Роль інноваційних технологій у підвищенні рівня медіакомпетентності майбутніх учителів
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Дата
2025
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С.Макаренка
Анотація
На основі сучасних інформаційно-комунікаційних ресурсів розкрито поняття «інформаційна компетентність». Схарактеризовано основні дефініції медіаосвіта, медіаграмотність, медіакомпетентність. Виявлено, що медіаосвіта як напрям в педагогіці, покликаний ознайомити здобувачів із закономірностями розвитку засобів масової комунікації (преси, телебачення, кіно, радіо, відео та ін.). Проаналізовано педагогічні технології, які розвивають критичне мислення, формують уміння аналізувати, узагальнювати, проєктувати. Визначено напрями розвитку медіаосвіти майбутніх вчителів, моделі їх медіаграмотності, напрями навчальної діяльності в медійному просторі та застосовано класифікацію медійної компетентності. Наголошено, що використання потенціалу інформаційних технологій має велику перспективу і потребує широкого розвитку.
The spiritual and cultural transformations in Ukraine necessitate a renewal of the contemporary educational content. This renewal must be grounded in the development of competencies essential for shaping an individual capable of lifelong learning, fundamentally altering stereotypes, critical thinking, setting ambitious goals and achieving them, proposing creative projects, demonstrating teamwork skills, and communicating in a multicultural environment. In line with these objectives, educational priorities are shifting, emphasizing the cultivation of a creative and responsible individual. This individual should be concerned with developing their abilities, aspiring to acquire a broad spectrum of competencies for their practical application, thereby enabling them to transform their own lives and the country as a whole. The Law of Ukraine "On Higher Education" clearly defines the purpose of education as fulfilling a social mandate to ensure the comprehensive development of an individual. Given the ongoing renewal of educational content and the search for new approaches to fostering creative and responsible personalities, we consider it imperative to explore and elucidate the role of innovative technologies in enhancing the media competence of future teachers in the current environment. To address the defined research objectives, the following methods were employed: comparative analysis of scientific and pedagogical literature and legislative documents to ascertain the level of development of the identified problem; classification, observation, concretization, and generalization to refine the methodological and theoretical framework and core concepts of the study; synthesis to explore avenues for identifying criteria and levels of professional growth in future educators; and pedagogical observation, systematization, and generalization of scientific and theoretical material. The Internet has significantly altered the relationship between the private and public spheres of human life. Individuals, communicating with the world through computers, experience both isolation and individualization. Simultaneously, virtual reality provides young people with opportunities to collaborate with a wide range of individuals, exchange ideas, and be influenced by online trends. Unlike previous generations, whose access to information was largely passive, contemporary youth actively interact with information, share personal data, and receive immediate feedback. This process plays a crucial role in the lives of young people, fostering an understanding of concepts such as status, respect, and trust. It also provides valuable experience in social interaction, facilitating quicker socialization than what might be achieved solely within the family unit. Information competence in a teacher encompasses the ability to think technologically, alongside possessing analytical, project-based, prognostic, and reflective skills in acquiring and utilizing information within pedagogical activities. This implies that information competence serves as an integral component of a teacher's overall informational and technological culture. It performs integrative functions, acting as a link between general pedagogical and specialized knowledge and skills. A teacher's information competence empowers them to cultivate in students the skills of independent information retrieval, analysis, and selection, as well as the ability to collect, transform, store, and transmit information. This capability fosters the development of skills for working with information embedded within academic disciplines, the broader educational domain, and the surrounding environment. In Council of Europe documents, "media education" is defined as instruction aimed at developing media competence. This competence is understood as a critical and thoughtful attitude towards media, fostering responsible citizens capable of expressing their own opinions based on acquired information. Media education, as an active process of personal development, self-education, and self-improvement through mass communication materials, evolves across several key areas. These include media education for future educators in universities and professional development centers, for students in higher education institutions, within extracurricular education centers and entertainment venues, and through distance, independent, and continuous learning. The development of media competence is a complex process grounded in three primary educational focuses: knowledge of media culture fundamentals; knowledge, acquired skills, and abilities in media criticism, encompassing the development of critical thinking in the audience and individual communication skills; and the ability to engage in media creation, including independently producing media tasks. In our view, the implementation of each of these areas necessitates extensive engagement with diverse internet resources. Specifically, these include electronic libraries, virtual museums, educational institution websites, social networks, online versions of educational television channels, and YouTube channels. An electronic library is a specialized information system that facilitates the storage and utilization of various collections of electronic documents (text, graphics, audio, video) via global data transmission networks, offering end-users the choice of a convenient format. The defined objectives serve a threefold function: educational, developmental, and nurturing. The issue of information security is strategically vital for contemporary Ukraine. Therefore, fostering media and information literacy among citizens, including future educators, represents a new direction of activity. To operate effectively within the information space, future educators must acquire a set of crucial competencies. These competencies will enable them to locate new information, critically evaluate it, create contemporary information, and disseminate it through various channels. Possessing these competencies directly enhances media and information literacy. In conclusion, this study allows us to draw the following inferences: the utilization of information technologies contributes significantly to the development of media competence in future educators within modern higher education institutions. Their application is appropriate both during in-class sessions and for organizing independent work with Internet resources. The effectiveness of employing information technologies is ensured by proprietary computer programs, specially designed training programs, and the extensive use of the World Wide Web. Ultimately, harnessing the potential of information technologies holds considerable promise and warrants extensive development.
The spiritual and cultural transformations in Ukraine necessitate a renewal of the contemporary educational content. This renewal must be grounded in the development of competencies essential for shaping an individual capable of lifelong learning, fundamentally altering stereotypes, critical thinking, setting ambitious goals and achieving them, proposing creative projects, demonstrating teamwork skills, and communicating in a multicultural environment. In line with these objectives, educational priorities are shifting, emphasizing the cultivation of a creative and responsible individual. This individual should be concerned with developing their abilities, aspiring to acquire a broad spectrum of competencies for their practical application, thereby enabling them to transform their own lives and the country as a whole. The Law of Ukraine "On Higher Education" clearly defines the purpose of education as fulfilling a social mandate to ensure the comprehensive development of an individual. Given the ongoing renewal of educational content and the search for new approaches to fostering creative and responsible personalities, we consider it imperative to explore and elucidate the role of innovative technologies in enhancing the media competence of future teachers in the current environment. To address the defined research objectives, the following methods were employed: comparative analysis of scientific and pedagogical literature and legislative documents to ascertain the level of development of the identified problem; classification, observation, concretization, and generalization to refine the methodological and theoretical framework and core concepts of the study; synthesis to explore avenues for identifying criteria and levels of professional growth in future educators; and pedagogical observation, systematization, and generalization of scientific and theoretical material. The Internet has significantly altered the relationship between the private and public spheres of human life. Individuals, communicating with the world through computers, experience both isolation and individualization. Simultaneously, virtual reality provides young people with opportunities to collaborate with a wide range of individuals, exchange ideas, and be influenced by online trends. Unlike previous generations, whose access to information was largely passive, contemporary youth actively interact with information, share personal data, and receive immediate feedback. This process plays a crucial role in the lives of young people, fostering an understanding of concepts such as status, respect, and trust. It also provides valuable experience in social interaction, facilitating quicker socialization than what might be achieved solely within the family unit. Information competence in a teacher encompasses the ability to think technologically, alongside possessing analytical, project-based, prognostic, and reflective skills in acquiring and utilizing information within pedagogical activities. This implies that information competence serves as an integral component of a teacher's overall informational and technological culture. It performs integrative functions, acting as a link between general pedagogical and specialized knowledge and skills. A teacher's information competence empowers them to cultivate in students the skills of independent information retrieval, analysis, and selection, as well as the ability to collect, transform, store, and transmit information. This capability fosters the development of skills for working with information embedded within academic disciplines, the broader educational domain, and the surrounding environment. In Council of Europe documents, "media education" is defined as instruction aimed at developing media competence. This competence is understood as a critical and thoughtful attitude towards media, fostering responsible citizens capable of expressing their own opinions based on acquired information. Media education, as an active process of personal development, self-education, and self-improvement through mass communication materials, evolves across several key areas. These include media education for future educators in universities and professional development centers, for students in higher education institutions, within extracurricular education centers and entertainment venues, and through distance, independent, and continuous learning. The development of media competence is a complex process grounded in three primary educational focuses: knowledge of media culture fundamentals; knowledge, acquired skills, and abilities in media criticism, encompassing the development of critical thinking in the audience and individual communication skills; and the ability to engage in media creation, including independently producing media tasks. In our view, the implementation of each of these areas necessitates extensive engagement with diverse internet resources. Specifically, these include electronic libraries, virtual museums, educational institution websites, social networks, online versions of educational television channels, and YouTube channels. An electronic library is a specialized information system that facilitates the storage and utilization of various collections of electronic documents (text, graphics, audio, video) via global data transmission networks, offering end-users the choice of a convenient format. The defined objectives serve a threefold function: educational, developmental, and nurturing. The issue of information security is strategically vital for contemporary Ukraine. Therefore, fostering media and information literacy among citizens, including future educators, represents a new direction of activity. To operate effectively within the information space, future educators must acquire a set of crucial competencies. These competencies will enable them to locate new information, critically evaluate it, create contemporary information, and disseminate it through various channels. Possessing these competencies directly enhances media and information literacy. In conclusion, this study allows us to draw the following inferences: the utilization of information technologies contributes significantly to the development of media competence in future educators within modern higher education institutions. Their application is appropriate both during in-class sessions and for organizing independent work with Internet resources. The effectiveness of employing information technologies is ensured by proprietary computer programs, specially designed training programs, and the extensive use of the World Wide Web. Ultimately, harnessing the potential of information technologies holds considerable promise and warrants extensive development.
Опис
Ключові слова
інноваційні технології, майбутні вчителі, інформаційна компетентність, медіаосвіта, медіаграмотність, медіакомпетентність, innovative technologies, future teachers, information competence, media education, media literacy, media competence
Бібліографічний опис
Роль інноваційних технологій у підвищенні рівня медіакомпетентності майбутніх учителів [Текст] / Л. Петренко, В. Мокляк, О. Ільченко, А. Хоменко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 3 (143). – С. 95–107. – DOI: 10.24139/2312-5993/2025.03/095-107