Search Results

1 - 10 of 19 items :

  • "media in education" x
Clear All


With the excessive use of social media in the 21st century, attempts to integrate social media within higher education have also increased. In this area, research has been particularly focused on the aspects of students, rather than the instructors. This study puts the emphasis on the instructors with the aim to explore their use of social media in educational settings. Their respective teaching preferences were explored, from a pedagogical perspective, with the help of a Social Media Toolkit. The toolkit was developed to guide instructors that want to integrate social media in their teaching. This study was designed as a descriptive study and quantitative data was collected from 583 instructors from 39 countries. The participants responded to four main questions in an online environment. Results revealed that instructors mostly prefer to teach their subject at the applying and understanding levels. They frequently use text-based materials and design their courses as problem-based or on a presentation model. They mostly prefer to assess students using alternative methods based on their performance, like portfolios, group works, etc. whilst classical methods were also preferred. Overall findings indicated that any instructor from any discipline or culture can transform courses onto a social media platform thanks to many different and varied features provided by social media tools.


Constant ICT development brings new channels of communication and new forms of media content. It creates new habits of information consumption. This is evident particularly among children and students. Their perception and reception influenced by quality and quantity change is evolving. There is a significant change in the process of information selection and its absorption. The time of learning is not limited to school activity; homeworking is constant along with other life activities. It generates new challenges for educational system – mainly for teachers. The article is an attempt to describe this phenomenon and formulate some directions for teachers – method suggestions as well as a tool selection. The content of the article is based on the outcomes of the author’s research. Indications addressed to teachers whose daily work is most affected by the new situation with ICT have been formulated. In the process of study the following pragmatic conclusions have been made: children and adolescents are accustomed to receiving short interactive content; the amount of information that reaches the youth is vast and requires an ability to assess and choose; in order to draw the recipient’s attention, the content should be communicated in an interactive form that is highly attractive for the recipient; children and adolescents far more often use content that is available online than that from other sources of information; work with more lengthy texts and an in-depth content analysis is necessary for the proper development of both children and adolescents despite being unpopular among these groups; children and adolescents have a valuable ability to shift focus from one subject on another, though their capacity to multitask is only apparent; children and adolescents expect their actions to give rapid results; children and adolescents have a competence potential and a technical potential to use IT tools that facilitate access to information and learning; due to the vast number and the diversity of available activities a stronger motivation to learn in required. An inventory of recommendations addressed to teachers has been also presented in the paper. It has been defined that their delivery will facilitate the implementation of teaching tasks, hence diminishing the concerns that arise in this regard.


The achievements of media education in higher education of Germany have been highlighted. The notions of media education that exist in scientific literature have been outlined. Media education has been defined as a direction in pedagogy (media pedagogy) aimed at an individual’s media-culture formation in society, as well as a process of development and self-development by means of media materials and mass media. The main goal of media education is to enhance general, professional, communicative and creative competences. The main national programs of media education implementation into educational process of Ukraine and Germany are the following: “New Media in Education”, “Media-pedagogical manifest”, “Concept of Introduction of Media Education in Ukraine”. The process of media pedagogy implementation in future native language teachers’ professional training in Germany is developing in three directions: integrated, special and optional. In particular, the attention has been focused on using methods of media education in higher philological schools (methods of creative writing - creative linguistic project of German language teaching; portfolio as a method of students’ media literacy (media competence) formation; methods of presenting a term paper in a form of television project; creating video libraries for teachers and students). The ways of implementing German experience in future philology teachers’ professional training at Sumy State Pedagogical University named after A.S. Makarenko have been considered. The activity of students’ scientific circle “Media Culture of Philology Teacher” has been characterized.

References 1. ChangsiCai, 2001. Monitoring System Integration for Berthing and Mooring Operation. Port&waterway Engineering, 423(1),17-19. 2. Marko Perkovic,Blaz Luin,Tanja Brcko,Maciej Gucma, 2016. Docking System based on Laser Measurements. 5th Mediterranean Conference on Embedded Computing. 158-163. 3. Hiroyuki Oda, Etsuro Okuyama, Yasushi Kawamori, 2009. New BERTHING Support System Using High Accuracy Different GPS. Journal of Interactive Media in Education,44(1), 1-12. 4. .Guojun Peng, Yang Liu, Xingu Zhang, 2012. Design of auxiliary berthing instrument of

experience. Journal of interactive media in education, 1(11), 1–3. Radenković, B. & Ivković M. (1998). Internet i savremeno poslovanje . Zrenjanin:, RS: Tehnički fakultet Mihajlo Pupin. Suzic, N. (2009). Naučna utemeljenost promjena u sistemu vaspitanja i obrazovanja. Naša škola , 3-4, 69-93. Tall, D. (2000). Cognitive development in advanced mathematics using technology, Mathematics education research journal , 12(3), 196-218.

affordances of information and communication technologies? In Association for Learning Technology Journal, 12(2), (pp. 113-124). 8. Conole, G.; Dyke, M.; Oliver, M. and Seale, J. (2004). Mapping pedagogy and tools for effective learning design. In Computers & Education, 43(1), (pp. 17-33). 9. Conole, G. and Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. In Journal of Interactive Media in Education, 2005(1). 10. Conole, G. and Oliver, M. (2002). Embedding theory into learning technology practice with toolkits. In Journal of

Distancia , 39. 8. Cormier, D. (2008, October 2). The CCK08 MOOC–Connectivism Course, 1/4 Way. Dave’s Educational Blog [Blog post]. Retrieved from 9. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, 2012 (3). 10. Dickie, V. A. (2003). The role of learning in quilt making. Journal of Occupational Science, 10 (3), 120-129. 11. Downes, S. (2008). Places to go: Connectivism & connective knowledge

, Paradox and Possibility. In Journal of Interactive Media in Education, 2012. Retrieved from http://wwwjime. 4. DeBoer, J.; Ho, A.D.; Stump, G.S.; Breslow, L. (2014). Changing “Course”: Reconceptualizing Educational Variables for Massive Open Online Courses. In Educational Researcher, 43(2), (pp. 74-84). 5. Hatiba, N. (2014). The tsunami of MOOC courses: Will they induce an overall revolution in teaching, learning and higher education institutions? In Teaching in the Academy, 4, (pp. 40-64). Retrieved from http

. (2004). The ecological approach to the design of e-learning environments: Purpose-based capture and use of information about learners. Journal of Interactive Media in Education, 7 , 1-23. Retrieved January 30, 2010, from Mishra S., & Sharma R. C. (2004). Interactive multimedia in education and training . Indira Gandhi National Open University. Nystrom, C. (1973). Towards a science of media ecology: The formulation of integrated conceptual paradigms for the study of human communication systems

Behavior . 16. Mirembe, D. (2015). The threat nets approach to information system security risk analysis. Groningen: University of Groningen, SOM research school. 17. Musah, A. (2015). Social Media Network Participation and Academic Performance in Senior High Schools in Ghana. Jeffrey Mingle Lancaster University Ghana. 18. Osborne, N. (2011, December 20). Using social media in education, Part 1. Opportunity, Risk and Policy. IBM [Blog post]. Retrieved from 19. Rosli, M. S., Saleh, S. N., Aris, B