Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training

Abstract

This article details the process of design, validation and application (N = 501) of an ad-hoc questionnaire that measures Peruvian teachers’ knowledge, attitudes, and reasoning in training on media education. With regards to the method, several psychometric validation techniques were applied and the results were analyzed using descriptive statistics. The results showed a high level of internal coherence and confidence in the construct. Limited knowledge of the subject was found in the participants, without observing significant differences between the variables, and a very positive assessment of its importance and urgency. To conclude, media education is transversal to different classifications and interest in it is homogeneous throughout the teaching staff in training.

The Development of Ludo Media to Improve Social Studies Learning Outcomes of Fifth Grade Elementary School Students

“…This is based on the understanding that the teachers' ability to deliver learning material has certain limitations, especially those related to understanding learning material delivered in the form of variables. Teacher's understanding of media that broader than merely think it as a tool is very important [16]. Therefore, in accordance with the results of the studies [18] explained, the development of innovative and creative learning media is very important.…”

“…The optimal learning process for students requires learning media that can be used by teachers to deliver learning material. Teacher's understanding of media that broader than merely think it as a tool is very important [16]. Learning media is one medium that shows the best results used by teachers in teaching [17].…”

Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments

“…Hence, these findings reveal that there is a pressing need for education centres to place special emphasis on providing students with adequate education-communicative training to foster "the development of capacities that may allow them to interact with media in a knowledgeable and creative manner" [27] (p. 36). Furthermore, for communication to be successful, those engaged should be aware of the different digital communication media available, be familiar with communication software packages and how they work as well as their advantages and shortcomings depending on context and recipient, know which resources can be publicly shared and their value, that is, to be knowledgeable about how technologies and media allow different forms of participation and collaboration for content creation to obtain shared benefits; and to be aware of ethical issues such as digital identity and the regulations of digital interaction.…”

La “Competencia TIC” desde la mirada de docentes de secundaria: más que habilidades digitales

“…De hecho, es la dimensión donde menos puntaje obtuvieron los participan-tes… La situación es más grave cuando preguntamos a los estudiantes si han recibido formación sobre el tema como parte de su entrenamiento docente. (Mateus y Hernández-Breña, 2019) En una encuesta a docentes realizada por el Consejo Nacional de Educación (2016), se concluyó que la demanda formativa incluía como temas importantes el desarrollo de estrategias y didáctica de las áreas de aprendizaje, los materiales para la enseñanza y el uso de las TIC, y la psicología y la cultura de los estudiantes. Estas demandas se vinculan directamente con la educación mediática en tanto que los medios, además de auxiliares didácticos, deben conformar un objeto de estudio autónomo (Mateus y Hernández-Breña, 2019).…”