Media Education in Slovene Preschools: A Review of Four Studies

Rek, Mateja

doi:10.26529/cepsj.659

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Pre-school teachers should also give children the opportunity to independently create a book and a cartoon. Topics related to digital technologies are also included in the Pre-school Curriculum within the area of 'Society', in which it is planned that a child should have an opportunity to discuss prejudices, stereotypes, fashion trends, commercials and so on, which are commonly transmitted through media messages [47].…”

Section: Formal Policy For Ecementioning

confidence: 99%

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

Madsen,

O’Connor,

Janeš

et al. 2023

Education Sciences

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Researchers and society in general seem to be conflicted regarding the use of digital technology in early childhood education (ECE). Some are focusing on the positive aspects of using digital technology, while others are critical and position it as an enemy of early childhood practice. It has been argued that digital technology is not appropriate for young children’s cognitive, physical, social and emotional development. Nevertheless, supporting and developing young children’s beginning digital competence is implemented in curricula and teacher education globally. The need for teachers’ professional digital competence (PDC) is increasing according to the development and increased use of digital technology in society as a whole, including in the field of education. The field of research has, to a large extent, been focused on primary and secondary education, and there is a lack of research on PDC in ECE. To gain insight into the dynamics of PDC in ECE, we investigated a range of ECE contexts by including different international perspectives in a comparative study of pre-service early childhood (EC) teachers transitioning to being in-service teachers. The survey was conducted in eight different nations (Norway, Slovenia, Portugal, Poland, Turkey, Ukraine, England and Jordan) and resulted in 772 responses from pre-service teachers in the last year of their education. The paper discusses these international perspectives, considering the differences found between nations. It also investigates the dynamics of PDC, understood in this article as comprising attitudes, skills and knowledge. Following this, it also investigates how these dynamics are affecting the pre-service teachers’ expectations related to their future application of digital tools as teachers to be. The results indicate large differences between nations for both single items and multi-item scales. At the same time, the dynamics of digital practices across nations reveal that attitudes, digital skills and knowledge are statistically strong predictors of pre-service teachers’ future use of educational digital technology (EDT). This indicates both similarities and differences across nations and could serve as insight regarding the development of teacher programmes and the importance of including all aspects when developing pre-service teachers’ PDC. This article, due to its limitation, will not elaborate in depth on contextual differences, and further qualitative research is needed to understand the complexity related to educational culture and practice.

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Section: Formal Policy For Ecementioning

confidence: 99%

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

Madsen,

O’Connor,

Janeš

et al. 2023

Education Sciences

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“…Beberapa negara telah mulai mempromosikan kurikulum literasi media kepada peserta didik sekolah dasar bahkan sejak pendidikan anak usia dini, seperti Finlandia dan Slovenia (Rek, 2019;Tanriverdi & Apak, 2010). Literasi media di Indonesia justru dimulai dari jenjang pendidikan menangah hingga atas.…”

Section: Kesenjangan Literasi Media Anak Sekolah Dasarunclassified

Memikirkan Kembali Kurikulum Literasi Media di Sekolah Dasar

Hasibuan¹

2022

JIUBJ

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The emergence of information and technologies massively brings about changes in society. The later implicate to the increasing use and ownership of the digital media. These changes entangled educational concerns in which elementary age students have been active users of digital media and have more times interact in a connected internet digital manner without cultivated with literacy media curriculum at school in which consequently bearing literacy media divide. Reflected from the phenomenon, it is urged for government to rethinking media literacy curriculum for elementary school. This article intended to overview potentially educational policies of integration literacy media into curriculum. This article used qualitative research with library research approach. The references derive from books, scientific journals, government documents, and research reports. All the data analyzed through processes of data reduction, data display, and drawing conclusion. The results showed that it is urges to integrate literacy media into elementary school curriculum in order to prevent the media literacy divide among students.

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“…2017;Fric idr. 2019;Rek 2019) pa ne smemo pozabiti, da so vse identitete vedno tudi družbene in nastajajo v odnosu do skupnosti (Jenkins 1996, 11) na različnih ravneh, torej na lokalni, nacionalni, evropski in morda tudi na globalni ravni. Nikakor ne smemo zanemariti tistih elementov, kakor so odnos do naroda, etnije in religije, ki sodijo v polje »globoke zakoreninjene« kulture (Mishler in Pollack 2003, Pye 2003 kot nečesa relativno trajnega, esencialnega in koherentnega.…”

Section: Uvodunclassified

Pomen religioznosti za evropsko identiteto mladih

Голоб¹,

Makarovič²,

Tomšič³

2020

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Članek obravnava pomen in razumevanje evropske identitete med mladimi in prikazuje njeno vlogo v konstrukciji in ohranitvi skupnega prostora vrednot in pripadnosti. Zgodovinski, kulturni in duhovni vidiki evropskega prostora so tako postavljeni na stičišče ambivalentnih družbenih procesov in njihovih večplastnih razumevanj pri posameznikih. Članek-na podlagi razlikovanja med različnimi razsežnostmi evropske identitete-predstavi stališča mladih do skupnih evropskih pripadnosti, ki odsevajo kompleksnost sodobnega družbenega reda in odslikavajo obstoj različnih dimenzij evropskega prostora. Pri tem pa na podlagi empiričnih podatkov poudarja, da je duhovna dimenzija Evrope, posebno njen religiozni vidik, kljub eroziji tradicionalnih družbenih spon še vedno ključni dejavnik pri ohranjanju občutij skupne pripadnosti Evropejcev.

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Media Education in Slovene Preschools: A Review of Four Studies

Cited by 6 publications

References 7 publications

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

International Perspectives on the Dynamics of Pre-Service Early Childhood Teachers’ Digital Competences

Memikirkan Kembali Kurikulum Literasi Media di Sekolah Dasar

Pomen religioznosti za evropsko identiteto mladih

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