Pedagogical Monitoring of Media Resources: Directions, Objects, Criteria, Situations

Abstract

Modern society is characterized by an increase in the volume of media resources available to children, which can have both positive and negative effects on socialization and the development of their personality. Media resources have a high pedagogical potential, but at the same time create strong competition for the teacher, and in case of unproductive use by children, the efforts of teachers are leveled. A problem arises: teachers do not fully utilize the pedagogical potential of media resources, do not select them purposefully, and students often use media resources unproductively. The purpose of this article is to systematically present the range of possible media resources for pedagogical use, the main directions, criteria and situations of their pedagogical monitoring, which will allow teachers to use them more productively in solving problems of training and education. Based on the results of the article, the following conclusions are made: in the current situation, the teacher needs to use a wide range of media resources (social networks, websites and thematic Internet resources, electronic learning tools, open online courses and educational platforms, school media, entertainment media resources). To identify their pedagogical potential and its productive use, teachers needs to carry out their pedagogical monitoring in three areas: monitorthe pedagogical potential of media resources, the possibilities of their use in solving problems of training, education and development; monitorthe effectiveness of the use of media resources by the teacher at the lesson and in extracurricular activities, of their impact on the results of training and education; monitor effectiveness of the use of media resources by students, including for self-education.