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Introduction Starting off as a marginal school subject, media education is now seen as a critical element of 21 st century learning ( Erstad, 2010 ; Frau-Meigs & Torrent, 2009 ). However, we have very little knowledge of the implementers of this critical element: the media teachers. Both in the Nordic countries and internationally, the research literature on media education has mainly been concerned with different understandings of why we need media education and how it can, and should, be taught ( Erstad & Amdam, 2013 ; Martens, 2010 ). Who the media teachers

. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge: Mit Press. Kissau, K. (2012). ‘Structuring migrants’ political activities on the internet: a two-dimensional Approach. Journal of Ethnic and Migration Studies, 38 (9), 1381-403. Madianou, M. (2012). Migration and the accentuated ambivalence of motherhood: the role of ICTs in Filipino transnational families. Global Networks, 12 (3), 277-95. Meirieu, P. (1996). Frankenstein pédagogue. Paris: ESF éditeur. Meyrowitz, J. (1986). No sense of place

Abstract

Introduction: European-wide bullying statistics shows that 93% of Internet users aged 9-16 have bullying experience, or have been bullied, or they have been bullying online. The article highlights the most common threats encountered in communicating in cyberspace, with emphasis on cyberbullying and its possible negative consequences in the context of victim’s self-sacrifice. Based on the results of more researches, including also ours, it justified the need of media education implementation as across-cutting theme in primary and secondary education and high schools in order to develop critical thinking as a prerequisite of respect of human rights and cyberbullying.

Conclusions: The didactic materials (praxeological results of applied project APVV-14-0176 solved at the Department of Ethics and Civic education, Faculty of Pedagogy, Matej Bel University in Banská Bystrica) are available online for primary school teachers. Teachers can use them directly to prepare specific media education topics, including cyberbullying, or to adapt them creatively to their own learning conditions and to share their pedagogical experience in an available on-line blog.

Abstract

The aim of the article is to present selected contexts of media education in supporting the creative development of children from disfavoured backgrounds. This analysis was based on the results of research carried out by the author in the framework of a doctoral dissertation at the daycare centre in Poznań. In the final part of the article, the author presents proposals for changes concerning the introduction of media education elements in daycare centres.

Abstract

We live in an ageing society that is technologically characterized at the same time In order to function well in it, one must have appropriate competences. Those can be acquired through media education. This is vital for older people who are exposed to digital marginalization. The exclusion occurs when some individuals or groups are not free to participate fully in the network society. The aim of this article is not only to prove that media education in practice affects the reduction of the digital divide but also that seniors can use media spaces to the same extent as younger generations. It is also intended to sensitize the society to the presence of seniors in the virtual space.

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References Austrian Federal Ministry of Education and Cultural Affairs (1999) Educating for the Media and the Digital Age - International Conference. Vienna. Retrieved 10. June 2008. Barton, D., Hamilton, M., & Ivanic, R. (2000) ‘Literacy Practices’, in Barton, D., M. Hamilton, & R. Ivanic: Situated Literacies: Reading and Writing in Context. London: Routledge. Buckingham, D. (2003) Media Education - Literacy, Learning and Contemporary Culture. London: Polity Press. Buckingham, D. (2007) ‘Media Education Goes Digital: An Introduction’, Special Issue. Learning

://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//NONSGML+TA+P8-TA-2017-0051+0+DOC+PDF+V0//EN . Fortunati, L., Esposito, A., Sarrica, M., & Ferrin, G. (2015). Children’s knowledge and imaginary about robots, International journal of social robotics, VII (5), 685-695. Grimaldi, R. (ed.) (2015). A scuola con i robot. Innovazione didattica, sviluppo delle competenze e inclusione sociale . Bologna: Il Mulino. Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robinson, A. (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century . Cambridge, MA: The MIT Press. Lepri, C. (2016). Le

Abstract

Educational transactional analysis is one of the main branches of transactional analysis – a concept, which was developed with psychotherapy in mind. Its tools and clear terminology allow for both theoretical and empirical analysis of many aspects pertaining to the specificity of human functioning in the world of new media. The article shows the possibilities of its application and presents a review of previous theoretical and empirical initiatives that deal with this issue.

Abstract

How can we teach Jewish history in a modern and effective way? In Hamburg, Germany, a school project called Geschichtomat tries to find an answer to that question. With the help of digital media, students explore their Jewish neighbourhood. This one-of-a-kind German program permits students to experience the Jewish past and present life in their hometown. During the project, students explore their neighbourhood to understand its historical figures, places, and events. This way they engage with Jewish life. Under the supervision of experts in the disciplines of history and media education, the students will: research, perform interviews with cultural authorities and contemporary witnesses, visit museums and archives, shoot and cut films, edit photos and write accompanying texts. Finally, their contributions are uploaded to the geschichtomat.de website. Little by little a digital map of Jewish life from the perspective of teenagers will take shape.

References Avery, A., McDougall, J., & Pritchard, A. (2011). Every Child Matters and Media Literacy: Perceptions and Connections. Critical Commentary , 4 (1), 35-48. Bevort, E., & Schweitzer, E. (2016a). News media education as a citizenship challenge. Report on the e-Lab experimentation . Paris: Canopé-CLEMI. Bevort, E., & Schweitzer, E. (2016b). Images of sciences in the media. Report on the e-Lab experimentation . Paris: Canopé-CLEMI. Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London and New York: Routledge