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Статті в журналах з теми "Media education technologies"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

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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Анотація:

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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Анотація:

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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10

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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Анотація:

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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11

Tezcan, Mediha. "Progress in Education Technologies." International Journal of Information Communication Technologies and Human Development 6, no. 4 (October 2014): 32–46. http://dx.doi.org/10.4018/ijicthd.2014100104.

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Анотація:

The revolutions in the communication and information technologies in the 21st century have led to tremendous innovations in education technologies. From the advances in education technologies, all education programs, such as traditional education, open education, distance education, e-learning, massive open online courses, adult education and lifelong learning, are being positively influenced in our day, as a consequence of the digital revolution, education is in a process of rapid transformation. In this chapter; first the development of education technologies in the historical process has been examined, as divided into periods. In the second step, the structural characteristics of the development in education technologies have been defined. Third, the innovations and developments in education technologies during the 1980-2013 periods have been examined by grouping under the education media titles. Fourth, the contributions of the communication and information technologies to education have been defined. And finally, the impacts of the revolution in the education technologies on economic development have been interpreted.

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12

Atan, Ugur. "MEDIA TECHNOLOGIES IN RELATION TO CULTURE AND ART EDUCATION." Idil Journal of Art and Language 1, no. 4 (October 30, 2012): 145–65. http://dx.doi.org/10.7816/idil-01-04-10.

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13

TÜRKMEN-, Burcu. "DIGITAL MEDIA COMPETENCE AND TRANSLATION TECHNOLOGIES IN TRANSLATION EDUCATION." International Journal of Language Academy 33, no. 33 (2020): 402–24. http://dx.doi.org/10.29228/ijla.43650.

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14

Cummings, Elizabeth, and Carey Mather. "Advancing Social Media and Mobile Technologies in Healthcare Education." Informatics 4, no. 4 (September 28, 2017): 35. http://dx.doi.org/10.3390/informatics4040035.

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15

Gallagher, Michael, and Jeremy Knox. "Global technologies, local practices." Learning, Media and Technology 44, no. 3 (July 3, 2019): 225–34. http://dx.doi.org/10.1080/17439884.2019.1640741.

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16

Akramova, A. "MEDIA-TECHNOLOGY IN MORAL EDUCATION OF STUDENT." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 89. http://dx.doi.org/10.51889/2021-4.1728-5496.11.

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Анотація:

In the context of the continuous development of the economy, new requirements are constantly being put forward for the importance of the process of training and education. At the present stage, the focus of the world education reform has shifted to national quality education. The priority of such education is the upbringing of an all-round literate and educated person. Media technologies are one of the tools of modern influence on the process of teaching and upbringing. The authors consider media technologies as a set of systemic methods and actions of media education aimed at the formation of a personality, possessing a culture of mass communication, interaction in society based on humanistic ideals and values. Spiritual and moral education is the highest priority in education. The article highlights the question of how to reasonably use media technologies in order to develop the moral education of students and minimize the negative impact of new media on the ideological and moral level of students. The authors analyze the possibilities and problems in the moral education of students in the environment of new media.

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17

Alabdulkareem, Saleh A. "SOCIAL MEDIA IN EDUCATION: THE ABSENT ATTENDEE." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 583–86. http://dx.doi.org/10.33225/pec/18.76.583.

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Interaction and Information technologies have reshaped our live today, and nowadays' students and teachers have a massive use of smart phones, iPads and other portable devices; moreover, they are continually looking for cutting edge technologies. But often the use of these devices is not in ways anticipated by technology proponents. All these smart phones and other portable devices are equipped or ready for social media applications like Facebook, Twitter, YouTube, WhatsApp, Telegram, and Instagram, Snapchat, which are part of what is known as Social Web 2.0, best characterized by the notions of social interaction, content sharing, and collective intelligence.

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18

Akramovich, Alikulov Akmal, yakubjonova Feruza Ismoilovna, and Xatamov Zafar Nazirjonovich. "Technologies for developing of future physical education teachers through media education tools." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 885–90. http://dx.doi.org/10.5958/2249-7137.2021.00440.7.

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19

Zehrer, Anita, and Alice Grabmüller. "Social media marketing in tourism education." Journal of Vacation Marketing 18, no. 3 (July 2012): 221–28. http://dx.doi.org/10.1177/1356766712449368.

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Information and communication technology has increasingly gained importance in marketing of the tourism and travel industry. Social media have literally become an integral part of the society and as such have gained increasing interest beyond industries such as tourism. In higher education, we have seen a trend towards a rather slow adaptation of new technologies for instance in online instruction; however, the opportunities for creating and sharing knowledge in an education context should not be neglected. Social network sites are the fastest growing and most popular of the Internet-based technologies; recent statistics show that many Facebook users are students and that a great deal of communication between students happens online. This article investigates a higher educational institution in Austria, which actively links with their students on a social network site for marketing purposes, presents its development and provides the results of an online user survey. Results indicate that among social network sites, Facebook is the most popular site students use; however, they spend more time observing than actually posting content.

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20

Aigul, Akhmetova, Seiitkazy Perizat, Zhangazieva Tolkyn, Abilkhairova Zhanar, Аlikulova Sabira, and Ashimbekova Bagdat. "Adaptation of students to professional-oriented activities based on media technologies." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 320–32. http://dx.doi.org/10.18844/cjes.v17i1.6717.

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Media technologies make it simple for students to access accurate information wherever and whenever they want at a lower cost, however, many studies show that children do not see a difference between the real world and the fictional media world until they reach the age of 12. This study aims to determine primary school students' professional activity adaptation based on media technologies. The study was conducted in the spring term of 2020 - 2021, with 339 elementary school students voluntarily participating. The "Media technologies" questionnaire developed by the researchers was applied to primary school students. The questionnaire was developed and edited by experts in the field. Collected data were analyzed using an SPSS program. Frequency, percentage, average, standard deviation, minimum and maximum values, One Way Anova, and T-test were applied to analyze the data obtained from the media technologies survey. According to the results of the study, it was concluded that elementary school students have high results in determining media technologies concepts. Keywords: Media technologies, Distance Education, Primary School Students, Performance, Adaptation

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21

Frania, Monika. "Selected aspects of media literacy and new technologies in education as a challenge of Polish reality." Perspectives of Innovations, Economics and Business 14, no. 2 (May 10, 2014): 109–12. http://dx.doi.org/10.15208/pieb.2014.13.

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22

Waller, Robert E., Pamela A. Lemoine, and Michael D. Richardson. "Instruction Using Social Media in Global Higher Education." Journal of Education and Development 3, no. 1 (April 2, 2019): 28. http://dx.doi.org/10.20849/jed.v3i1.563.

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Анотація:

The technological revolution of the past two decades has changed communication, higher education, and the global society. As a result, there exists a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Web 2.0 digital technologies convey information in a different manner than before and allow for interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Both aspects should be examined in detail to determine the future directions for global learning.

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23

Okoro, Ephraim. "Integrating Social Media Technologies In Higher Education: Costs-Benefits Analysis." Journal of International Education Research (JIER) 8, no. 3 (July 9, 2012): 255–62. http://dx.doi.org/10.19030/jier.v8i3.7107.

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24

Citelli, Adilson, and Roseli Figaro. "Media education emphasizes the potential of dialogical expression of technologies." Matrizes 3, no. 2 (December 15, 2011): 117. http://dx.doi.org/10.11606/issn.1982-8160.v3i2p117-130.

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25

Kuptsova, Irina Aleksandrovna, and Lilia Tokhirovna Khashimova. "Technologies of media education in informal learning: family online quest." Education and Cultural Space, no. 4 (2021): 22–28. http://dx.doi.org/10.53722/27132803_2021_4_22.

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26

Adami, Elisabetta. "Mobile Media, Mobile Texts." International Journal of Mobile and Blended Learning 2, no. 3 (July 2010): 42–50. http://dx.doi.org/10.4018/jmbl.2010070104.

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Анотація:

By examining contemporary changes in the mechanisms and practices of representation and communication, this paper focuses on the copy-and-paste affordance fostered by mobile technologies and digital technologies at large. Its widespread use is affecting radically (1) the acceptability standards of (in)coherent patterns of text production, and (2) the criteria defining successful communication, which coherent cooperation to a mutual understanding is sometimes less relevant than the transformation and reinterpretation of texts according to the sign-maker’s interests in participating to multiple communicative networks. In this light, by pinpointing the abilities required and developed in the use of mobile technologies, the paper hypothesizes possible paths for teaching in such a changed semiotic landscape.

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27

Elmira, Uaidullakyzy, Galiya Rysbayeva, Baitursynova Aigul, Gulzhan O. Zhetpisbayeva, Alimbayev Medeu, and Tileuova Saulesh. "Developing the imagination of primary school students through media technologies." Cypriot Journal of Educational Sciences 17, no. 2 (February 28, 2022): 479–90. http://dx.doi.org/10.18844/cjes.v17i2.6849.

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Abstract In this study, it is aimed to develop the imagination of primary school students with media technologies and to design it. The research was carried out in the fall semester of 2021–2022. The study with the participation of 346 primary school students was conducted in a screening model. In the study, 4 weeks of training for creating ideas with media technologies were given to primary school students online. In the study, the media technologies measurement tool developed by the researchers was used to collect data. The data collection tool used in the study was reached and collected with the help of their families using an online method. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that primary school students use media technologies closely and that their imagination powers are strengthened by developing their intelligence with these technologies. Keywords: Primary school students, media technologies, distance education, imagination;

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28

Muneeb, Faiza, Sana Mehmood, and Saliha Mehboob. "DIGITAL MEDIA AND TECHNOLOGICAL CHALLENGES FOR MEDIA EDUCATION IN PAKISTAN." Pakistan Journal of Social Research 2 (December 15, 2020): 23–35. http://dx.doi.org/10.52567/pjsr.v2i02.10.

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This paper aims to record concerns of media education currently under debate in Pakistan. It indicates three main study trends. The first trend is concerned about Pakistani digital technology users, their skills in technologies especially digital media usage and the second about new media learning and teaching methods by using new media tools like mobile devices, tablets, social media networking, which needs new technical and technological framework. The last trend deals with literacy concerning digital education, related to both the skills required by digital media students have to progress and what educators especially faculty members have to be trained about these media technologies. In order to achieve objectives pertaining to these trends, semi-structured interviews of students and educators are conducted. Concerning the first trend, we observe a division of perspectives and understanding between those who believe that all we need is new media education for old academic solutions and those we think there is a need of changing academic styles, thus allowing it to grow into a new standard. For this purpose, they stress that digital devices should be made an integral part of today’s classrooms. Concerning the second trend, we observe a consensus on teaching and learning by using digital devices as the most useful, helpful tools. Mostly, the school educators have their own laptops, tablets, and mobile phones however, they stressed on a combination of ethics, education and utilization of digital media in a good manner. Finally, the notion of literacy concerning digital media which has received significant consideration be defined in various ways particularly in the south Asian context. Keywords: Digital Media, Digital Technology, Native Educators, Pakistan

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29

Higgins, Norman. "Preschool Teacher Uses of Video Technologies." Journal of Educational Television 19, no. 3 (January 1993): 153–66. http://dx.doi.org/10.1080/0260741930190304.

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30

Zakharova, Irina, and Juliane Jarke. "Educational technologies as matters of care." Learning, Media and Technology 47, no. 1 (January 2, 2022): 95–108. http://dx.doi.org/10.1080/17439884.2021.2018605.

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31

Makuch –Fedorkova, Ivanna. "Media Education as Innovation in the Canadian Educational Policies." Історико-політичні проблеми сучасного світу, no. 35-36 (December 20, 2017): 60–73. http://dx.doi.org/10.31861/mhpi2017.35-36.60-73.

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Анотація:

This article deals with basic features of the Canadian model of implementation of media-education and new federal supporting programs of high education. The author emphasizes on the importance of information technologies, communications and networks, as well as creating new conditions to improve personal enrichment throughout whole long-life learning. The attention is focused on active measures of Canadian colleges to implement media-education aiming at solving social-economic state problems. Keywords: Media-education, information technologies, distance learning, scientific work, Canadian universities

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32

Arroio, Agnaldo. "IS MEDIA LITERACY AN URGENT ISSUE IN EDUCATION FOR ALL?" Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 416–18. http://dx.doi.org/10.33225/pec/17.75.416.

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Анотація:

Today it is possible to consider that the new technologies can offer many possibilities to be explored. There is no doubt about the changes in society when it is adequately supported by the new technologies. In fact, people from all over the world used to have high hopes that new technologies will be able to improve and promote healthier life, as well they also expect a huge impulse to promoting social freedoms, and at least to increase knowledge and more productive livelihoods. But for this scenario become true the traditional education goals should change to a different direction to gaining locally relevant goals and skills. In order to establish networks for all kind of partnerships, the new technologies could be used as the means for providing an access to and engaging in the lifelong learning programs all social groups of population around the world.

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33

Abdullahi, Salisu, Emmanuel N. Ransom, and M. S. Kardam. "The Significant of Internet Technology to Education and Students in Acquiring Quality Education." International Letters of Social and Humanistic Sciences 32 (June 2014): 145–53. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.145.

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The paper look at how internet technologies provide rich and flexible media for representing what students know and what they are learning. It also discusses the various internet technologies that every educator should understand and its expected use in the classroom with their students. It has also explored the benefits of internet technologies as a tool in teaching learning process and also promotes the opportunities of restructuring the teaching process.

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34

Akwasi Bosompem Boateng and Stephen Tindi. "Technology Appropriation in Higher Education: The Case of Communication Educators in Ghana." Integrated Journal for Research in Arts and Humanities 2, no. 2 (March 31, 2022): 1–8. http://dx.doi.org/10.55544/ijrasb.2.2.12.

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Анотація:

The outbreak of COVID-19 in 2019 challenged universities in sub-Saharan Africa to reinvent themselves and rely more on digital technologies for curriculum delivery. Before the pandemic, technology use in curriculum delivery was ad-hoc and depended mainly on teachers' self-efficacy. This article investigates how teachers in higher education institutions (HEIs) in Ghana appropriated new media technologies for teaching and research before the outbreak of COVID-19. This study explored the new media technologies used by teachers, their motivations for using them, how they used them, and the challenges they encountered in their appropriation of technologies for curriculum delivery. The study triangulated in-depth interviews and semi-structured questionnaires to gather data from university teachers who are members of the Communication Educators Association, Ghana (CEAG). Thematic and descriptive analyses were employed to analyze data collected through interviews and surveys. The study revealed that communication educators mostly used Google Scholar, YouTube, and Facebook. Their choices and usage of these new media were influenced by personal preference and the perceived usefulness of digital technologies to teaching and research. Communication educators face several challenges in using digital technologies; these include unstable internet connection, low digital literacy, and financial constraints, which impede their appropriation of new media technologies. The adoption and adaption of new media among communication educators is consistent with the Technology Appropriation Theory, and practicality rather than pedagogical imperatives drive their usages. The study concludes that teachers must carefully plan the deployment of new media in curriculum delivery; therefore, communication educators require institutional support and policy guidelines to appropriate and deploy new media technologies effectively.

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Akwasi Bosompem Boateng and Stephen Tindi. "Technology Appropriation in Higher Education: The Case of Communication Educators in Ghana." Integrated Journal for Research in Arts and Humanities 2, no. 2 (March 31, 2022): 1–8. http://dx.doi.org/10.55544/ijrah.2.2.12.

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The outbreak of COVID-19 in 2019 challenged universities in sub-Saharan Africa to reinvent themselves and rely more on digital technologies for curriculum delivery. Before the pandemic, technology use in curriculum delivery was ad-hoc and depended mainly on teachers' self-efficacy. This article investigates how teachers in higher education institutions (HEIs) in Ghana appropriated new media technologies for teaching and research before the outbreak of COVID-19. This study explored the new media technologies used by teachers, their motivations for using them, how they used them, and the challenges they encountered in their appropriation of technologies for curriculum delivery. The study triangulated in-depth interviews and semi-structured questionnaires to gather data from university teachers who are members of the Communication Educators Association, Ghana (CEAG). Thematic and descriptive analyses were employed to analyze data collected through interviews and surveys. The study revealed that communication educators mostly used Google Scholar, YouTube, and Facebook. Their choices and usage of these new media were influenced by personal preference and the perceived usefulness of digital technologies to teaching and research. Communication educators face several challenges in using digital technologies; these include unstable internet connection, low digital literacy, and financial constraints, which impede their appropriation of new media technologies. The adoption and adaption of new media among communication educators is consistent with the Technology Appropriation Theory, and practicality rather than pedagogical imperatives drive their usages. The study concludes that teachers must carefully plan the deployment of new media in curriculum delivery; therefore, communication educators require institutional support and policy guidelines to appropriate and deploy new media technologies effectively.

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Luke, Carmen. "New Times, New Media: Where to Media Education?" Media International Australia 101, no. 1 (November 2001): 87–100. http://dx.doi.org/10.1177/1329878x0110100111.

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Have media education and media literacy reached an impasse? Media literacy scholars and educators are beginning to raise issues concerning the relevance of ‘old-style ‘ media studies in the context of new times and new media. Media literacy is formalised as part of the Australian National Literacy Framework, yet it remains largely marginalised as an elective in the senior school syllabus. In contrast, computer education — or computer literacy — has been embraced by governments, educators and parents with blind and cheery optimism. I argue here that media studies, cultural studies, computer and technology studies can no longer be taught independently of each other. The fervour with which computer education has been embraced, and the relatively modest incursions media and cultural studies have made into mainstream curriculum, suggest that blending media-cultural studies with information and communication technology (ICT) studies can inject new life into both fields of study. Largely bereft of a critical orientation, computer literacy education can benefit from the theoretical and critically analytic orientation of media-cultural studies, which in turn can be ‘mainstreamed’ through broader exposure typical of computer education in schools today. Media studies must contend with new information technologies, and computer education needs the critical analytic tools and cultural framing approach typical of media studies.

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Ajibero, Matthew Idowu. "Attitudes of Faculty Members Toward Media Technologies in Nigerian Universities." British Journal of Educational Technology 16, no. 1 (January 1985): 33–42. http://dx.doi.org/10.1111/j.1467-8535.1985.tb00480.x.

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Vaganova, Olga I., Nikolay P. Bakharev, Julia A. Kulagina, Anna V. Lapshova, and Inna K. Kirillova. "Multimedia technologies in vocational education." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 391–98. http://dx.doi.org/10.34069/ai/2020.26.02.45.

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Modern higher professional education is aimed at the formation of a highly qualified competent specialist. In the conditions of the competence approach, there is an active introduction in the educational process of multimedia technologies. This is one of the most rapidly developing areas of information technology. Therefore, the training of students should be carried out with the use of various information and communication tools, ensuring the improvement of the quality of education. The purpose of the article is to present the experience of training students of pedagogical University using multimedia technologies. The analysis of the impact of these technologies on the motivation and training of students when studying discipline "technology of training teachers of the past" (media technologies have been embedded in the discipline content). For the study, we measured the motivation of students. We compared the indicators of motivation diagnostics in 2017 (before the introduction of multimedia technologies) and 2018 (after the introduction of technologies). We compared the motives of creative realization (MTR) and professional motives (PM). According to the control event on the discipline "Technologies of teaching teachers of the past", we found that the percentage of "excellent" in 2018 has increased significantly, the percentage of unsatisfactory ratings have decreased. The obtained data allowed detecting positive changes after the introduction of multimedia technologies into the educational process. The motivation of students to study the discipline has increased, their preparedness has increased, and the quality of education has increased. The high efficiency of multimedia technologies was determined, so their implementation in the training of students of pedagogical University will continue.

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Gama, Linda Nice, and Cláudia Mara de Melo Tavares. "Education and media: contemporary implications in the academic routine." Texto & Contexto - Enfermagem 24, no. 2 (June 2015): 593–99. http://dx.doi.org/10.1590/0104-07072015002052014.

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Digital technology development and interactive networks have undoubtedly reshaped the profile of subject matter in this century, creating demands and substantially redefining teaching and students' work in the use of media resources. This article identifies the assumptions of contemporary information and communication technologies and their didactic and pedagogical implications starting from mythological characters as argumentative resources, and discusses reductionist views that encompass issues related to education and technology. The purpose is to contribute to education in nursing, providing conceptual positions for the application of these technologies, with a critical evaluation of convergences and divergences.

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Горошко, Олена, and Тетяна Полякова. "Education 2.0: Psycholinguistic Analysis." PSYCHOLINGUISTICS 26, no. 2 (November 12, 2019): 27–45. http://dx.doi.org/10.31470/2309-1797-2019-26-2-27-45.

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Introduction. The article presents the results of the investigation of the impact of new information and communication technologies, namely Internet technologies of the social web, on the linguistic consciousness in the learning environment. The term covers a certain concept of the Global Web development, when the main functional task of a web service is aimed at maintaining interaction between network users. The method of a free and directional associative experiment was chosen as main research technique. It allows most accurately identifying the meaning of the word, seeing what is behind this word in the linguistic consciousness of a person. Associative series were identified for a number of concepts – the most popular social web services and Internet technologies (Internet, Instagram, social media, communication, Twitter, Telegram, WhatsApp, Youtube, Pinterest, Google, selfie). Results. The associative experiment showed that information, communicative and functional components of the Global net are actualized in the linguistic consciousness of the participants of the educational process most of all. Almost all social media services have both positive and negative connotations. The educational component of social media has been marked little, if at all, in the linguistic consciousness of the recipients which indirectly indicates that their use in the educational process has not become an institutional practice yet. Conclusions. The results of the research will contribute to the development of a new direction in modern linguistics – psycholinguistics 2.0 which studies psychological and linguistic aspects of human speech in social media, social and psychological aspects of using language in speech communication using web 2.0 platforms and services, and in individual verbal and thinking activity. The study is characterized by an interdisciplinary nature, being at the interface of psycholinguistics 2.0 and education 2.0, which contributes to a better understanding of the polyparadigmatic way of the development of humanitarian knowledge under the influence of technologies in general.

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Paliktzoglou, Vasileios, and Jarkko Suhonen. "Microblogging in Higher Education." Journal of Cases on Information Technology 16, no. 2 (April 2014): 39–57. http://dx.doi.org/10.4018/jcit.2014040104.

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Microblogging, with applications in many domains, including education, is one of the social media technologies with the greatest potential. The features of a microblogging platform vary from sending and receiving messages via the web, SMS, instant messaging clients, and by third party applications. Even though social media networking sites are commonly used in Higher Education, very little empirical evidence is available concerning the impact of social media use on student learning and engagement, albeit some studies on the use of Twitter as a microblogging tool in educational settings Fei Gao, Tian Luo and Ke Zhang (2012). In this study, the authors analyse the level of familiarity, engagement and frequency of use of social media technologies among university-level computer science students in Finland. Additionally, the authors analyse the experience of using a specific microblogging social media, Edmodo, as a learning aid to support group work. The specific focus of the study is to examine the reception of the students towards the Edmodo platform. The data was collected through a social media familiarity questionnaire, Edmodo experience questionnaire and interviews. The main findings are that the cohort was not very familiar with social media at the beginning of the course. However, the use of the Edmodo as a microblogging social media networking sites, as a learning tool had a positive impact on the students. This study provides experimental evidence that microblogging social networking sites and more specifically Edmodo can be used as an educational tool to help engage students more in the use of more social media networking sites.

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Umarova, Zakhro. "Effectiveness of Organizing Students’ Self – Education with the Facilities of Media Resources in Educational Media Environment." Revista Gestão Inovação e Tecnologias 11, no. 2 (June 5, 2021): 756–64. http://dx.doi.org/10.47059/revistageintec.v11i2.1710.

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New information communication technologies and digital media are changing our world and the way we learn. Therefore, the introduction of ICT in the professional activities of teachers in our time is inevitable. Information technologies open up new opportunities for improving the educational process, activate the cognitive activity of students and allow organizing the independent and joint work of students and teachers at a higher - creative level. With countless educational resources, ICT can help improve teaching and learning process. Teachers can use various of educational digital resources, among them, media resources contribute to increasing student engagement thus improving traditional teaching methods. The increasing use of ICT and digital technologies is stimulates a growing demand for new professional competencies. New requirements are being put forward for the professional competence of teachers in the context of the digitalization of the education system. In this context, it is about ICT, digital and media competencies of future teachers. This article reveals the methods for the development of these competencies through the organization of self-education of students in educational media environment. In educational media environment, which is offered by us, media resources introduced as open educational digital resources for self-learning modular short courses under the subject "Information Technologies in Education". The study showed that, media resources serve to enrich the educational process with visual materials and to increase the efficiency of student self-learning.

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Janot, Brenda. "Expanding Global Health Literacy Using New Media Technologies." International Journal of Technologies in Learning 25, no. 2 (2018): 15–21. http://dx.doi.org/10.18848/2327-0144/cgp/v25i02/15-21.

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Torpichsheva, Rufina Shamilyevna, and Valery Eduardovich Chernik. "International practices and Kazakhstan media education context." Bulletin of Toraighyrov University. Pedagogics series, no. 3.2020 (October 19, 2020): 506–16. http://dx.doi.org/10.48081/jaiu2811.

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The given paper considers international experience and the national model of media education, as well as the concepts of media literacy. In the course of the research work, it was determined that the permanent changes taking place in the media sphere combine the methodology and trends of several scientific areas: media pedagogy, media psychology, psychology of mass communications, sociology of journalism, etc. Some media-oriented educational technologies are based on UNESCO’s international media literacy standards, which expand the range of methods and forms of pedagogy in training journalists and media education, which serve as the basis for the integrated formation of basic media competencies. The article is given a theoretical analyzing of the media space development in Kazakhstan. It is concluded that systematic misinformation of the audience leads to discrediting of media workers, allows manipulating public consciousness, opinion, and also influencing geopolitical processes. The article is substantiated the importance of media education as a key area in the context of the increasing role of mass communication, the improvement of information technologies. The importance of media literacy, emphasized by UNESCO, is seen as an important aspect in the formation of worldview, critical analysis and thinking. Based on the above, the urgent need for the intensive development of media education and the study of foreign media pedagogical experience seems obvious.

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Baggaley, Jon, and Maria Ng Lee Hoon. "PANdora’s box: distance learning technologies in Asia." Learning, Media and Technology 30, no. 1 (March 2005): 5–14. http://dx.doi.org/10.1080/13581650500075512.

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Atenas, Javiera, Helen Beetham, Frances Bell, Catherine Cronin, Jade Vu Henry, and Sukaina Walji. "Feminisms, technologies and learning: continuities and contestations." Learning, Media and Technology 47, no. 1 (January 2, 2022): 1–10. http://dx.doi.org/10.1080/17439884.2022.2041830.

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Patterson, Michael C. "A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance." Teaching of Psychology 44, no. 1 (November 16, 2016): 51–57. http://dx.doi.org/10.1177/0098628316677913.

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The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as predictors of exam performance in a sample of 441 college students. Analysis of the data indicated that students with low level of media multitasking (0–2 digital technologies) scored significantly better on the exam than students with a high level of media multitasking (7 or more digital technologies). There were no significant difference in the duration of study time between low-level media multitaskers and high-level media multitaskers.

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Kazak, Yuliia, Yana Bondaruk, Iryna Zabiiaka, Nataliia Samsonenko, Oryna Ivaniha, and Alina Ignatieva. "Internet technologies in education: ways to learn foreign languages." LAPLAGE EM REVISTA 7, no. 3 (August 21, 2021): 385–91. http://dx.doi.org/10.24115/s2446-62202021731313p.385-391.

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Social media as an Internet phenomenon, determines their place and level of popularity in the society, as a result of which the social networks are a resource with perspective pedagogical potential. The analysis of social media from the point of view of studying a foreign language and the possibility of their usage as a learning medium has been carried out. The most widespread and popular platforms have been considered and, based on their capabilities in teaching all types of speech activities, the “Instagram”, “Twitter”, and “Facebook” Internet resources have been selected as the subject of the research. The survey results show that the introduction of modern technologies, in particular the Internet, in the learning process creates ample opportunities for the effective organization of educational space and expanding communication capabilities.

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Vilceanu, M. Olguta, Suzanne FitzGerald, and Jekaterina Yurievna Sadovskaya. "Using Social Media in Education and Using Social Media Strategies in Education and Corporate Organizations in the U.S. and Belarus." International Journal of Sociotechnology and Knowledge Development 11, no. 4 (October 2019): 20–33. http://dx.doi.org/10.4018/ijskd.2019100102.

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Rapid growth of new media technologies allows organizations to communicate with consumers in immediate and interactive ways via blogs and social media websites such as Facebook and Twitter. Consumers, companies, and organizations bypass mass media gatekeepers and engage in direct communication exchanges. This study examines social media efficacy from the perspective of corporate and educational organizations in the United States and Belarus. Using the Delphi method, authors administered iterative surveys to a panel of sixteen experts, seeking consensus points. Access to financial, staff, and technical resources allow corporations to make intensive and effective use of social media. Non-profit and education organizations are interested in ability to relate to stakeholders by low-cost technologies, human interest stories, and personal connections. US organizations valued appropriateness for target audience as the most important factor in evaluating the best use of social media. Belorussian organizations valued effectiveness of the channel itself or ease of use.

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Galas, Barbara. "Socio-Cultural Change and Education: Implications for Media Education." International Journal of Pedagogy, Innovation and New Technologies 8, no. 2 (December 31, 2021): 2–8. http://dx.doi.org/10.5604/01.3001.0015.8289.

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The transition from industrialism to informationism, and the creation of a global economy, a new type of society and culture, starts a new phase of development, related to the revolution of information technologies and knowledge-based economy. The world is entering a new era, an information era generated by the information technology revolution and the rapid development of science and education. On our eyes we can see the rising global network society, completely opened to social communication of virtual communities, accepting cultural diversity, creating its own rules of social life, transnational, democratic, pictorial and audiovisual, collecting and processing information, working, paying bills online, investing, absorbing specialists with high digital and communication skills. All this poses new unimaginable challenges to education on a global scale, as it is faced with absolutely new demands and tasks, expressed by the global economy, multinational corporations, virtual culture, national values and the tensions of globalization.

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