- Author:
Monika Frania
- Year of publication:
2017
- Source:
Show
- Pages:
227-240
- DOI Address:
https://doi.org/10.15804/tner.2017.50.4.18
- PDF:
tner/201704/tner20170418.pdf
The purpose of the presented research was to explore, compare and describe the level of knowledge on selected issues concerning safety in cyberspace among people preparing for the profession of a pedagogue and a teacher, and to present opinions of the examined people on their attitudes towards the broadly understood media. The research was comparative and comprised a group of 519 students of pedagogical and educational majors of the University of Split (Croatia) and the University of Silesia in Katowice (Poland).
- Author:
Stanisław Juszczyk
- E-mail:
Stanislaw.Juszczyk@polsl.pl
- Institution:
Silesian University of Technology
- Author:
Mária Karasová
- E-mail:
maria.karasova@ku.sk
- Institution:
Catholic University in Ružomberok
- Author:
Mária Jurečková
- E-mail:
maria.jureckova@ku.sk
- Institution:
Catholic University in Ružomberok
- Author:
Miriam Uhrinová
- E-mail:
miriam.uhrinova@ku.sk
- Institution:
Catholic University in Ružomberok
- Year of publication:
2021
- Source:
Show
- Pages:
208-221
- DOI Address:
https://doi.org/10.15804/tner.21.64.2.17
- PDF:
tner/202102/tner6417.pdf
Within the context of lifelong learning, it is necessary for teachers to improve their competencies, including the competencies in the use of digital media. The paper presents partial results of research carried out within the VEGA 1/0913/15 project on Media Literacy of Young School-Age Children in the Context of Family and School Cooperation, while it also analyses the need to develop digital literacy, which is part of the VEGA 1/0748/20 project on Diagnosing Digital Literacy of Primary School Teachers in the Context of Undergraduate Training and Educational Reality. The empirical research had a diagnostic as well as quantitative and qualitative character. The subject of the research was media education of younger school-age pupils implemented in both formal and informal ways in Slovakia. The research involved 28 schools from all over Slovakia. The paper focuses mainly on the findings obtained from the questionnaires filled out by primary school teachers, interviews conducted with school management and content analysis of school educational programs. It focuses primarily on the interest of teachers in further training in media education.
- Author:
Stanisław Juszczyk
- E-mail:
juszczyk@us.edu.pl
- Institution:
University of Silesia Katowice, Poland
- Year of publication:
2004
- Source:
Show
- Pages:
93-110
- DOI Address:
https://doi.org/10.15804/tner.04.3.2.07
- PDF:
tner/200402/tner307.pdf
In the work a discussions focused on negative influences of the media on children and adolescents. The following domains of influence have been described: violence and its three effects: copycat violence, desensitization and catharsis; aggressive behaviour, sexual content, body image and self-esteem as well as physical health and school performance. The media change the system of humanistic values and attitudes of children and adolescents. In order to prevent the dangerous influence of the media parents and educators should advocate a safer media environment for children and adolescents through media literacy.
- Author:
Agata Jabłońska
- E-mail:
240193@stud.usz.edu.pl
- Institution:
Uniwersytet Szczeciński
- Year of publication:
2024
- Source:
Show
- Pages:
71-82
- DOI Address:
https://doi.org/10.15804/PPUSI.2024.01.07
- PDF:
pomi/12/pomi1207.pdf
Mirrors of conflict: how to find truth amid distorted reflections?
The article analyzes how disinformation affects the Russian-Ukrainian war. Russia, by employing false narratives, destabilizes Ukraine and manipulates public opinion, both domestically and internationally. Examples include false reports of alleged war crimes committed by Ukrainian soldiers, accusations of neo-Nazism, and manipulations of photos and videos designed to create a negative image of Ukraine. The article emphasizes that dealing with disinformation requires media literacy and skills in information verification. Critical thinking and fact-checking can weaken the impact of false news. The fight against disinformation also requires integrated actions at both international and local levels to effectively counter manipulation and defend credible sources of information.