New Media and Education

Media organizations are immersed in a significant process of technological, professional and business restructuring driven by multimedia convergence and the impact of social media. Regardless of their size and scope, they are becoming increasingly aware of the need to enhance their multiplatform delivery strategies and respond more closely to their audiences' needs and interests. Professionals working for these organizations therefore must cope with, and learn to thrive in, convergent media environments that call for a high level of cooperative effort and multitasking. These requirements seem to be even higher with regard to online journalism, a sector exposed to continual technological change and oriented towards the development of content in a variety of formats. In the light of this scenario and the recent debates regarding the best way to keep journalism training up to date, this article offers a subject-based case study to examine the challenges involved in incorporating convergence and social media into journalism university curricula. By means of a mix of data methods, the study focuses on the planning, practices and ramifications of a specific course on online journalism newswriting and reporting. The conclusions provide a critical discussion of the objectives and tools used by educators in the classroom and discuss the appropriateness of courses devoted to online journalism for preparing future journalists to cope with

Ante la disyuntiva de cómo cambiar los medios de comunicación o de cómo hacer para usarlos correctamente, la ponencia se decanta por la segunda opción: es necesario empezar a dejar de hablar tanto de los contenidos de los medios de comunicación y empezar a adentrarse en el uso que hace cada individuo y en la interpretación que hace quien los recibe.

La ponencia se estructura a partir de tres aspectos: qué sabemos y qué nos preocupa de como los adolescentes miran los productos audiovisuales relacionados con violencia y sexo; en segundo lugar, los resultados de la investigación cualitativa que ella ha llevado a cabo; y, finalmente, un posible punto de partida para la educación en medios de comunicación.

Sobre el primer punto asegura que se acusa a los medios de influir en la apatía, la ausencia de cultura del esfuerzo, el consumo de alcohol y drogas, la violencia y la precocidad de las relaciones sexuales entre los adolescentes. Según Albero, los estudios sobre efectos y análisis de contenido muestran que estas afirmaciones no están del todo probadas, y que acusar sólo a los medios de los efectos negativos es darles un poder excesivo. Los estudios con un enfoque sociocognitivo destacan la importancia de la mente para dar sentido a la realidad, y añaden otros elementos como el entorno cultural y la interacción de otros contextos sociales como la familia, la escuela, los amigos, las características individuales y el ámbito geográfico y cultural.

Por lo tanto, el consumo de los medios se realiza en medio de una red compleja de interacciones entre diferentes agentes sociales y procesos cognitivos individuales y sociales, como la cultura del grupo y el uso que hacen los iguales de estos medios, los hobbies que orientan el consumo de Internet y el contexto familiar que orienta la interpretación de los contenidos.

¿Cómo interpretan los adolescentes?

La ponente se pregunta si realmente los medios traen el riesgo de una sociedad más violenta o a veces olvidamos otros aspectos de la realidad social que tienen una influencia más grande. También se cuestionó sobre lo que no sabemos, cuando los adolescentes acceden a la información, sobre la influencia de los medios, cómo sucede y por qué, y qué valor le dan a aquello que ven sobre violencia y sexo en sus experiencias. Aseguró que el acceso a los medios de comunicación es una más de sus actividades de ocio.

Otro aspecto que destaca es hasta qué punto los productos de los medios tienen en cuenta los intereses y demandas de los adolescentes: qué les gustaría ver si pudieran escoger.

La investigación cualitativa llevada a cabo por la ponente tuvo tres fases: una de encuestas (97 adolescentes de entre 12 y 16 años); el análisis de diarios personales de adolescentes en los que escribían lo que pensaban sobre los contenidos de violencia y sexo; y finalmente 22 entrevistas con madres y padres de adolescentes, además de cuatro grupos de discusión –uno por cada escuela–, cada uno con seis alumnos.

Los resultados sobre los hábitos de consumo televisivo muestran que es una actividad de entretenimiento no prioritaria, aunque sí generalizada. Los adolescentes valoran los programas de ficción y de humor, y aunque ven telebasura, son bastante críticos.

Respecto de la percepción de los contenidos, le dan más importancia a los referentes inmediatos de su entorno y son capaces de relativizar. Valoran que haya referencia a su vida cotidiana y a veces se sienten identificados con algunos personajes y situaciones, que les ayudan a mantener el interés. No sienten que los medios guíen su conducta.

Piden programas entretenidos, dinámicos, dirigidos a ellos –pero no con un tono paternalista–, que no sean necesariamente de ficción, en los que, por ejemplo, se hable de realidades como las drogas o la violencia y en los que puedan participar y dar su opinión.

En cuanto a la violencia, aseguran distinguir perfectamente entre la violencia de los programas de ficción y la real. Incluso aseguran que la violencia en la vida real –por ejemplo a través de los informativos– es superior a la que se presenta en programas de ficción. En general, no presentan síntomas de desestabilización por ver programas con contenidos de violencia; más bien la televisión puede llegar a ser un vehículo de concienciación sobre violencia.

Respecto a los productos audiovisuales relacionados con el sexo, son críticos y distinguen entre sexo y relaciones amorosas. Se muestran en contra de esta clase de venta del sexo que hacen algunos medios y sienten que algo han aprendido sobre el tema a través de los medios. Se quejan de que, pese a estar muy presente, casi nunca se trata de forma que se responda a sus preguntas sobre el tema. Los amigos continúan siendo la principal fuente de información; no quieren hablar de sexo con los padres, aunque estos tengan una actitud receptiva; y piden programas que les puedan ayudar a resolver dudas. También se ven diferencias de percepción importantes según el género: los chicos presumen de sexo, mientras que las chicas piensan en las responsabilidades.

Puntos de partida hacia la educación

Algunos puntos de partida para la educación en medios de comunicación es convertir los contenidos en una herramienta para generar debates en el aula, desde la escuela estimular a los jóvenes para que creen sus contenidos audiovisuales, formar al profesorado, crear estímulos externos para que los alumnos se interesaran en la creación de trabajos audiovisuales, adaptar el espacio curricular para que la escuela pueda disponer de horas para trabajar esta temática y generar sinergias con los medios de comunicación locales para que se lleguen a emitir los mejores trabajos de los adolescentes.

Se debe contar con un temario básico de educación para los medios de comunicación; avanzar en el conocimiento del lenguaje de los medios para aprender a leer imágenes y a crearlas; conocer la importancia de las audiencias en la selección que hacen los productores; analizar quiénes controlan los medios, quiénes distribuyen y a partir de qué intereses; y, finalmente, se debe saber qué representación hacen de los medios y si son conscientes de las ideas, los mensajes y los valores que se están sugiriendo.

Además se debe orientar el trabajo en clase, provocar la conversación y el debate, centrarse en la experiencia de los alumnos, desarrollar perspectivas objetivas en la producción de materiales, favorecer las actividades de grupo, centrarse en el proceso de exploración y no sólo en encontrar respuestas, y flexibilizar y adaptar estos contenidos a otras áreas curriculares.

Por su parte, la familia debe orientar los contenidos sexuales que llegan a través de los medios audiovisuales.

A teachers' manual to develop a critical understanding of communication and mass media through 95 lessons, 'Exercises in Media Education' is essential, systematic and fun. It wears its research and erudition lightly and strikes a blow at several ills. It fits well into schoolwork where this kind of stimulus could do lasting good but is usually absent. It provides a simple, hard-to-find framework for an understanding of the media, for study and discussion of the subject beyond the classroom and for that most important of requirements, responsible participation in the use of media. (Gerson da Cunha, Ex-Communication Executive in UNICEF) 
Publisher: Tej-prasarini, Don Bosco Communications, Matunga, Mumbai, India. 
Year: 1994/1999, Pages: 206,  ISBN 81-87060-10-7,
Email: <tej_dbc@vsnl.net>

Digital epistemologies in the area of literacies and language teaching are becoming increasingly important, due to the radical transformations that our society is undergoing as a result of the advent of the new technologies of communication and of processes linked to globalization. It is a quite relevant and pressing issue, since children and the youth are coming to school in possession of a great deal of knowledge about and competence with digital tools and discourses. On the other hand, there are still a great number of students that lack digital literacy and face difficulties in reading from the screen. Taking into account the fact that the research on digital games and language teaching in Brazil is very incipient, the aim of this article is to examine ways that lite-racies and digital games can be combined to improve English language teaching in Sergipe and Brazil. Connecting all these topics may bring innovative results with potential to be applied to English language teaching and teacher education and solidify the research in this area.

The question of how and why people adopt technologies is an area that has received great scrutiny, but less attention is given to those who willingly choose to avoid particular technologies. This article considers current models of technology adoption and explores how technology influences us as a society and individually, paying special attention to how large-scale shifts in technological change come to bear on individuals who choose not to adopt specific technologies. By combining scholarship in the information sciences with observations from media ecology theorists, this article proposes a more nuanced view of technology adoption and resistance.

This research was ultimately generated by the recognition of disturbances and difficulties pertaining to the curation, exhibition, and preservation of contemporary new media art. To start to formulate a process that is understood and achieved through the adaptation of artists, curators, and Academia, by researching current professionals’ experiences and opinions in each of these roles is the goal of this study. Comparisons between those artists categorized as “fine” or “commercial” show diversions that take this genre of fine art away from the art institution, and solutions on how to bridge the gap between these diversions are theorized. The role of the “medium” is broken down as Virtual Reality (as well as Mixed Reality and Augmented Reality) is touched upon as a crux in the theory of the aura of art and digital reproduction, as well as an outlet for future preservation and exhibition. Three case studies are presented to supplement each section of research including: Christopher Bauder, Vello Virkhaus, and Björk.

I nuovi media rappresentano una delle cifre più significative del nostro tempo, in particolare per i giovani, la categoria dei nativi digitali che sono nati e cresciuti in uno stretto rapporto con l'eredità tecnologica ricevuta. I nuovi media modificano radicalmente l'esperienza umana, innanzitutto rimuovendo il corpo dall'interazione con l'Altro e ridefinendo categorie fondamentali come quelle di spazio e tempo. In questa cornice di trasformazioni tecnologiche, sociali e culturali cambia il modo in cui si strutturano le identità e cambiano le forme dei legami sociali, in un incontro virtuale che differisce strutturalmente da quello reale, in cui ad interfacciarsi sono due corporeità temporalmente e spazialmente situate. La dimensione del limite gioca un ruolo fondamentale nella costituzione soggettiva e questo stesso concetto si offusca all'interno di una realtà virtuale dove tutto sembra essere possibile. Molti giovani corrono così il rischio di adottare l'esperienza virtuale in modo preferenziale, come una variante della realtà in cui è più semplice gestire le incombenze che la vita riserva. Tuttavia, se l'esperienza dei giovani con le nuove tecnologie venisse mediata adeguatamente, questo mondo potrebbe supportare in modo estensivo la realtà, aprendo ad orizzonti in cui il giovane avrebbe l'occasione di realizzarsi grazie alle innumerevoli possibilità rese accessibili dall'apparato tecnologico.

The article deals with the development of the concept of “educational journalism” in Ukrainian and European journalism, defines the concept of “educational content”, typology and functions of the education media outlets. The study is relevant because it is the first time in Ukrainian
journalism a thorough attempt was made to study the concept of “educational journalism”. The study aims to define the concept of “educational journalism” in the Ukrainian media discourse and analyze the typological and genre features (sampled by the selected online publications on educational topics). The research method is quantitative content analysis. It allows us to understand a range of problems in the field of education, which is the core focus of the analyzed media outlets, as well as the fields of education that are covered least of all. The novelty is connected with introduction of the concepts of “education media outlets”, “the path of educational journalism” into Ukrainian journalism and with the development of the structure of the multimedia
editorial office that is specialized in education. The complexity of work on educational content is that educational journalism per se is a specialized field of knowledge, however, preschool, secondary education, higher education, inclusive education (among others are oligophrenic education, deaf education and blindness and education), postgraduate education, andragogy are defined among the fields of education. The study presents the results of quantitative content analysis of online education media outlets “Osvita.ua”, “Pedpress”, “Osvitoria” and “NUS” (6623 publications of these education media outlets were analyzed), which allowed to identify themes and genres that prevail in journalistic materials on educational topics, as well as the sources of origin of these materials — the author's or borrowed ones from other resources (in particular,
The Ministry of Education and Science of Ukraine). The results of the study are not only of theoretical but also practical relevance, since they can be taken into consideration during the development of curricula for the training of education journalists, conclusion of terminology and
formation of recommendations for the work of education journalists..
Keywords: educational journalism; education media outlets; path of educational journalism; Pedpress; Osvita.ua; NUS; Osvitoria.

El presente documento define federalmente el perfil profesional y la estructura curricular bá‡sica para la
organizaci—ón de ofertas del Trayecto TŽécnico Profesional en COMUNICACIÓN MULTIMEDIAL.

Su contenido es el resultado de procesos de consulta que, coordinados por el Ministerio de Cultura y
Educaci—n de la Naci—ónn a travŽés del Instituto Nacional de Educaci—ón Tecnol—gica (INET), involucraron:

- al Consejo Nacional de Educaci—n-Trabajo (CoNE-T), organismo de participaci—ón de cará‡cter consultivo
del Ministerio de Cultura y Educaci—ón de la Naci—ón integrado por entidades empresariales, sindicales y
organismos del Estado para los temas de educaci—ón y trabajo que organizó— foros téŽcnicos para el aná‡lisis
y discusi—ón de los perfiles profesionales y las bases curriculares en las distintas ‡áreas profesionales
involucradas hasta el momento;

- a las autoridades educativas, equipos tŽécnicos, directivos de instituciones educativas y docentes de todas las provincias y de la Ciudad de Buenos Aires, a travŽés de reuniones regionales y federales, de talleres y
seminarios que se abocaron al an‡lisis de los distintos componentes de cada uno de los Trayectos;

- a directivos y docentes de instituciones educativas de distintas provincias y los actores relevantes de sus
respectivas comunidades locales a travŽés de su involucramiento en la formulaci—ón e implementació—n de
proyectos de transformaci—ón institucional que incluyen la oferta de Trayectos TéŽcnico Profesionales de
manera experimental;

- a expertos y especialistas en tem‡áticas téŽcnicas espec’íficas de cada uno de los Trayectos, a travŽés de
consultas individuales o institucionales, con el prop—ósito de obtener informaci—ón para la elaboraci—ón tanto
del perfil profesional como de los m—dulos que integran la propuesta formativa.

K-12 teachers in Romania may use auxiliar pedagogical materials, according to the educational Law no. 84/1995. Many alternative and auxiliary manuals had appeared since then on the market, and their efficiency wasn't enough investigated. The longitudinal research Intuitive Pedagogical Strategies in Literacy had studied the impact of a multimedia primer on more than one thousand Romanian children in the school year 2006 - 2007 by testing the hypothesis that as much the intuitive pedagogical strategies are used in teaching, so much is accelerated and individualized the process of learning and moulding reading and writing aptitudes. As a manual, the e-abecedar must hold the characteristics of our developing human era, and must be flexible enough to be traced by any student in their own rhythm of learning, and must be flexible enough so any teacher may organise their teaching according to the class necessities. The e-abecedar combines elements of learning acceleration (moving pictures with sound, sound and visual effects) with affective and imaginative components. Besides the hypothesis confirmation, the study proves that the greater benefit of this manual for children is that it generate literacy and the love to learn, not enough calculable at this age.

In a postmodern world media has become an important preoccupation for the people. Hence, it is subjected to commercial, political, and cultural influences of a country or region. Individuals, cohorts or group of audiences and communities will have their own ways of using media. Mass media, which is a modern day public sphere of the elite classes, as described by Habermas, provides myriad forms of information and knowledge with a set of its own agenda and orientation. Hence, media accessibility becomes an important precondition to have an understanding of the medium as well as the message. Given the preeminence of media to manufacture and influence the opinions of the ever obliging general public, it becomes important to understand how a student community belonging to a lower rung of the Indian society makes use of media, if at all it has access to them. This paper attempts to focus on this aspect by examining the Dalit student community of Kuvempu University, set in the rural heartland of Southwest Karnataka.

"This account demonstrates the key challenges faced in producing engaging educational content for information and
communication technologies (ICT) deployed in rural India. The ‘Stills in Sync’ (SIS) project aims to enhance literacy
through the revival and proliferation of popular regional folksongs with social awareness themes in rural India. This
product entails the use of the Same Language Subtitling (SLS) karaoke feature that won the Worldbank Development
Marketplace award in 2002 and the ‘Tech Laureate’ honor from the Technology Museum of Innovation in 2003. This case
study highlights the struggles faced in the production process as we sought to negotiate localism with scalability. The
paper is meant to stimulate discussion and further research on the process of digitalizing cultural and educational con-
tent in muliple languages for literacy gains and empowerment. I attempt to give three-dimensionality to current buzz-
words in education content creation using ICT: localism, relevance and engagement."

The book is addressed to a wide range of professionals interested in children's education. It presents a selection of 23 texts on the education of contemporary children. The situation of children is analyzed in a social and cultural context as well as in relation to media expansion. The authors attempt to answer the following questions: What is childhood today? How do children act in the world? How do children find themselves in the media and a multicultural reality? What happens to childhood in a situation of growing social inequality? The book also puts forward some hypotheses that encourage readers to reflect on their work and provides interesting examples of educational practice.

La comunicació en el camp de l'educació és un tema que s'està tractant des dels
anys 80. Existeixen diferents conceptes, teories i propostes de futur que
conviuen sota el paraigües de l'alfabetització mediàtica.
El treball aborda l'explicació dels conceptes que s'investiguen en aquest camp:
media literacy, cultura participativa, escletxa digital, ludoliteracy, aprenentatge
invisible i educomunicació.

Mídia e Educação, novos olhares para a aprendizagem sem fronteiras mostra como o uso das mídias e das tecnologias tem exigido cada vez mais espaço nas práticas cotidianas, transformando não somente as relações interpessoais, mas também o processo de ensino-aprendizagem.

Undergraduate digital media design education is linked to a professional or vocational model, given that students are typically focused on the industry and its employment opportunities. Introducing authentic real-life scenarios in digital media design education is an effective strategy to replicate industry and the profession in order to prepare students for a successful transition from the classroom to their future multidisciplinary collaborative work environment. Linking industry and education in the scenario allows students to explore ...

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching-learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

While divided media attention predates our era, ‘multitasking’ arose only recently as a named behaviour within cultural consciousness. The growth in media multitasking – especially among adolescents and white-collar workers – runs parallel to intensified efforts by scientists, popular critics, and self-help gurus to dictate techniques of efficient media use. Drawing from Michel Foucault's writings on governmentality and lectures on neoliberalism, this paper investigates these attempts to govern multitasking habits as central to work and play in late capitalist society. Specifically, I examine how multitasking acts as self-work under neoliberalism, as more individuals draw from market logic to rationalize themselves as social beings. My goal is to alert scholars within media and cultural studies – who habitually theorize media attention as undivided – to the emergence and importance of ‘multitasking’ in understanding contemporary mediated subjectivity.

There are worldwide debates about the future of the education system. An integral part of these deliberations is the use of technology and media as a means of imparting knowledge. There are number of examples of the use of traditional media like newspapers, television, radio, and theatre in schools/universities in India. The Indian education system has depended on these traditional mass media to cultivate a sense of critical thinking among students. The growth of mass media has led to the emergence of a different kind of media altogether; which is different from the traditional one. It is the ‘New Media’. It is widely accepted that Internet, Mobile, digital technology, social networking websites, e-books etc are categorized as ‘New Media’. New Media have drastically altered the way in which news is being consumed. Internet editions of newspapers, the luxury of receiving news updates on mobile phones, blogs, and social media have filled the already bursting scenario of information. New Media are impacting political participation, citizen journalism, public relations and the society as a whole. But naturally, the education system cannot remain unaffected.
The paper seeks to address key issues pertaining to the role of new media in the present education scenario in a developing country like India. The surge of new media is indeed an encouraging trend and there are many ways in which new media can play a constructive role in education. Advancement in technology is a positive sign. Any new technology comes with its pros and cons and is bound to change the way we learn, what we learn and from where we learn. The penetration of internet in India is relatively low though India has a huge number of mobile phone users. With this fact in mind, the paper will examine as to how new media is being used by Indian educators and students and what is the extent of this use. Certainly traditional classroom education is still the norm in a country where literacy rates are far from satisfactory. Even though it is believed that new media has made inroads in the Indian education system, there is a need to analyse the use and effectiveness of new media as an education tool. To what extent are students and teachers familiar with new media tools? Is the use of new media restricted for recreational purpose or is it being utilized for education? What have been the experiences of students who use new media tools in their study routines? What role will the educators fit into once the transformation happens? These are some of the pertinent questions that the paper seeks to address.
The integration of new media in mainstream education will definitely give boost to the manner in which the education system shapes in the future. But it will pose many challenges at the same time. Classrooms are still considered to be a sacred space and teachers are still revered. Even today, libraries are being used despite everything being available on a single click of the mouse button. Also the Indian education system has evolved from the ancient concept of ‘Gurukul’  to one of ‘e-learning’. It has depicted utmost flexibility. Then how will it respond to the advent of new media?
Education, in the Indian sense, is not just something that lends life skills enabling you to survive and compete; it is a driving force for inculcating values and culture in the generations to come. To think that new media will replace the traditional education system is a far-fetched thought. What it will do is supplement the established tools of education while contributing to the making of new age citizens.

Key Words: Education, technology, media, new media, internet, students, mobile, teachers

The aim of the article is to present the complexity of the issues of threats related to the presence of children and young people in cyberspace. The authors attempt to systematize the problem, as well as identify the most dangerous phenomena. They also describe and classify the latest threats, stressing that as a result of the dynamic development of the internet, their catalogue is constantly growing, and thus requires regular updates. An important role in the process of monitoring threats, counteracting them and mitigating the effects should be played by media education, whose importance, although growing in education systems around the world, remains a trivial matter in education.

Применение информационных технологий в интернатных учреждениях, традиционно закрытых для внешних коммуникаций, в последние годы становится существенным шагом на пути их интеграции в информационно-образовательное пространство страны и мира. Постепенное внедрение информационных технологий, свойственное традиционным школам, гимназиям и лицеям в наименьшей степени характерно для интернатных образовательных учреждений. Подавляющему большинству из них приходится заниматься внедрением ИКТ ускоренными темпами, что приводит к появлению широкого круга вопросов. И решаются они не сразу. Много недоверия к новому среди педагогов и членов администрации. Не всегда и не у всех хватает мужества для самопреодоления – трудно возвращаться к роли первоклассника и овладевать совершенно новыми навыками управления и преподавания. В предлагаемой работе мы явно не охватим всех даже наиболее животрепещущих вопросов, связанных  с внедрением информационных технологий.

ICT are often seen as useful tools for educative purposes, in an instrumental perspective that corresponds to a certain appropriation of technology for social mobility. The investment on ICT from families as well as from State derives from an expectation on their utility regarding the children’s education, as long as and in so far – as they are regulated and controlled for maximized utility. As children are thought of as having a natural disposition to handle technology, but to progressively become more resistant to school education, the integration of technology in school is regarded as a useful and even necessary measure to keep them interested as well as to prepare them for the future. We conducted a case-study in a private religious school from the 5th to the 9th grade, which was equipped with new computers, interactive boards and Internet connection under the project &quot;School of the Future [Escola do Futuro]&quot; from Portugal Telecom, a major Portuguese telecommunications...

The article presents partial results of research conducted among forty eight teachers from four Eu-ropean countries, using tablets to work with students with special educational needs (SENs). The aim of the research was to recognize the scope of application of mobile technologies by teachers and also their opinions on the usefulness of these technologies as support in the process of education and rehabilitation. Despite a small group of respondents, the method of a survey (questionnaire) was used due to the ease of obtaining a precise translation of the questionnaire and the results of the research. The image of teachers emerging from the research is that of pedagogues who realistically assess the advantages and disadvantages of tablets as assisting and training technologies and who try to strengthen the educational opportunities of their pupils without systemic support.