Research trends in media pedagogy: between the paradigm of risk and the paradigm of opportunity

Research trends in media pedagogy: between the paradigm of risk and the paradigm of opportunity

Автор: Tomczyk Łukasz

Журнал: International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee

Рубрика: Review articles

Статья в выпуске: 3 vol.9, 2021 года.

Бесплатный доступ

The use of computers, internet, and smartphones in the learning and teaching process has become an irreversible fact. Information and communication technologies (ICT) are now one of the fundamental teaching resources and even one of the principal teaching environments. The widespread use of ICT stands in positive correlation to the growing number of studies on educational aspects of the use of new media in schooling. The dynamically growing number of publications in this field requires reflection on the directions of research in the intensely developing sub-discipline of education science, i.e. media pedagogy. The aim of the article is to explore the two dominant directions of research on didactic and upbringing aspects of ICT use in education. The text presents the assumptions and processes assigned to both the opportunity paradigm and the risk paradigm of media pedagogy. These paradigms clash, giving rise to research directed at positive or negative phenomena related to the digitalization of schooling and educational processes. The text is an attempt to draw attention not only to the development of media pedagogy, but also to methodological errors resulting from anchoring research to only one trend.

Еще

Media education, paradigms, school, digitalization of education, risk paradigm, opportunity paradigm

Короткий адрес: https://sciup.org/170198644

IDR: 170198644   |   DOI: 10.23947/2334-8496-2021-9-3-399-406

Список литературы Research trends in media pedagogy: between the paradigm of risk and the paradigm of opportunity

  • Alexander, S., & Rutherford, J. (2019). A critique of techno-optimism. Routledge handbook of global sustainability governance, 152-167.
  • Awuor, N. O., Weng, C., Piedad, E., & Militar, R. (2021). Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction. Computers & Education, 104357. https://doi.org/10.1016/j.compedu.2021.104357
  • Bhattacharya, S., Bashar, M. A., Srivastava, A., & Singh, A. (2019). Nomophobia: No mobile phone phobia. Journal of family medicine and primary care, 8(4), 1297. https://doi.org/10.4103/jfmpc.jfmpc_71_19
  • Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi. org/10.1016/j.compedu.2021.104358
  • Chan, C.-S., Bogdanovic, J., & Kalivarapu, V. (2021). Applying immersive virtual reality for remote teaching architectural history. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10786-8
  • Chang, C. Y., Hwang, G. J., & Gau, M. L. (2021). Promoting students’ learning achievement and self-efficacy: A mobile chatbot approach for nursing training. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13158
  • Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., ... & Plichta, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. https://doi.org/10.1016/j.chb.2015.03.065
  • Fedeli, L. (2013). Embodiment e mondi virtuali. Implicazioni didattiche [Embodiment and virtual worlds. Didactic implications]. Milano: Franco Angeli.
  • Gallardo-Montes, C. del P., Caurcel Cara, M. J., & Rodríguez Fuentes, A. (2021). Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10773-z
  • Gaol, F.L., Prasolova-Førland, E. (2021) Special section editorial: The frontiers of augmented and mixed reality in all levels of education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10746-2
  • Greenstein, S. (2016). Ten Open Questions for Techno-Optimists. IEEE Micro, 36(04), 86-87. https://doi.org/10.1109/ MM.2016.65
  • Haddon, L., & Livingstone, S. (2017). Risks, Opportunities, and Risky Opportunities: How Children Make Sense of the Online Environment. Cognitive Development. Digital Contexts, 275–302. https://doi.org/10.1016/b978-0-12-809481-5.00014- 6
  • Jupowicz-Ginalska, A., Jasiewicz, J., Kisilowska, M., Baran, T., & Wysocki, A. (2018). FOMO. Polacy a lęk przed odłączeniem– raport z badań [FOMO. Poles and the Fear of Missing Out–A Research Report]. Warszawa: Wydział Dziennikarstwa Informacji i Bibliologii UW.
  • Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769-781. https://doi.org/10.1007/s10639-014-9353-5
  • Király, O., & Demetrovics, Z. (2021). Problematic Internet Use. In Textbook of Addiction Treatment (pp. 955-965). Springer, Cham. https://doi.org/10.1007/978-3-030-36391-8_67
  • Király, O., Griffiths, M. D., Urbán, R., Farkas, J., Kökönyei, G., Elekes, Z., ... & Demetrovics, Z. (2014). Problematic Internet use and problematic online gaming are not the same: Findings from a large nationally representative adolescent sample. Cyberpsychology, Behavior, and Social Networking, 17(12), 749-754. https://doi.org/ 10.1089/cyber.2014.0475
  • Kmieciak-Goławska, A. (2018). Patostreaming jako narzędzie popularyzacji podkultury przemocy [Pathostreaming as a tool for popularizing the subculture of violence]. Biuletyn Polskiego Towarzystwa Kryminologicznego im. prof. Stanisława Batawii, (25), 171-183.
  • Livingstone, S. (2004). Media Literacy and the Challenge of New Information and Communication Technologies. The Communication Review, 7(1), 3–14. https://doi.org/10.1080/10714420490280152
  • Livingstone, S., & Haddon, L. (2009). EU Kids Online. Zeitschrift Für Psychologie/Journal of Psychology, 217(4), 236. Retrieved from http://eprints.lse.ac.uk/id/eprint/24372
  • Livingstone, S., Mascheroni, G., & Staksrud, E. (2017). European research on children’s internet use: Assessing the past and anticipating the future. New Media & Society, 20(3), 1103–1122. https://doi.org/10.1177/1461444816685930
  • Misiejuk, K., & Wasson, B. (2021). Backward evaluation in peer assessment: A scoping review. Computers & Education, 104319. https://doi.org/10.1016/j.compedu.2021.104319
  • Novković Cvetković, B., Stošić, L., & Belousova, A. (2018). Media and information literacy-the basis for applying digital technolo-gies in teaching from the discourse of educational needs of teachers. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 20(4), 1089-1114. https://doi.org/ 10.15516/cje.v20i4.3001
  • Pelgrum, W. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37(2), 163–178. https://doi.org/10.1016/s0360-1315(01)00045-8
  • Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. https://doi.org/10.1016/j.compedu.2011.12.013
  • Potyrała, K., Demeshkant, N., Czerwiec, K., Jancarz-Łanczkowska, B., & Tomczyk, Ł. (2021). Head teachers’ opinions on the future of school education conditioned by emergency remote teaching. Education and Information Technologies, 26(6), 7451–7475. https://doi.org/10.1007/s10639-021-10600-5
  • Ptaszek, G., Stunża, G. D., Pyżalski, J., Dębski, M., & Bigaj, M. (2020). Edukacja zdalna: co stało się z uczniami, ich rodzicami i nauczycielami [Remote education: what happened to students, their parents and teachers]. Gdańsk: Gdańskie Wydawnictwo Psychologiczne Sp. z oo.
  • Pyżalski J. (2019). Internet i jego młodzi twórcy – dobre i złe wiadomości z badań jakościowych [The Internet and its young cre-ators - good and bad news from qualitative research]. Warszawa: NASK.
  • Pyżalski, J. (2012). From cyberbullying to electronic aggression: Typology of the phenomenon. Emotional and behavioral difficulties, 17(3-4), 305-317. https://doi.org/10.1080/13632752.2012.704319
  • Pyżalski, J. (2017). Jasna strona-partycypacja i zaangażowanie dzieci i młodzieży w korzystne rozwojowo i prospołeczne działania [The bright side - participation and involvement of children and youth in developmentally and pro-social activi-ties]. Dziecko krzywdzone. Teoria, badania, praktyka, 16(1), 288-303. Retrieved from https://dzieckokrzywdzone.fdds. pl/index.php/DK/article/view/587
  • Pyżalski, J., Zdrodowska, A., Tomczyk, Ł., & Abramczuk, K. (2019). Polskie badanie EU Kids Online 2018 [Polish EU Kids Online 2018 survey]. Najważniejsze wyniki i wnioski. Poznań: UAM. Retrieved from https://depot.ceon.pl/ handle/123456789/17037
  • Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT into teacher education programs from a TPACK perspective: Exploring perceptions of university lecturers. Computers & Education, 115, 1–19. https://doi.org/10.1016/j. compedu.2017.07.009
  • Samuelsson, R., Price, S., & Jewitt, C. (2021). How pedagogical relations in early years settings are reconfigured by interactive touchscreens. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13152
  • Sanchez, E., Paukovics, E., Cheniti-Belcadhi, L., El Khayat, G., Said, B., & Korbaa, O. (2021). What do you mean by learning lab? Education and Information Technologies. https://doi.org/10.1007/s10639-021-10783-x
  • Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S.,& Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online. https://doi.org/10.21953/lse.47fdeqj01ofo
  • Stošić, L. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(1), 111–114. https://doi.org/10.23947/2334-8496-2015-3-1-111-114
  • Tomczyk, Ł. (2017). Nowe media a zagrożenia i działania profilaktyczne na przykładzie założeń programu Bezpieczna+[ New media versus threats and preventive measures on the example of the assumptions of the Safe program]. In M. Górka (ed). Cyberbezpieczeństwo dzieci i młodzieży. Realny i wirtualny problem polityki bezpieczeństwa. Warszawa: Wydaw. Difin.
  • Tomczyk, Ł. (2019). The Practice of Downloading copyrighted files among adolescents in Poland: Correlations between piracy and other risky and protective behaviors online and offline. Technology in Society, 58, 101137. https://doi.org/ 10.1016/j. techsoc.2019.05.001
  • Tomczyk, Ł. (2021). Skala i mechanizmy piractwa cyfrowego wśród czeskich i polskich adolescentów w perspektywie paradygmatu ryzyka pedagogiki mediów [The scale and mechanisms of digital piracy among Czech and Polish adoles-cents in the perspective of the risk paradigm of media pedagogy]. Kraków: Uniwersytet Pedagogiczny. https://doi. org/10.24917/9788380847231
  • Tomczyk, Ł., & Kopecký, K. (2016). Children and youth safety on the Internet: Experiences from Czech Republic and Poland. Telematics and Informatics, 33(3), 822-833. https://doi.org/10.1016/j.tele.2015.12.003
  • Tomczyk, Ł., & Walker, C. (2021). The emergency (crisis) e-learning as a challenge for teachers in Poland. Education and Information Technologies, 26(6), 6847–6877. https://doi.org/10.1007/s10639-021-10539-7
  • Tomczyk, Ł., & Wąsiński, A. (2020). Risk Behaviors among Youths in a Two-Aspect Approach: Using Psychoactive Substances and Problematic Using of Internet. Journal of Child & Adolescent Substance Abuse, 29(1), 27-45. https://doi.org/10.10 80/1067828X.2020.1805839
  • Tomczyk, Ł., Szotkowski, R., Fabiś, A., Wąsiński, A., Chudý, Š., & Neumeister, P. (2017). Selected aspects of conditions in the use of new media as an important part of the training of teachers in the Czech Republic and Poland-differences, risks and threats. Education and Information Technologies, 22(3), 747-767. https://doi.org/ 10.1007/s10639-015-9455-8
  • Tusseyev, M., Torybayeva, J., Ibragim, K., Gurbanova, A., & Nazarova, G. (2021). Ensuring the safety of learning and teaching environments. World Journal on Educational Technology: Current Issues, 13(4), 1029–1039. https://doi.org/10.18844/ wjet.v13i4.6299
  • Walotek-Ściańska, K., Szyszka, M., Wąsiński, A., & Smołucha, D. (2014). New media in the social spaces. Strategies of influence. Verbum: Prague. Retrieved from https://depot.ceon.pl/bitstream/handle/123456789/7281/new_media_in_ the_social_spaces.pdf?sequence=1
  • Yu, C.-H., Wu, J., & Liu, A.-C. (2019). Predicting Learning Outcomes with MOOC Clickstreams. Education Sciences, 9(2), 104. https://doi.org/10.3390/educsci9020104
  • Ziemba, E. (2019). The contribution of ICT adoption to the sustainable information society. Journal of Computer Information Systems, 59(2), 116-126. https://doi.org/ 10.1080/08874417.2017.1312635
Еще
Статья обзорная
QR-код для установки приложения SciUp Наведите камеру и скачайте бесплатное приложение SciUp