further research by the authors, begun in [278,329,330]. The purpose of the article "Training teachers-to-be to create infographics and its expert evaluation" [175] by Nadiia V. Olefirenko (figure 63), Nataliia O. Ponomarova, Vira M. Andriievska, Olena O. Gulich, Andrii Y. Gaidus and Iryna A. Lyakhova is to develop methods for preparing students to create infographics for educational purposes and its expert evaluation. ...
This is an overview of the Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020), which was held in Kyiv, Ukraine, on November 12-13, 2020. It includes an introduction, a summary of the papers, and some reflections on the event and its future.
... The [231,275]. Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student's and academic staff's attitude towards e-learning and the most complicated challenges regarding online learning and distance education. ...
This is an introductory text to a collection of selected papers from the 8th Workshop on Cloud Technologies in Education (CTE 2020) which was held in Kryvyi Rih, Ukraine, on the December 18, 2020. It consists of short introduction, papers’ review and some observations about the event and its future.
... Oleksandra I. Yankovych, Volodymyr M. Chaika, Tetiana V. Ivanova, Kateryna M. Binytska, Iryna I. Kuzma, Oksana T. Pysarchuk and Halina I. Falfushynska [36] substantiates the technology of forming media literacy of senior preschool children in the establishments of preschool education of Ukraine. In the article, the features of preschool media education have been determined, the problems in implementation of media education in preschool establishments have been identified and the prospects for their solution have been determined. ...
This is an introductory text to a collection of papers from the CTE 2018: The 6th Workshop on Cloud Technologies in Education, which was held in Kryvyi Rih, Ukraine, on the December 21, 2018. It consists of short introduction and some observations about the event and its future.
This study investigates the implementation of media educational technology in preschool institutions in Ukraine. The increasing prevalence of media manipulation, fake information, and uncontrolled media consumption among children necessitates media education from an early age. The research involved developing and experimentally testing a model for media educational technology tailored for preschoolers aged 5-6 years. The technology encompasses a three-stage process: diagnostic-target, integrational, and analytical, incorporating various forms, methods, and means of media education activities. A key component is innovative “media educational tales” designed to engage children in learning about media literacy concepts. The effectiveness of the technology was evaluated through a confirmatory experiment conducted in multiple preschool institutions across Ukraine, involving 384 respondents. The results demonstrated a significant improvement in media literacy levels among children in the experimental groups, with 20.9% achieving a high level and 61.7% reaching a sufficient level after implementing the technology. The study highlights the feasibility and positive impact of implementing structured media educational approaches in preschool settings while also revealing the need for further training and support for preschool teachers in this domain.
The transience of time and the use of information and communication technology (ICT) have led to the urgent necessity – the formation of the educational process subjects’ ICT competence. In today’s educational sector in Ukraine and foreign countries, the studied phenomenon has acquired special significance. The goal: a) theoretical analysis of various aspects of the individual’s ICT competence formation, clarification of the essential content of the concept and offer its working definition; b) figuring out psychological factors of influence and their constructs on the ICT competence formation; determination of criteria, indexes and levels of the studied phenomenon formation; c) empirical study of the influence of psychological factors on the ICT competence formation in applicants for educational services of higher education institutions (part-time students of 2 Ukrainian universities). Conceptually psychological factors which have an influence on the ICT competence formation were characterized. The main criteria of ICT competence were offered, their indexes were defined and the description of levels of formation was given. According to the results of the empirical study the dependence of the influence of various psychological factors on the ICT competence formation in accordance with the pedagogical experience of 187 respondents was found out.
This is an introductory text to a collection of selected papers from the 9th Workshop on Cloud Technologies in Education (CTE 2021) which held in Kryvyi Rih, Ukraine, on the December 17, 2021. It consists of short introduction, papers' review and some observations about the event and its future.
Since modern technologies produce new global education trends, education prospects redesign, and new opportunities and threats assessments are needed. The new educational technology development phase was researched as an answer to modern world challenges. The strategic priorities of education in the EU are analyzed. New technologies, practices, and related needs: financing, digital integration, accessibility, informational security were studied and generalized. Higher education key trends and their transformation in the context of the COVID-19 crisis new opportunities and threats were researched. The analysis of the seven years of NMC Horizon and other research emerging educational technologies adoption forecasts provided in the research shows significant discrepancies related to extreme uncertainty. Five educational trend groups from the NMC Horizon report 2020 were reviewed. The author defined the remote education tools and their importance on the example of the university providing online/mixed learning. The anonymous polls among lecturers and students performed in the spring of 2020 (just after the COVID-19 quarantine announcement) show the most highly demanded tools are Google Meet, email, specific learning systems such as Moodle. The barriers to fully-fledged remote education are technical problems and occasionally poor Internet connectivity. The participants are quite ready to learn and to use digital tools for education. However, the absence of live communication increases workload during online learning, and other factors arise as the factors lowering student activity. During severe transformation, the main tasks of education are accessibility and diversity.
