Journal articles: 'Educational media'

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La Velle, Linda Baggott. "Educational Media." Journal of Biological Education 38, no. 4 (September 2004): 196–98. http://dx.doi.org/10.1080/00219266.2004.9655942.

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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

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شعبان بيومى, أسماء. "Developing Educational Media Students." المجلة العلمية لعلوم التربية النوعية 9, no. 9 (July 1, 2019): 569–88. http://dx.doi.org/10.21608/sjsep.2019.153211.

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Not Available, Not Available. "Educational Media in Print." Journal of Educational Media 27, no. 3 (October 1, 2002): 183–96. http://dx.doi.org/10.1080/1358165022000081422.

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Foutsitzi, Archontia. "Images in Educational Textbooks and Educational Audiovisual Media." European Journal of Language and Literature 10, no. 2 (March 2, 2018): 30. http://dx.doi.org/10.26417/ejls.v10i2.p30-33.

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Fuchs, Eckhardt, Anne Bruch, and Michael Annegarn-Gläß. "Educational Films." Journal of Educational Media, Memory, and Society 8, no. 1 (March 1, 2016): 1–13. http://dx.doi.org/10.3167/jemms.2016.080101.

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Instructional media serve multiple functions in a school setting. They can disseminate knowledge and skills while also informing and stimulating discussion. They not only convey information and support learning but also foster communication between teachers and pupils and between classmates and groups. However, despite the significant role of teaching media other than textbooks in the classroom, educational and media historians have largely ignored them. This is all the more remarkable because the current media revolution has made the media themselves particularly topical. “Contact with and access to media,” states Jelko Peters “presents a significant and fundamental problem of our time, which is closely linked with values such as freedom of communication and individual freedoms, pluralism, access to education as well as involvement in culture and participation in politics.”

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Kazak, Maria Yu, Irina I. Karpenko, Aleksandr P. Korochenskiy, Andrey V. Polonskiy, Yan I. Tiazhlov, and Svetlana V. Ushakova. "Educational Potential of New Media." Journal of History Culture and Art Research 6, no. 5 (November 28, 2017): 54. http://dx.doi.org/10.7596/taksad.v6i5.1288.

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<p>Digitalization of the mass media, which has radically changed the information environment, creates new opportunities for self-education and upgrowth of the audience. The paper defines the communicative and cultural status of new media, characterizes the socio-cultural and technological aspects of their dynamics; substantiates the necessity of elaborating mechanisms for systematization of heterogeneous information flows and elaborating criteria for their evaluation in the era of globalization of the media sphere, what implies a qualitatively different level of media competence of the audience, provided with such factors as media education, media coverage, media criticism. The definition of concepts "media competence", "media enlightenment", "media education", "media criticism" is given and their functional areas are delineated. Social networks are considered as an important tool for media enlightenment which provides significant opportunities for promoting cultural achievements in the new media environment.</p>

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Bunch, John B. "Educational Media and Aesthetic Education." Journal of Aesthetic Education 20, no. 3 (1986): 81. http://dx.doi.org/10.2307/3332436.

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Smith, Theresa L., Ronda L. Sinkowitz-Cochran, and William R. Jarvis. "Physician Preferences for Educational Media." Infection Control & Hospital Epidemiology 21, no. 9 (September 2000): 608–10. http://dx.doi.org/10.1086/501815.

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AbstractBackground:Although educational media have expanded in variety, information on physicians' preferences for types of educational media remains limited.Method:An assessment form was distributed to 14 medical societies evaluating their members' medical education media preferences and society antimicrobial-resistance educational offerings.Results:These 14 medical societies represent 349,685 physicians. All supported educational offerings, most frequently as professional meetings, followed by audiotapes, computer programs, Internet sites, or print-based self-study materials. Only 5 (36%) societies had measured how many members used their educational offerings. Eight (57%) societies had made antimicrobial resistance an educational priority for their medical societies. Antimicrobial treatment was the most commonly offered educational topic on antimicrobial resistance.Conclusions:These 14 medical societies help to educate over one half the practicing US physicians. However, less than one half of the societies knew how many of their members used the educational materials they offered, or how their members would prefer to obtain medical education. Understanding how physicians want to obtain medical information potentially could improve the delivery of medical knowledge to physicians.

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Ljubic, Milan. "Is Traditional Educational Media Dead?" Educational Media International 37, no. 2 (January 2000): 128–30. http://dx.doi.org/10.1080/095239800410423.

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Hart, A. "Educational Media: innovation and evaluation." Journal of Educational Television 14, no. 3 (January 1988): 201–12. http://dx.doi.org/10.1080/0260741880140304.

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Guyton, Edith, and George Antonelli. "Educational Leaders and the Media." Action in Teacher Education 9, no. 2 (June 1987): 49–54. http://dx.doi.org/10.1080/01626620.1987.10519347.

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Cooper, James. "BOOK AND EDUCATIONAL MEDIA REVIEW." Journal of Geriatric Drug Therapy 9, no. 2 (January 30, 1995): 77. http://dx.doi.org/10.1300/j089v09n02_08.

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Pratte, Richard. "Media Revolution: Its Educational Implications." Clearing House: A Journal of Educational Strategies, Issues and Ideas 93, no. 4 (June 22, 2020): 207–11. http://dx.doi.org/10.1080/00098655.2020.1762415.

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Not Available, Not Available. "Journal of Educational Media, 27." Journal of Educational Media 27, no. 3 (October 1, 2002): 197. http://dx.doi.org/10.1080/1358165022000081431.

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Horbenko, Halyna, Yana Fruktova, and Oleksandra Hondiul. "NON-FORMAL EDUCATION OF EDUCATORS IN MEDIA CENTERS OF LEADING EUROPEAN COUNTRIES: EDUCATIONAL AND METHODOLOGICAL ASPECT." Continuing Professional Education: Theory and Practice, no. 4 (2020): 103–9. http://dx.doi.org/10.28925/1609-8595.2020.4.13.

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Media literacy is recognized as a basic, vital skill for European citizens. It must be formed during life, at all stages of personality development. That is why we have chosen the leading European countries such as Finland, Sweden, France, Germany, the United Kingdom and Spain to analyze the current state of media education. Europe should be at the forefront of media literacy, as historically this region of the world has become the cradle of media civilization, a center for coordinating discussions of philosophical, cultural and technical development of the media. The article deals with the analysis of educational and methodical support of the European system of educators’ media education. The importance of media education of educators as the greatest agents of direct educational influence on the younger generation, whose media education is a requirement of the time, is revealed. The need for the development of non-formal and informal media education of educators is identified, as the media component can take place in any lesson and in extracurricular activities. Common components of the organization system of this process (participants, content, forms, methods, tools) are identified and educational and methodological resources are described, which are publicly available and can be useful to educators regardless of country of residence, citizenship or language.As a result of the research, we made the following conclusions: specialized centers offer a wide range of short-term training courses for teachers of various topics; forms of professional development in media education of teachers are different (distance courses, trainings, seminars, workshops, conferences, educational films, etc.); modern scientific, educational, methodical literature for teachers is available (monographs, professional journals, lesson plans, information packages); non-formal and informal preparation of teachers for media education activities is diverse in content, forms, means and methods, but remains fragmentary, not systematic, which does not allow to solve our issue comprehensively, and therefore it needs further development and critical analysis.

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Kavaz Siručić, Marina. "Mediji i obrazovanje." Obrazovanje odraslih/Adult Education 10, no. 1 2010 (2010): 119–25. http://dx.doi.org/10.53617/issn2744-2047.2010.10.1.119.

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This text treats the relation between media and education, questioning the modalities of media impact in educational area, stating the advantages and disadvantages in using media both as resource and as educational institutuion. The expansion of media development in the last five decades shows the extent of media impact in all areas of civic society including education which turns out to be the most sensitive one. Therefore, we are treating on theoritical level positive and negative reflections of media on education underlining the ways media can positively contribute to education process and symbiotic effect of media and education. Regarding the primacy of electronic/digital media (radio, television, Internet) over the other, we focus on television and Internet. Furthtermore, our issue is the influence of media on maintaining working stereotypes by pseudo education. Point of view and conclusions of this article do not intend to offer general solutions or assessments but try to encourage the consideration of this extremly wide area and its impact on individuals and society.

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Różański, Andrzej. "Social Media: Contemporary Educational Environment or “Cyber Tsunami”?" Annales Universitatis Mariae Curie-Skłodowska, sectio J, Paedagogia-Psychologia 30, no. 2 (November 22, 2017): 205. http://dx.doi.org/10.17951/j.2017.30.2.205.

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Yang, Chun. "The Application of New Educational Concepts in Digital Educational Media." Advances in Multimedia 2022 (November 21, 2022): 1–11. http://dx.doi.org/10.1155/2022/1012803.

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With the development and progress of society, great changes have taken place in educational concepts and teaching models compared with the past. Faced with the new educational concept of advocating diversified teaching modes and all-round talent training, the teaching space under the traditional single-fixed teaching mode is insufficient. The field of digital media education is a form of education with the development of information technology. The purpose of this paper is to find out the construction form of teaching space under the new educational concept that adapts to the development of the social era and to respond to the constantly updated and emerging educational concept and teaching mode. The process is as follows: based on the collected education data, mining the specific factors that will affect the application ability of teachers’ digital education resources and building a multiple machine learning regression model using these objective and significant features to predict the score of teachers’ digital education resources application ability. Through the comparison and optimization of model performance, a more suitable prediction method was found. MSE, MAE, RMSE, and MAPE are used as performance evaluation indicators to compare the performance of each model. It is found that there are multilayer linear regression < mild gradient advance < extreme gradient advance < random forest in each indicator. In addition, in the two integration models, bagging idea represented by the random forest is more suitable for this group than two gradient boosting.

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Garske, Lucas Frederik. "Challenging Substantive Knowledge in Educational Media." Journal of Educational Media, Memory, and Society 9, no. 2 (September 1, 2017): 110–28. http://dx.doi.org/10.3167/jemms.2017.090206.

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Many scholars working on history education have stressed that, in order to “do history,” a congruent relation between substantive and procedural knowledge is required. In response to this argument, this article emphasizes the need to consider pupils’ relations to substantive knowledge. With reference to history textbooks currently used in Germany, it demonstrates how the introduction of substantive knowledge with the help of the logic of “historical thinking” derived from expert discourses may obstruct the process of historical thinking. Finally, the article presents alternative approaches and their possible consequences for history education.

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Zeler, Bogdan. "Social Media – Educational and Pedagogical Problems." European Journal of Multidisciplinary Studies 7, no. 2 (March 2, 2018): 15. http://dx.doi.org/10.26417/ejms.v7i2.p15-21.

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Tóth, Dávid Zoltán, and Zsuzsanna Gősi. "Casuality. Educational issues of social media." Gradus 8, no. 3 (2021): 19–23. http://dx.doi.org/10.47833/2021.3.art.003.

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The emerging generation is undergoing several changes in their cultural habits, values, and attitudes, and are very different from their peers. The trend shows that young people, young adults, and even parents are spending more and more time online and at the same time are using social media platforms more and more. In addition to its many benefits, media socialization has also brought with it many dangers and problems.

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Kusumayanti, Ni Putu Martika, and Gede Wira Bayu. "Learning Ecosystems with Educational Monopoly Media." International Journal of Elementary Education 5, no. 2 (June 3, 2021): 248. http://dx.doi.org/10.23887/ijee.v5i2.34629.

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Lack of availability of learning media on ecosystem topics which results in the learning process being less effective. This study aims to describe the prototype of the development of educational monopoly learning media and to produce educational monopoly learning media whose validity has been tested. This type of research is a development research using the ADDIE model which consists of five stages, namely analyze, design, development, implementation, and evaluation. The trial subjects in this study consisted of 2 material experts, 2 media and design experts, 2 practitioners, 3 students for individual trials and 6 students for small group trials. This research data collection method using a questionnaire method with the distribution of a 4 scale rating scale instrument. The data obtained from the assessment results were analyzed using the Mean formula to obtain an average score. The average score of material experts, media experts, design experts, practitioners, individual trials, and small group trials respectively was 3,79, 3,86, 3,78, 3,70, 3,80 with very good qualifications. So that the overall validity of the educational monopoly learning media is in the range of 3.25 <x <4.00 with very good qualifications. Based on this analysis, the educational monopoly learning media on the science content of the ecosystem topic is suitable for use in learning.

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Sidhu, Kiranjot. "Evaluation of an Educational Media Package." International Journal of Educational Sciences 4, no. 1 (April 2012): 67–70. http://dx.doi.org/10.1080/09751122.2012.11890029.

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Frantzen, Kjell. "Planning and Production of Educational Media." Educational Media International 32, no. 1 (March 1995): 26–31. http://dx.doi.org/10.1080/0952398950320109.

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Brandão, Ida. "A Shared Vision on Educational Media." Educational Media International 36, no. 1 (March 1999): 55–57. http://dx.doi.org/10.1080/0952398990360110.

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Sangsawang, Thosporn. "Instructional Design Framework for Educational Media." Procedia - Social and Behavioral Sciences 176 (February 2015): 65–80. http://dx.doi.org/10.1016/j.sbspro.2015.01.445.

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Paul, Rachel, Hersh B. Luesse, Kate Burt, Lucy Hopkins, Isobel Contento, and Robert Fullilove. "#eatingoodtonight Educational Campaign Over Social Media." Nutrition Today 53, no. 6 (2018): 288–92. http://dx.doi.org/10.1097/nt.0000000000000307.

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Widdowson, Ken. "Emsat: A National Educational Media Service." Media Information Australia 38, no. 1 (November 1985): 132–33. http://dx.doi.org/10.1177/1329878x8503800142.

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emsat Pty Ltd is an organisation formed by a Melbourne-based company, Educational Media Australia Ply Ltd, in response to the opportunities offered by the new aussat domestic communications system. Its main interest in aussat is as a means of providing better delivery of film and media services and greater access by teachers to the wide range of film library material currently available.

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Liber, Oleg. "Embracing Educational Media; an organisational perspective." Journal of Educational Media 24, no. 1 (March 1999): 55–57. http://dx.doi.org/10.1080/1358165990240105.

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Westera, Wim. "The eventful genesis of educational media." Education and Information Technologies 17, no. 3 (May 21, 2011): 345–60. http://dx.doi.org/10.1007/s10639-011-9162-z.

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Cherednichenko, Lyudmila, and Anastasiya Lapko. "The forms of content presentation in educational media (on the example of Arzamas educational media project)." Litera, no. 5 (May 2021): 115–31. http://dx.doi.org/10.25136/2409-8698.2021.5.35663.

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The subject of this research is the forms of content presentation in educational media, which are quite a large developing typological group and comprise a substantial segment of the Russian information market. The editorial offices of these resources implement the new formats of presentation of scientific-educational information from various areas of knowledge in accordance with the development trends of journalism and meeting the interests and needs of the audience. The hypothesis of this research is reflected in the thought that for solution of creative tasks and fulfilling their functional-target purpose, the educational media use such formats that involve the most. Using the publications of the Arzamas online media project, the author explores the possibilities of various forms of presentation of educational information. The novelty of this work is defined by the poor study of this type of online publication formats, and consists in determination and characterization of the basic forms of content presentation in educational media in the context of the development of online journalism formats. The author reviews the forms of educational media content within the framework of the development of journalism and characteristics of the modern media text.  The article identifies the main forms of content presentation of Arzamas educational media project, reveals their peculiarities and functional purpose. The conclusion is made that for implementation of their functional-target purpose, the educational media employ combinatory forms that allow solving the educational and recreational tasks. The editorial office of Arzamas educational media projects creates hypertextual and multimedia educational environment, resorting to the traditional genres of journalism, as well as formats of the new media.

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Umarova, Zakhro. "Pedagogical Opportunities of Media Resources in a Digital Media Educational Environment." Journal La Edusci 1, no. 5 (December 31, 2020): 1–5. http://dx.doi.org/10.37899/journallaedusci.v1i5.252.

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Today, in XXI century using digital media and media resources in learning and teaching process become a vital. Media become powerful tool in educational process and it gives opportunities gaining effectiveness of teaching and learning process. Majority surveys, which were held in different countries and regions, are showing high quality education results proving that digital media and media resources are effective means in educational process. This article reveals the pedagogical possibilities of media resources in the digital media educational environment.

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Kalia, Gitanjali. "A Research Paper on Social media: An Innovative Educational Tool." Issues and Ideas in Education 1, no. 1 (March 4, 2013): 43–50. http://dx.doi.org/10.15415/iie.2013.11003.

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Lang-Wojtasik, Gregor, Ronja M. Erichsen-Morgenstern, and Jörg Stratmann. "Online course: ‘Global Medial’ – Global learning through media competence and vice versa." International Journal of Development Education and Global Learning 12, no. 1 (June 30, 2020): 52–68. http://dx.doi.org/10.14324/ijdegl.12.1.05.

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Globalization and digital media have been responsible for societal and educational challenges. There are educational approaches in the field of global learning and media competence that offer options to deal with these challenges. These approaches were combined in a course called ‘Global Medial’, mainly addressing students of educational subjects (primarily teacher training) at BA/MA level. This course provides online learning-based opportunities for Japanese and German students. With reference to this course, we describe the educational approaches of global learning, media competence and their possible interlinkages. For this description, we use the taxonomy of normative, descriptive and prescriptive. We then outline the first evaluation results of a course that took place in the Autumn term of 2017/2018 and draw conclusions for follow-up courses as well as recommendations for future research.

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Sideri, Maria, Angeliki Kitsiou, Ariadni Filippopoulou, Christos Kalloniatis, and Stefanos Gritzalis. "E-Governance in educational settings." Internet Research 29, no. 4 (August 5, 2019): 818–45. http://dx.doi.org/10.1108/intr-05-2017-0178.

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Purpose Even though social media are nowadays used in the frame of public governance to ensure citizens’ major participation, enhance e-dialogue and e-democracy consequently, this utilization has not been expanded yet in the field of education, whose key role focuses on the cultivation of active citizenship, as it is promoted through participation. The purpose of this paper is to examine leadership’s views of Greek Secondary and Tertiary Education on the potential use of social media for participatory decision-making processes in order to identify if the e-participation model could be implemented in the Greek education field as in other public domains. Design/methodology/approach An exploratory research was elaborated, employing a survey design of quantitative method in order to explore Greek educational organizations leadership’s perspectives toward social media usage in participatory decision-making processes. Findings The research reveals Greek educational leadership’s positive view on the potential effects of social media usage in participatory decision-making processes and highlights anticipated benefits as well as problems to be faced, indicating the foundation for Greek leaders to implement social media in their leadership practices and exploit their affordances as in e-governance shifts. Practical implications Bringing the concept of e-participation and crowd sourcing model – key features in e-governance initiatives through social media usage – in education field, Greek educational leadership is informed to consider social media utilization more methodically in the context of participatory decision-making processes, updating simultaneously existing leadership practices. Originality/value Up till now, social media usage in participatory decision-making processes in educational settings has hardly received attention.

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Horska, Kateryna, Oleksandr Burov, and Olena Orliyk. "IMPACT OF MEDIA TECHNOLOGIES ON DIGITAL EDUCATIONAL CONTENT IN MEDIA SECTOR." Information Technologies and Learning Tools 91, no. 5 (October 31, 2022): 84–97. http://dx.doi.org/10.33407/itlt.v91i5.5047.

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The rapid development of media technologies has tremendously influenced all spheres of human life. In media education, they are widely used for both organization of future media industry workers training, and its content. Being progressive, the media sector makes an active use of the technological capacity to enhance the education efficiency and quality. At the same time, those processes create a tough competitive environment. In the context of the distance learning prevailing in the last few years, higher educational establishments face the emergence of numerous alternative educational internet initiates at the market that may pose a certain threat for the traditional higher education in the future. It is partially driven by reorientation of media industry’s economic models, including a fundamental revision of approaches to monetization and the popularity of the non-commercial independent journalism with its growing employment opportunities. They all urge journalists gain new skills and pursue knowledge from other spheres often unrelated to journalism. On top of that, changing communication channels and higher technological literacy level of young people shape the need to adopt content formats to new realities. Seeking to assert their traditional dominance in the media education market, universities should revisit the content of training curricula and more efficiently use technological tools in the educational process. The current study that is based on the survey of future media workers conducted during 2020-2021 (20 months) made it possible to identify the content formats preferred by students and assess the potential and risks of using them in the future. Described practices of using media technologies by universities allow recommend those of them that could be most efficiently integrated in the educational process. For example, the development of communication channels enabling integration of educational courses and clusters into a single interdisciplinary system both at the level of individual educational units and at the university level seems promising. It would make university curricula significantly more adaptable and competitive in the face of new challenges at the media market and streamline limited resources in the existing circumstances.

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Tiede, Jennifer. "Part I: Modeling Media-related Educational Competencies." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Media-related Edu. Competencies (July 1, 2020): 38–100. http://dx.doi.org/10.21240/mpaed/diss.jt/2020.07.01.x.

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The following part is concerned with modeling media-related educational competencies from a theoretical viewpoint. First, the state of research in both countries will be summarized in the following chapter by a selection of central, related models and frameworks from an international context and from the USA and Germany. Generally, all competency models share a certain dependence on their national or international background or origin. This is true for deductively derived models, which mirror a certain selection of sources considered important by the researchers, and it is equally true for inductively developed models, reflecting practices and experiences from a specific background. Hence, the structure of presentation follows the objective of including a wide range of respective backgrounds. Although the main focus of this dissertation is on a comparison of Germany and the USA, it is yet valuable to include international models in the following considerations as well. Characterized by an explicitly broad applicability and impact, they offer a contrast and enrichen the perspective with potentially different foci and emphases. Hence, the perspective will be widened to international models first and then narrowed down to the USA and Germany, as the two countries of key interest.

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Tiede, Jennifer. "Part II: Measuring Media-related Educational Competencies." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Media-related Edu. Competencies (July 2, 2020): 101–51. http://dx.doi.org/10.21240/mpaed/diss.jt/2020.07.02.x.

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Measuring the media-related educational competencies of preservice teachers is important for the context of this dissertation because it functions as a link between the dimensions of modeling and advancing competencies: on the one hand, measurement instruments can validate and operationalize underlying models, which means concretizing and defining what a competency aspect comprises by observable and measurable behavior. On the other hand, measuring competencies is important in terms of evaluating practices of advancement, because it allows for grounded conclusions, e.g., on the success and outcomes of such practices. This evaluative perspective will be stressed below. However, competency measuring is a complex and challenging task. The following part of this dissertation will give an overview of this context, apply the findings to the models analyzed in Part I and then introduce and discuss an example of a measurement with Paper 1, “Media Pedagogy in U.S. and German Teacher Education,” concluded by further considerations.

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Tiede, Jennifer. "Part III: Advancing Media-related Educational Competencies." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, Media-related Edu. Competencies (July 3, 2020): 152–220. http://dx.doi.org/10.21240/mpaed/diss.jt/2020.07.03.x.

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In the first part of this dissertation, selected models and standards from Germany and the USA were introduced, based on a literature review and thus revealing what is considered relevant for practice in a variety of sources and which competencies preservice teachers should acquire, according to these sources. In the second part, methods and selected results of competency measurements were introduced, thus demonstrating ways to operationalize the models and to assess the outcomes of respective processes of such a model integration. Complementary to these theoretical and measurement-focused perspectives on media-related educational competencies, it is important to extend the viewpoint to practices of media-related education of preservice teachers: the objectives both of competency models and of competency measurements ultimately include impacting the respective practices in teacher education and offering a grounded basis and stimuli for improvements and enhanced practice. In accordance with this, various sources emphasize the importance of research on the integration of ICT and respective competencies into initial teacher education (Enochsson und Rizza 2009; Krumsvik 2014; Tondeur u. a. 2017).

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Lantz-Andersson, Annika. "Embracing social media for educational linguistic activities." Nordic Journal of Digital Literacy 10, no. 01 (March 1, 2016): 50–77. http://dx.doi.org/10.18261/issn.1891-943x-2016-01-03.

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Hatta, Mohd, Thamrin Thamrin, Sudjianto Sudjianto, and Desi Yoswati. "Ecotourism Development: Educational Media of Environmental Care." Al-Ta lim Journal 22, no. 2 (October 21, 2015): 129–41. http://dx.doi.org/10.15548/jt.v22i2.131.

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One of appropriate tourism management models to be implemented while maintaining the sustainability and the beauty of the nature is sustainable tourism activities that have low impact on the environment, otherwise known as ecotourism. With the concept of ecotourism, which combines tourism with nature conservation, is believed to develop the rest of the environmental potential. Developing the natural ecotourism with alignments principles on nature and will be very beneficial to humans. Its usefulness is not only availability of a healthy environment and climate, maintaining flora and fauna that increasingly rare, but also can be a direct lecturing media, both formal and informal levels. Availability of valuable educational ecotourism area has to be monitored seriously so that the chain of intergenerational education of nature is not interrupted. Through ecotourism promoting the values of education, future generations will be more familiar with nature as an integral part of life. Keywords: Ecotourism, educational media, environmentCopyright © 2015 by Al-Ta'lim All right reserved

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Fazliakhmetov, T. R., A. V. Danilov, G. I. Muhutdinova, and N. B. Tursunova. "Using social media in the educational process." Informatics and education, no. 9 (November 30, 2020): 38–42. http://dx.doi.org/10.32517/0234-0453-2020-35-9-38-42.

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C.A., Lima, A. O. Ferreira, A. V. Pereira, and G. G. Hornink. "Evaluation of Educational Media Covering Biochemistry Concepts." Revista de Ensino de Bioquímica 12, no. 1 (August 29, 2014): 91. http://dx.doi.org/10.16923/reb.v12i1.356.

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Gravel, Judith S., Ina F. Wallace, and Robert J. Ruben. "Early Otitis Media and Later Educational Risk." Acta Oto-Laryngologica 115, no. 2 (January 1995): 279–81. http://dx.doi.org/10.3109/00016489509139309.

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TAWALBEH, MOHAMMAD. "Instructional Media in the Islamic Educational Thought." Journal of King Abdulaziz University-Educational Sciences 13, no. 1 (2000): 47–76. http://dx.doi.org/10.4197/edu.13-1.5.

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Nasution, Awal Kurnia Putra. "Utilization Of Educational Media In Language Learning." Journal of Linguistics, Literature and Language Teaching (JLLLT) 1, no. 1 (December 5, 2021): 20–29. http://dx.doi.org/10.37249/jlllt.v1i1.315.

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Educational media is one of the aspects that determine the success of learning. Language learning uses specific learning media because it requires a unique approach. The purpose of this study was to determine the educational media used in language learning and their effectiveness. The research method used is a literature review; the article's source comes from the Scopus database. The number of articles used as data sources is 16 articles. The study results found that the learning media used in language learning were: social media, Facebook, website, mobile learning, and Android. The entire educational media utilizes technology. Only one educational medium was found that did not utilize technology, namely the use of musical instruments. The results showed that the educational media used was effective. The use of educational technology in learning provides opportunities for further development in its use strategy.

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전숙경. "Educational Philosophy of Communication in Social Media." Korean Journal of Philosophy of Education 36, no. 3 (September 2014): 85–105. http://dx.doi.org/10.15754/jkpe.2014.36.3.005.

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Ingram, Matthew, Letitia Sagoe, Michael Sosabowski, Alison Long, and Gary Moss. "Pharmacy student perceptions of educational media tools." Pharmacy Education 7, no. 1 (2007): 77–82. http://dx.doi.org/10.1080/15602210601117414.

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Mifsud, Joseph. "Mediamix: a Maltese experience of educational media." Journal of Educational Television 20, no. 1 (January 1994): 15–25. http://dx.doi.org/10.1080/0260741940200103.

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Journal articles on the topic 'Educational media'

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