Today, a characteristic feature of life is contact (direct or via media) with “otherness” and the “Other” – ethnically, religiously, nationally. The issue of the links between multiculturalism and the media is essential for education, but it does not seem to be sufficiently taken into account in the formal education of teachers. Therefore, the article addressed the issue of shaping media competences and intercultural competences of teachers, indicating the need to include both these issues in an integral manner. It has become important to consider the dimensions of these competences – cognitive, pragmatic and emotional – as well as to show the issues that should be present in the education of teaching staff. This type of approach seems to meet the requirements relating to the dynamically forming “knowledge-based society and “multicultural society”.
In the presented article, the author explains the need for reflection on the use of a smartphone or tablet by the youngest media users. It presents current research on the use and impact of mobile devices on children, as well as the destructive dimension of the consequences caused by their excessive use as well as the need and scope of education of media competence of preschoolers. The author also presents the results of her own research regarding parents’ opinions on the role and impact of a smartphone / tablet in children’s everyday life. It also presents the teachers’ view on the role of educators in the process of acquiring media competence by children.
The article assesses the quality of the educational process carried out in the dimension of the use of new media. The author argues that the modern school still uses too many analog methods, offering education not adapted to the expectations of students who are part of the digital native generation. Theoretical analysis is supplemented by the results of studies from national and international reports on the level of teachers’ media competence. The text proposes solutions that reinforce the idea of digital teaching and some of the benefits resulting from its implementation.
The aim of the article is to show new perspectives of research and development of media, digital and information competences in the context of knowledge and research in (cyber) psychology. It draws attention to the functions of media education in relation to civil society, the society of knowledge, and the society of communication democracy. In the modern media civilization, these competences, acquired through formal and informal education, are the basis for conscious functioning in many social roles (eg. citizen, consumer) and dealing with disinformation. The last part of the article is dedicated to shaping media competences in young children (2.5–7 years old), who should develop these skills under the care of an adult. The task of educational environments is the systematic implementation of home media education that facilitates the child’s functioning in the environment of traditional and new media.
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third aspect of data collection in which I aimed to gain insight into ways in which the participants interpreted media and media development. The twenty-two participants were selected through professional and private networks, excluding people I knew first-hand. In order to ensure a diversity of experiences of the particular aspect of media infrastructures for agency, I selected participants based on differences in education, income and origin, and with both rural and urban backgrounds, from Denmark, Iceland, Pakistan and Palestine. Online mediacompetences varied
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specialised mediacompetences across classes and projects, as emphasised by Emma. Several linked the use of specialist competence across projects to a vocational motivation, to how different media professions cooperate in the media industry. Thomas (30s) stated it this way in the focus group: ‘what is guiding for the teacher role, I think is this closeness to the vocational field that you need to have […] You have a closeness to the actual social mission (of the programme)’. Later he connected this vocational motivation to how the local educational practice has evolved
Heise (69 years old, Bremen), who came into contact with computers and the Internet towards the end of her occupational biography:
I’m rather proud I was able to manage, having to cope with such a challenge at over sixty, while I could see my daughter, for her it all falls into place naturally, she is simply able to do it, that’s how it is, as well as her friends and so on, there’s a difference, I think. Contrasting the mediacompetences ascribed to younger media generations with one’s own limited abilities appears to constitute an important motivation for members of