digital media

  • The Polish and Korean Youth in the World of Digital Media : Communication and Interests. A Comparative Analysis

    Author: Suwan Kim
    Institution: Hankuk University of Foreign Studies
    Author: Stanisław Juszczyk
    Institution: University of Silesia
    Year of publication: 2018
    Source: Show
    Pages: 124-136
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.10
    PDF: tner/201802/tner20180210.pdf

    The work discusses using digital media in the processes of communicating and developing interests by the contemporary Polish and Korean youth. The youth’s typical behaviour in cyberspace is described together with an interpretation of their behaviour on the basis of selected theories of influence of the mass media on viewers and listeners.

  • “If I don’t have Internet it makes me Sad”. An Exploratory Research on the Role of Digital Media in the Lives of Unaccompanied and Separated Children in Southern Italy

    Author: Maria Rosaria Centrone
    Author: Francesca Viola
    ORCID: https://orcid.org/0000-0002-7136-1722
    Year of publication: 2019
    Source: Show
    Pages: 107-126
    DOI Address: https://doi.org/10.15804/kie.2019.02.07
    PDF: kie/124/kie12407.pdf

    Through a qualitative research carried out in South-East Italy with twelve Unaccompanied and Separated Children (UASC) this paper attempts to explore their relation with the Internet and digital media. Findings reveal that digital tools facilitate communication and socialization and allow UASC to maintain relationships with social networks in their countries of origin as well as expand their networks in the country of residence within the migrant community. Digital media enhance access to information and leisure activities. Even if UASC recognize some risks of being online similar to those European adolescents face, it emerges that overall the Internet and digital media contribute to their wellbeing. They have the power to boost resilience vis-à-vis the challenges UASC face in their lives: being alone, in a new country, often institutionalized and without the support of a trustworthy adult figure.

  • Is digital literacy improving science education?

    Author: José Javier Verdugo-Perona
    Author: Joan Josep Solaz-Portolés
    Author: Vicente Sanjosé
    Year of publication: 2015
    Source: Show
    Pages: 155-166
    DOI Address: https://doi.org/10.15804/tner.2015.40.2.13
    PDF: tner/201502/tner20150213.pdf

    Mass media, and especially digital media, have become an important tool of literacy and have increased their use in classrooms for educational purposes. This is of great interest in scientific literacy and Brossard and Shanahan (2006) developed an instrument to evaluate the understanding of scientific terms and basic science concepts. In this quantitative study we analyse the relationship between Spanish digital mass media and scientific literacy in pre-service primary teachers (N = 189). Results showed that these university students have a term knowledge level lower than the one found by Brossard and Shanahan in the USA. On the other hand, conceptual knowledge was not correlated at all to the term frequency in the Spanish digital newspapers considered. The conclusions suggest that participants do not use digital newspapers to improve their science education so a change in students’ use of those digital media from ludic to educational purposes is needed.

  • From Education 1.0 to Education 4.0 - Challenges for the Contemporary School

    Author: Tomasz Huk
    Institution: University of Silesia in Katowice
    Year of publication: 2021
    Source: Show
    Pages: 36-46
    DOI Address: https://doi.org/10.15804/tner.21.66.4.03
    PDF: tner/202104/tner6603.pdf

    The rapid pace of digital media development implies social and cultural changes. The role of the school is to prepare the human being for the world dominated by these changes. Education 4.0 is one of the concepts for the comprehensive development of the human being. The first part of the article presents the chronology of changes in education in relation to the evolving digital media. Hence, the source of the changes and the subsequent stages of the concept from Education 1.0 to Education 3.0 are described. The second part of the article describes Education 4.0 and its components, the implementation of which in the learning and teaching process is a challenge for the contemporary school. The components described include: -Internet of Things, -the Cloud Computing, -Big Data analytics, -Autonomous Process Organisation, -Augmented Reality, -Horizontal and Vertical Integration, -Advanced Robots and Co-robots. The practical considerations on Education 4.0 follow from the reflections presented by a primary school headmaster who is also an academic staffmember.

  • Parental Mediation of Digital Media Use Among Children Aged 3-8 from the Perspective of Parents’ Media Competence

    Author: Pavel Izrael
    Institution: Catholic University in Ružomberok
    Author: Mária Karasová
    Institution: Catholic University in Ružomberok
    Author: Melissa M. Yang
    Institution: Endicott College, Beverly, USA
    Year of publication: 2021
    Source: Show
    Pages: 27-38
    DOI Address: https://doi.org/10.15804/tner.20.60.2.02
    PDF: tner/202002/tner6002.pdf

    Based on an analysis of both quantitative and qualitative data collected in 2018 from the Žilina region in Slovakia, this paper intends to examine the relationship between parental mediation and parental digital media competence within households of children aged three to eight. Parent participants were recruited through schools that reflect the geographic representation of the entire region. In addition to 517 surveys, six onsite interviews with parents and observations of children interacting with digital media were collected. The research findings show that almost 50% of the children studied have access to tablets and laptops. The use of these digital devices increases with age. Qualitative data found that age and other contextual factors played a crucial role in the type of parental mediation implemented at home while quantitative data showed a significant positive correlation between parent’s digital media competence and parental mediation behaviors such as enabling mediation, technical mediation, and monitoring.

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