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Добірка наукової літератури з теми "Media education technologies"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Media education technologies"

Hujakulova, Dilorom. "MOTIVATIVE EFFECTS OF MEDIA ON STUDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 23–25. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-06.

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The article is devoted to the motivational influence of information technologies on the teaching of schoolchildren. The article also highlights the issues of youth education, types of education and its pedagogical measures, education of youth in the context of globalization, innovation and youth, the impact of modern information technologies on the consciousness of youth and its motivating factors.

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ANTONYAN, Lilit. "Informatization of Education. Media Education and Media Literacy." Main Issues Of Pedagogy And Psychology 19, no. 1 (April 19, 2021): 88–99. http://dx.doi.org/10.24234/miopap.v19i1.396.

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Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.

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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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Ingle, Henry T. "New media, old media: The technologies of international development." International Review of Education 32, no. 3 (September 1986): 251–67. http://dx.doi.org/10.1007/bf02426061.

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Marina, L. P. "PERFORMATIVITY OF MEDIA EDUCATION TECHNOLOGIES: THEORY AND PRACTICE." Современные проблемы науки и образования (Modern Problems of Science and Education), no. 6 2019 (2019): 152. http://dx.doi.org/10.17513/spno.29410.

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Netreba, M. M., and I. V. Khadzhinova. "Use of media education technologies in primary school." Pedagogical sciences reality and perspectives 2, no. 80 (2021): 63–66. http://dx.doi.org/10.31392/npu-nc.series5.2021.80.2.12.

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Ferrin, Nino. "Media(,) Technologies & the body." Galáxia (São Paulo), no. 39 (December 2018): 5–14. http://dx.doi.org/10.1590/1982-255438803.

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Анотація:

Abstract The article at hand discusses the connections between media practices, implicit knowledge and the concept of agency as an activity and asks for their synergistic relation to the field of digital games techniques and its potential for gaining knowledge. First, the theory of tacit knowledge is outlined in the context of a praxeology as methodological and theoretical approach of interobjective practices. This cultural science orientation of media research also shows the relevance for education, formation and socialization processes.

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Kirkwood, Adrian. "Understanding Independent Learners' Use of Media Technologies." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 2 (June 2003): 155–75. http://dx.doi.org/10.1080/02680510307412.

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Kumar, Vikas, and Pooja Nanda. "Social Media in Higher Education." International Journal of Information and Communication Technology Education 15, no. 1 (January 2019): 97–108. http://dx.doi.org/10.4018/ijicte.2019010107.

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Distance education or learning has been around for a long time and with the advent of mobile devices like the smart phone, it is inevitable that mobility impacts the distance education arena. Mobile learning in this article is defined as the “mobile” state of the learner. In theory, this amplifies the flexibility of distance and online learning, reducing the significance of geographic location while increasing that of contextuality. The affordances of mobility empower students to participate as part of context-aware ubiquitous learning. There are a diversity of contexts, methods, and technologies used. There is a need to have a stronger connection between mobile technology integration and a learning-theoretical framework to guide research, practice, and policy. It is important to integrate mobile and emerging technologies with education through an appropriate evidence-based learning design framework.

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Yarnykh, Veronica. "Media Technologies in the Corporate Model of Media Education Opportunities and Prospects." DESIDOC Journal of Library & Information Technology 41, no. 4 (August 2, 2021): 284–89. http://dx.doi.org/10.14429/djlit.41.4.17140.

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The modern world is the world of media. Several factors have a significant impact on the development of the corporate education system. Among them are the development of digital education tools, transmedia literacy and generation Y and Z in the labour market. COVID 19 infodemic is only strengthening the influence of these factors. Approaches to corporate education changed fundamentally. In the corporate education system, not only content has changed, but also approaches, technologies, and tools for developing competencies. It is critically important to add a media educational component to the system of corporate L&D. It’s necessary now to develop also the corporate model of media education. And the development of media education technologies has great meaning in the modern corporate sector. Among them are microlearning, mobile education, development of project management skills, etc. All these competencies could to strengthen the competitive advantages of the company in the new media and informational reality of the corporate sector. Today it is necessary to talk about the use of transmedia in the corporate training system. Opportunities for the development of the transmedia ecosystem bring benefits to companies targeting Generation Y and Z.

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Дисертації з теми "Media education technologies"

Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.

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McAliney, Peter J. "How undergraduate students use social media technologies to support group project work." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.

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Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.

Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.

For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.

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Gordon, Joan M. "New decision making for new media technologies : an educational organization case study /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826719.

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Josefsson, Pernilla. "Higher education meets private use of social media technologies : An explorative study of students’ use." Doctoral thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-219418.

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Анотація:

The work in this thesis sets out to explore how students perceive social media use in the context of higher education. More precisely, the focus is on students' use of, experience with, and attitudes toward the integration of social media into their learning environment. To complement this, teachers' incentives for including social media have been studied; to some extent their communication, attitudes, and online activity were also analyzed. The four different studies included in this thesis incorporated three major types of social media technologies: a social networking service (Facebook), a collaborative editable webpage (Wikipedia), and a microblog (Twitter). The studies adopted different approaches to data collection and analysis, including both qualitative and quantitative methods. The specific methods for each study were chosen to accommodate the research questions, for reasons of access to information, and due to ethical considerations. While each study differs in starting point and scope and provide particular contributions to the research area, the main contributions of the work as a whole are connected to findings on attitude changes, the professional role in students' use of social media, their teacher-like actions, confusion regarding moving between the identified roles, and the implementation of social media in higher education. The findings presented here are appropriate for guiding a nuanced discussion regarding the implementation of social media technologies in higher education, an implementation that was found to be contingent on appropriate use and a suitable social context. The findings suggest that the inclusion of social media in non-private contexts generally needs to have a clear aim and strategy for achieving it. The roles defined in this work - in terms of both being a student and the private and professional roles - could also serve as the basis for further exploration in other areas with comparable hierarchies in which it is necessary to understand how the individual relates to self-presentation, technological constraints, and roles, such as the relation between an employer and employee.
Denna avhandling avser att utforska hur studenter upplever användningen av sociala medier i högre utbildning. Närmare bestämt så ligger fokus på studenternas användning, erfarenhet och attityder till sociala medier när dessa integrerats i studenternas lärmiljö. Som komplement har också lärarnas incitament för inkludering av sociala medier belysts, samt i viss utsträckning även deras attityder, användning och kommunikation i respektive socialt medium. Fyra olika studier inkluderas i denna avhandling, och inkorporerar i sin tur tre olika typer av sociala medier: en social nätverkstjänst (Facebook), en publikt redigerbar webbplats (Wikipedia), och en mikroblogg (Twitter). Vidare har studierna använt olika metoder för datainsamling och analys, där både kvalitativa samt kvantitativa metoder finns representerade. Metoderna valdes med hänsyn till forskningsfrågorna, men baserades även på informationstillgång och etiska överväganden. De enskilda studierna hade olika syften och omfattning, och därigenom har de bidragit till specifika forskningsfynd. Huvudbidraget från detta arbete är kopplat till slutsatser kring studenters attitydförändringar, den professionella rollen i studenters användning av sociala medier, deras lärarliknande agerande, förvirring beträffande att röra sig mellan de identifierade rollerna, och implementeringen av sociala medier i högre utbildning. Resultaten utgör en grund för en nyanserad diskussion kring implementeringen av sociala medier i högre utbildning; en implementation som beror på lämpligt användande i lämplig social kontext. En tolkning av detta är att inkluderande av sociala medier i icke-privata kontexter bör ha ett klart mål och en tydlig strategi. Rollerna som definieras i detta arbete - student, privat och professionell - utgör underlag för utforskande inom områden där jämförbara hierarkier finns representerade och där det är nödvändigt att förstå hur individen förhåller sig till självpresentation, tekniska begränsningar och roller. Exempel på ett sådant är relationen mellan arbetsgivare och arbetstagare.

QC 20171211

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Hepburn, Marian. "Investigating the potential for new media and new technologies in design and technology undergraduate education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10923.

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Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.

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Pradia, Sean Andrew. "Understanding College Students' Readiness to Use Web 2.0 Technologies in Online Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3061.

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Web 2.0 technologies offer many educational benefits in higher education. Leaders of the U.S. community college examined in this study desired to explore students' familiarity with the educational benefits of Web 2.0 tools before investing in technology upgrades for the college. The purpose of this quantitative survey research was to explore community college student readiness to use Web 2.0 technologies as part of their distance learning experience. The research questions were designed to clarify students' attitudes and behavioral intentions towards using Web 2.0 applications. Data were collected from 253 randomly selected distance-learning students using a survey derived from the decomposed theory of planned behavior (DTPB). The DTPB assesses individuals' likely actions related to using Web 2.0 technologies as a function of behavioral intentions reflected through attitude, subjective norms, and perceived behavioral control. Results of the Spearman rho analyses indicated significant positive relationships related to Web 2.0 applications between attitude and behavioral intentions, subjective norms and behavior, peer influence and subjective norms, and self-efficacy with facilitating conditions and perceived behavioral control. There was no relationship between perceived behavioral control and behavior. Additional findings revealed that students perceived the existence of a beneficial social network within the distance-learning environment. The results of this study facilitated college administrator awareness of students' perceptions of using Web 2.0 tools for learning, and suggest that implementing these tools would be beneficial for the students and college by creating a more inclusive learning environment for online students.

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Langendoen, David, Pamela J. Mims, Brook Morrill, Steve Schneider, Carol Stanger, William Tally, and Grace Wardhana. "Developer-Researcher Collaborations: Developing and Evaluating Education Technology Learning Products." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/184.

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During this session, three education game developers funded by the ED/IES Small Business Innovation Research (ED/IES SBIR) program to create commercially viable learning games will discuss why and how they have partnered with outside education researchers to build capacity for their project. The session will feature short video demonstrations of the education technology games that are being developed and brief presentations on the iterative research that are being conducted to inform refinements to the technology and the pilot studies that are being performed to evaluate the promise of the games to increase student learning. The discussion will center on the benefits and challenges related to game developer-researcher collaborations.

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Korte, Laurie E. "Collaborative and Creative Thinking Skill Development Through the Design of Wearable Technologies." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/65.

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Skills inherent in the creative thinking process such as reflecting and collaborating are needed for success in many careers. However, a focus on standardized testing in K-12 schools in the United States has resulted in the restructuring, reduction, and in some cases, elimination of arts in the curriculum to the detriment of students' creative thinking process. The purpose of this study was to discover whether creative thinking and collaborative skills were positive unintended consequences of a curriculum that includes the design of wearable technologies. Jonassen's modeling using Mindtools for conceptual change and Rosen's culture of collaboration provided the conceptual framework. This qualitative case study explored students' and teachers' perceptions of collaborative and creative thinking skill development while designing wearable technologies. The data analysis used interviews with 3 students and 1 teacher and an evaluation of participant wearable technology artifacts. Rich themes and patterns were determined through open coding. The themes identified to explain the perceived development of creative thinking skills were divergent thinking, stimulation of the imagination, generation of new knowledge, and creative climate. The themes identified to explain the perceived development of collaborative skills were diverse membership, culture of collaboration, and community building. The design of wearable technologies as a Mindtool showed promise as a new way to integrate art with science, technology, engineering, and math (STEM). This study may effect positive social change by informing educational policy and influencing school budgetary consideration toward including art as a value-added benefit to STEM curriculum.

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Tunjera, Nyarai. "Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13050.

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Includes bibliographical references.
Transactional distance (TD) theory argues that psychological and communications barriers have the potential of creating misunderstandings in any formation of learning contexts. Distance education is seen as providing both opportunities and challenges. The distance programme being studied has experienced high deferment rates. However, the lack of communication infrastructural challenges and specifically lack of interaction is one major challenge hindering reduction of TD for remotely dispersed distance learners. It has become evident that WhatsApp popularity has risen; one unique feature is its affordance to enhance communication within a group. Hence, WhatsApp group was used to enhance interactions, as well as nurturing social engagement that creates dialogue and sharing amongst a virtual group. This study was aimed at enhancing dialogue as a potential of reducing TD amongst distance students for purposes of improving their study experiences. This study set out to explore how Salmon's (2000) 5-stage Model could be used as one way of implementing a mobile-mediated WhatsApp group activity as an opportunity to reduce TD. Six pre-service teachers participated in the WhatsApp mediated group activity virtually to try and find out how implementing a WhatsApp group activity could enhance dialogue consequently reduce TD.

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Hester, Sr Reginald J. "Experiences of High School Dropouts in a Work Force Development Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.

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The issue of high school dropouts has been an ongoing concern for educators, community stakeholders, and politicians on local, national, and global levels. Little was known about students' experiences before they enrolled in a workforce development program and how their earlier experiences may have caused them to drop out of high school. The purpose of this qualitative descriptive case study was to understand the school-related experiences of high school dropouts enrolled in a workforce development program, and how the innovation and integration of social media technologies during academic instruction helped reengage these learners. The research questions focused on how the participants described their personal and academic experiences before they dropped out of high school, their collaborative learning and social-relational experiences while enrolled in the New Hope workforce development program, and how the infusion of social media technologies during academic instruction impacted their development. Yin's descriptive qualitative case study model was used to capture the academic and social experiences of 20 program participants from one-on-one interviews and focus groups. Cross-unit evaluation was used to identify emerging codes and themes. Results revealed the importance of sustainable relationships between the students and instructors. Findings may be used to promote functional learning communities with conscientious and compassionate instructors.

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Книги з теми "Media education technologies"

Robert, Heinich, ed. Instructional media and technologies for learning. 6th ed. Upper Saddle River, N.J: Merrill, 1999.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 2nd ed. New York: Wiley, 1985.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 4th ed. New York: Macmillan Pub. Co., 1993.

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Michael, Molenda, and Russell James D, eds. Instructional media and the new technologies of instruction. 3rd ed. New York: Macmillan, 1989.

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Cutting-edge technologies and social media use in higher education. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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Lebrun, Marcel. Des technologies pour enseigner et apprendre. Paris: De Boeck Université, 1999.

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1971-, Lehmann Chris, ed. What school leaders need to know about digital technologies and social media. San Francisco: Jossey-Bass, 2012.

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Kąkolewicz, Mariusz. Uczenie się jako konstruowanie wiedzy: Świadomość, qualia i technologie informacyjne = Learning as the constructing of knowledge : qualia, consciousness and information technologies. Poznań: Wydawnictwo Naukowe UAM, 2011.

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Kyrgyzstan) Central Asia Media Conference (11th 2009 Bishkek. Journalism education: -- improvement of the quality of education and new technologies : 11th Central Asia Media Conference, Bishkek 15-16, October 2009. Vienna, Austria: Office of the Representative on Freedom of the Media Organization on Security and Co-operation in Europe (OSCE), 2010.

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Nesi, Paolo, and Raffaella Santucci, eds. ECLAP 2012 Conference on Information Technologies for Performing Arts, Media Access and Entertainment. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-128-7.

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It has been a long history of Information Technology innovations within the Cultural Heritage areas. The Performing arts has also been enforced with a number of new innovations which unveil a range of synergies and possibilities. Most of the technologies and innovations produced for digital libraries, media entertainment and education can be exploited in the field of performing arts, with adaptation and repurposing. Performing arts offer many interesting challenges and opportunities for research and innovations and exploitation of cutting edge research results from interdisciplinary areas. For these reasons, the ECLAP 2012 can be regarded as a continuation of past conferences such as AXMEDIS and WEDELMUSIC (both pressed by IEEE and FUP). ECLAP is an European Commission project to create a social network and media access service for performing arts institutions in Europe, to create the e-library of performing arts, exploiting innovative solutions coming from the ICT.

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Частини книг з теми "Media education technologies"

Smyth, Robyn, Trish Andrews, Richard Caladine, and Jason Bordujenko. "Rich Media Technologies." In Post-Secondary Education and Technology, 39–61. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037770_3.

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De Luca Pretto, Nelson. "Old Meets New: Culture and Digital Technologies in Schools." In Media in Education, 1–13. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3175-6_1.

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Chugh, Ritesh, and Umar Ruhi. "Social Media for Tertiary Education." In Encyclopedia of Education and Information Technologies, 1–6. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_202-1.

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Chugh, Ritesh, and Umar Ruhi. "Social Media for Tertiary Education." In Encyclopedia of Education and Information Technologies, 1527–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_202.

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Mbogho, Audrey J. W. "Using Social Media to Enhance Student Engagement." In Emerging Technologies for Education, 320–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71084-6_36.

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Haydn, Terry, and Kees Ribbens. "Social Media, New Technologies and History Education." In Palgrave Handbook of Research in Historical Culture and Education, 735–53. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52908-4_38.

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Jensen, Amy Petersen. "Theatre Education and New Media/Digital Technologies." In Key Concepts in Theatre/Drama Education, 227–32. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-332-7_37.

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Linhares, Ronaldo Nunes, and Simone Lucena. "Reflective Map About the Limits and Challenges of Continued Training of Teachers for the Use of Mobile Technologies: The Experience of PROUCA." In Media in Education, 57–73. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-3175-6_5.

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Kessler, Greg. "Promoting Engagement Through Participatory Social Practices in Next Generation Social Media Contexts." In Contemporary Technologies in Education, 51–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89680-9_4.

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Zickar, Michael J. "Using Social Media to Promote Academic Functioning." In Encyclopedia of Education and Information Technologies, 1–3. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_213-1.

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Тези доповідей конференцій з теми "Media education technologies"

Chelly, Magda, and Hana Mataillet. "Social Media and the impact on education: Social media and home education." In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333388.

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Chowdhury, Musabbir. "New Technologies in New Media Classroom." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339741.

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Ereshchenko, M. V., and E. N. Klemenova. "MEDIA DISCOURSE: COMMUNICATIVE TACTICS AND STRATEGIES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.433-436.

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The article shows some typical features of a social media discourse. The subject of the research is a set of communicative strategies used during implementation of the communicative functions of texts. The purpose of the paper is to identify and organise communicative strategies, the characteristics of their use depending on the social text topic, and to review the impact of such a text. The main aim of the research is to study the social media discourse as one type of an institutional media discourse; to identify and describe the factors impacting its formation

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I.I., Ivanchenko, and Milov A.A. "NON-VERBAL MEANS OF COMMUNICATION IN MODERN MEDIA." In "INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION". ДГТУ-Принт, 2021. http://dx.doi.org/10.23947/itno.2021.112-114.

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This paper shows the importance of non-verbal means of communication during a pandemic and highlights the threats and opportunities for the processes of transformation of communication channels against the background of quarantine measures. The growth of the role of network communication tools and a new impetus for the development of machine education and cloud technologies are noted. The modern classification of non-verbal means of communication in the theory of communications and special pedagogy is presented.

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Bissell, Kimberly, and Kim Baker. "USING NEW MEDIA TECHNOLOGIES TO IMPROVE HEALTH EDUCATION IN THE CLASSROOM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2089.

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Ciochina, Ingrid Cezarina-Elena, and Daniel Mara. "MEDIA LITERACY – ROMANIAN EXPERIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0930.

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Beknazarova, Saida, and Kamoliddin Beknazarov. "Media education as a remote learning environment." In 2011 5th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2011. http://dx.doi.org/10.1109/icaict.2011.6110930.

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Udroiu, Adriana-Meda, Ionut Sandu, and Mihail Dumitrache. "EDUCATION THROUGH SOCIAL MEDIA PLATFORMS AND PRIVACY PROTECTION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0704.

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Hadacs, Bálint, and Patrik Schulcz. "SOCIAL MEDIA: AN UNORTHODOX WAY OF MODERN EDUCATION." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1114.

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Temnova, Elena. "ENHANCING MEDIA LITERACY IN INTERNATIONAL AFFAIRS STUDENTS THROUGH LANGUAGE OF MEDIA COURSE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1607.

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Звіти організацій з теми "Media education technologies"

Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.

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Tabinskyy, Yaroslav. VISUAL CONCEPTS OF PHOTO IN THE MEDIA (ON THE EXAMPLE OF «UKRAINER» AND «REPORTERS»). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11099.

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Анотація:

The article is devoted to the analysis of the main forms of visualization in the media related to photo. The thematic visual concepts are described in accordance with the content of electronic media, which consider the impact of modern technologies on the development of media space. The researches of the Ukrainian and foreign educational institutions concerning the main features of modern photo is classificate. Modifications and new visual forms in the media are singled out. The main objective of the article is to study the visual concepts of modern photo and identify ideological and thematic priorities in photo projects. To achieve the main objective in the article a certain methodology were used. Due to the historical-theoretical description it was possible to substantiate the study of visual concepts. The conceptual-system method was used to study the subject of media photo projects. The main results of the research are the definition of visual concepts of photo on the example of electronic media and the identification of the main thematic features in the process of visual filling of the media space. Based on the study, we can conclude that today the information field needs quality visual content. For successful creation of visual concepts it is necessary to single out thematic features of modern photo and to carry out classifications on ideological and semantic signs. Given the rapid development of digital technologies, the topic of the scientific article we offer is relevant for scientists, journalists, media researchers, visual journalism experts and photojournalists. Modern space is filled with a large number of pictorial materials, which in most cases form specific images, patterns or stereotypes in the mind of the reader (viewer). Also important is the classification of photo used in journalistic publications. That is why there is a need to explore the content and principles of distribution of ideological priorities of photo in the media. The substantiation of scientists about the important place of photography in the modern media space and the future development of visual technologies, which already use artificial intelligence, is relevant.

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