Interactive Technologies of Forming the Students' Media Competence: Opportunities and Limitations of Their Use in Contemporary Educational Practice

Abstract

Special attention of researchers from developed countries is paid to the inclusion of new media technologies of teaching in the traditional educational process. For the purpose of critical comprehension of prospects of use of interactive technologies in traditional educational environments, their advantages and shortcomings before traditional methods of training, the research was conducted by the authors. The main focus of the study was on the study of the possibilities and limitations of the use of interactive technologies for the formation of media competence of students. The materials of the author's research include case-studies that were offered to students to perform within the discipline "Research in the system of public administration" (34 students were trained). The results of the survey were supplemented and concretized with the data, obtained during the focus group discussion. In the course of the study, the authors found out that in contrast to traditional teaching methods that stimulate "learning for evaluation", interactive technologies activate the internal need of the student in "learning for self-development". The authors highlighted the following advantages of interactive methods: the development of skills for segmentation of media space and a critical approach to the selection of media texts for further analysis; the use of a multidimensional approach to the selection of information channels, the volume of information array and units of analysis of media texts. The study found out that the redundancy of information on the Internet and the dominance of traditional tasks forms the consumer of media information. In the absence of real practice of formation of media competence, the use of interactive teaching methods can be limited only to the selection of text by students.

The Competence Paradigm of the State Examination in Professional Media Education: Problems and Experience

“…Interactive technologies as elements of practice-based training are widely used in the training of future media specialists, as, according to A. Fedorov, they imply the productive forms of acquiring knowledge -problematic, heuristic, game-based teaching methods,'which develop students' individuality, independent thinking and stimulate their abilities through direct involvement in creative activity' (Fedorov, 2015). They motivate students to seek self-development, activate their professional self-reflection, allow to form individual educational trajectories of creative growth, and increase the efficiency of the educational process as a whole, which is noted by many researchers (Corroy et al, 2017;Frolova et al, 2018).…”

“…In the light of the multi-layered structure of the competence that is knowledge-related, activity-related, and contains personal and motivational components and professional experience, it becomes possible to reorient the knowledge system towards a specific result and ensure students' active cognitive activity for independent and qualified solving professional problems (Freebody et al, 2008;Zeer, 2004).…”