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Božena Šupšáková et al.
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The Media Literacy of Children and Young People
The Text in book form comes with the support of grant Ministry of Educa
tion, Science, Research and Sport SR KEGA 023UK-4/2012 Interdiscipli
nary based educational model development and their implementation to
state curriculum.
Reviewers
Prof. Dr. Tonka Tacol
Doc. PaedDr. Bibiána Hlebová, PhD.
© Božena Šupšáková, 2014
IRIS – Publishing House and Printing-Works, Ltd., Bratislava, 2014
Cover Design © IRIS – Publishing House and Printing-Works, Ltd.
Cover-Graphic © saicle / cliparto.de
ISBN 978-80-89726-02-8
ISBN 978-80-89726-05-9 (electronic version)
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Contents
The Media Literacy of Young Children in Slovakia
Božena Šupšáková
Media Education – A Cross-Cutting Theme in the Context of the
National Educational Programme ISCED 1 – Primary Education . . . . . . . 11
Media Literacy in Children of Early School Age . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Mediálna výchova – prierezová téma v Štátnom vzdelávacom
programe ISCED 1 – primárne vzdelávanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Mediálna gramotnosť detí mladšieho školského veku . . . . . . . . . . . . . . . . . . . . 90
Info-Communication Technologies
in Educational Process in Poland
Ewa Musiał
The Role of Online Resources in Supporting the Educational Process
in the Opinion of Teachers and Pupils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Eunika Baron-Polańczyk
ICT Infrastructure as a Factor Conditioning ICT use in Teaching
(Research Report from Popish Schools) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Biographies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
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Introduction
Globalization, the wide development of information and communi
cation technologies, mainly the Internet in everyday life, has raised a new
paradigm of new media literacy and new social skills of individuals. In
the twenties of the 20th century mass communication became a global
phenomenon which helped to form the face of the current global envi
ronment. Images and sounds have become the basic elements of the mass
media reality, which has been forming the social and political country of
the modern society. More than fifty years ago, Marshall McLuhan, des
cribed by history as a prophet and magician of the electronic age and
the electronic revolution, stated that „every new technology is simply
an evolutionary and biological mutation, which opens up new door of
perception and new fields of behaviour for the mankind”0.
It was clear that we should have started the ball rolling, it was the
right time to learn new literacy – media literacy, but also to gain or ac
quire new social skills, especially how to be able to orientate and develop
yourself in the multimedia on-line space. This is a serie of new com
munication competences and skills that includes the ability to look up,
select, analyse, evaluate, create, and thus to pass information in variety
of formats – by word, image, sound. It includes also the integration of
all these elements – it means the multimedia integration. This requires
to comprehend the media not only to understand how it works and the
role it plays in society but above all to understand media content. Being
media literate means to acquire the competencies and skills to be able to
keep the critical distance from the media and media content and on the
McLUHAN, M. 2008. Človek, média a elektronická kultúra. Brno : Jota 2008,
s. 262.
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other hand to achieve the ability to maximize the potential of the media
as a source of information, education, quality entertainment and free
time activities in our lives.
From the point of the topic, interdependencies and concepts the pub
lication is designed monolithically, with the free overlap in several chap
ters. The authors offers to readers a topic that is a current topic today: the
authors provides new knowledge about the theory and research of media
literacy of children of younger school age – first grade pupils of primary
school, pupils with developmental learning disabilities and students with
communication disorders. The authors analyzes the current situation in
the context of education, followingly forms the recommendations that
could contribute to the development of media literacy of school age chil
dren and young people.
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The Media Literacy
of Young Children in Slovakia
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Media Education – A Cross-Cutting Theme
in the Context of the National Educational
Programme ISCED 1 – Primary Education
Introduction
Media and information and communication technologies affect our
daily life in ways like never before, becoming a part of it, but also a neces
sity. They simplify our mutual communication, while offering a wealth
of information from various fields of life. Many of these are helpful to us,
but also flood us with information with very low or even zero value. It
is very important not to lose our way in the enormous flood of informa
tion and its effect, and at the same time to remain free individuals. This
requires learning to understand the media, not only to understand how
it works and the role it plays in society, but above all to understand me
dia content. Being media literate means to acquire the competencies and
skills to gain a critical distance from the media and media content, and,
on the other hand, to achieve the ability to maximize the potential of the
media as a source of information, education, quality entertainment, and
activities to fill our free time.
Media literacy
In an advanced society, the need for media literacy – as part of
cultural literacy – was initiated by the increasingly growing media
areas (print media, digital media, multimedia) and the need to grasp
the intangible (media) products and images that surround us and have
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a major impact on the socio-cultural activities of individuals. They
generate ideas and offer media images of the world, which in many
ways can be greatly simplified, superficial, and indeed many times even
manipulated, and thus act against the integrity and autonomy of reci
pients.
The latest definitions of media literacy focus mainly on the target re
quirements of media literate persons: „Highly media literate individuals
can place a content (message) in the context of a highly sophisticated
knowledge structure, and are capable of multi-dimensional interpreta
tion of any content. This gives them the ability to choose among several
possible meanings”1. The well-known expert and author of Media Litera
cy, W. J. Potter, then says: „To become more media literate means seeing
the boundary between the real world and the world that is produced by
the media. Being media literate also means getting the information and
experience you want, without getting out of the media what you do not
want. Then you will be able to establish your life as you want, and do not
allow the media to create it as it wants – on behalf of you”2. Media lite
rate persons should have „knowledge of how to use the media in their
professional and personal lives, knowledge of the complex relationships
between recipients and media content, knowledge of the dependence of
media content on the social and cultural context in which they arise,
knowledge of the commercial side of the media; knowledge allowing use
of the media to communicate”3. The author clearly alludes to the con
temporary world of the media, which is in unprecedented development,
and which is beyond the power of the human senses to cover all the new
information that is created every day. And it is more and more difficult
to orient yourself in the media content, which may take various added
values for the recipient – from superficial, shallow to educational, from
POTTER, W. J. 2012. Media Literacy. SAGE : Publishing, 2012, p. 12.
Ibidem, p. 14.
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Ibidem, p. 68.
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manipulative to socially useful. According to M. Hoechsmann and S.
Poyntz: „media literacy is the summary of skills that allow us to interpret
media contents and the practices of the media world to create our own
media, to recognize and deal with the social and political impact of the
media in everyday life”4. Taking into account the fact that media content
(news, music, web sites, etc.) is produced by publishers and broadcas
ters, directors, film makers, and web designers, and is mediated by media
channels and technology (television, film, digital technologies such as
smart phones, mp3 players, tablets and digital cameras). In these and
even other similar definitions the point of view of their authors refer
ring to the period reflected by the author can be sounded. However, one
unifying view is common to all of them: an appeal to raise media literate
individuals who understand the media, can handle media products, ide
as and mediated reality reasonably and autonomously. They can search,
receive, analyze, assess, create and communicate the media and multi
media contents.
Media literacy in the European context
The European Union, which represents a common geographic terri
tory and a media area, established the creation of an information society
as its objective. However, reality has shown that the European population
has shifted over time, and lives more in a media society5. This is due to
the fact that information literacy has become commonplace for the ma
jority of the population, especially of the younger and middle-aged, and
information and communication technologies have over time become
HOECHSMANN, M. – POYNTZ, S. 2012. Media Literacies: A Critical
Introduction. Buckwell : Publishing, 2012, p. 1.
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Study on Assessment Criteria for Media Literacy levels. European Association for
Viewers’ Interests. Brussels, 2010, p. 9.
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a natural means of communication, and of gaining and creating new in
formation. Thus more than information literacy, media literacy began to
be stressed socially. New insights into this area started to be developed,
and uncovered new needs of the whole society. One of them is repre
sented by the European Association for Viewers’ Interests (EAVI). It sees
media literacy as „the ability of individuals to interpret the content, na
ture, value and effects of the media in all its forms independently and
critically”6. The European approach to media literacy relates to all media
and media literacy levels:
• It includes convenience when using all current media from news
papers to virtual communities;
• The active use of the media through interactive television, the use
of Internet search engines and participation in virtual communi
ties, and better exploiting the potential of entertainment media;
• Cultural and intercultural dialogues, education and everyday ap
plications (libraries, webcasts and podcasts);
• A critical approach to the media in terms of quality and accuracy
of content (the ability to evaluate information, judicious percep
tion of advertising in various media, the intelligent use of search
engines);
• The creative use of the media, since the evolution of media tech
nologies and the growing importance of the Internet as a distri
bution channel allows increasing numbers of Europeans to create
and disseminate images, information and content;
• Understanding the economic relationship of the media indus
try and the difference between pluralism and media ownership;
awareness of copyright issues, which is needed for the ‘culture of
legality’;
Ibidem, p. 4.
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• Especially for the younger generation in its double role of con
sumers and producers of the content; and skills for maximum
control of their own media use7.
Same goal, different approaches of European countries
EAVI in 2010 published a study on the level of media literacy in EU
countries „Study on Assessment Criteria for Media Literacy Levels”8.
Preliminary results showed that Nordic countries reported significantly
higher media literacy, while countries in the south and east of Europe
show only a basic level of media literacy. Countries with the highest le
vels of media literacy include Finland, Denmark, the Netherlands and
the United Kingdom. The countries with the lowest, and thus the base
level include Romania, Bulgaria, Cyprus, Greece, and Slovakia9.
Media education officially became part of the State Education Pro
gram (SEP) as late as in 2008. Following the basic documents of the
Odporúčanie Komisie Európskych spoločenstiev č. 6464 (2009) v konečnom
znení: Odporúčanie Komisie O mediálnej gramotnosti v digitálnom prostredí pre
konkurencieschopnejší audiovizuálny priemysel a priemysel obsahu a inkluzívnu
vedomostnú spoločnosť. Brusel, 2009.
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The study assessed communication skills (participation in the development of
social relations of the media content); capability of critical understanding (user
behaviour, understanding of the media content, therefore knowledge of the
media and media control); ICT user skills (skills in working with computers
and the Internet, then the balanced and active use of new media, the widespread
use of the Internet and social networks); the context of media literacy (media
education, media literacy policy, civil society, the media industry); media
availability (mobile phones, radio, newspapers, the Internet, television, movies,
etc. ). The first three criteria are the individual competences, two other criteria
are classified as background factors. They are essential for the development of
media literacy, but are rather of a global scale. In: Study on Assessment Criteria for
Media Literacy Levels. Brusel, 2010, pp. 7-8.
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Ibidem, pp. 70-71.
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European Union, the Council of Europe and UNESCO, it is defined
as „practical training aimed to build media competence understood as
a critical and distinctive attitude towards the media to educate emanci
pated citizens, able to make their own opinion on the basis of the infor
mation received”10. It contributes to the personal and social development
of pupils to obtain a basic level of media literacy. In public documents it
is designed as a transversal theme, whose primary aim is to open for pu
pils further perspectives of knowledge, creating attitudes to the substan
tive issues of the modern world to gain experience to be used in every
day life. The transversal theme goes across educational fields, integrates
educational area contents, and creates scope to obtain a comprehensive
view of the same issue. It participates in the creation and development of
core competencies.
The meaning and relevance of media education in society is growing
proportionally with the continuous development of information and
communication technologies, opportunities for their use and access to
them, and also the variety and quantity of media content offered. The
Concept of Media Education in the Slovak Republic emphasizes that „all
skills are factors of personal development that form awareness, critical
thinking, and the ability to solve problems. In the information society,
media literacy is an essential skill for all population age groups, and is
considered as one of the basic assumptions of active and full citizenship
in order to eliminate the risk of social exclusion”11. In the last decade,
experts of international institutions in connection with the media have
been focused on skills, then in responsible, creative and critical approach,
selection, impact and effectiveness. In the context Concept of Media Edu
cation in the Slovak Republic perceives media education as „the lifetime,
Štátny vzdelávací program ISCED 1, príloha mediálna výchova (prierezová téma).
Bratislava : ŠPÚ, 2011, p. 2.
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Koncepcia mediálnej výchovy v Slovenskej republike v kontexte celoživotného
vzdelávania. Bratislava, 2009, p. 24.
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systematic and focused process of obtaining media competences and up
grading media literacy, the main objective of which is to support the reli
able use of the media and to develop critical attitudes in relation to media
contents, with an emphasis on moral principles and humanism”12.
According to the State Education Program, the main objective of me
dia education is to gain and develop media literacy, to acquire media
competences, i.e. the ability to receive, analyze, and evaluate and com
municate a wide range of media content13. The secondary goal in the
cognitive field:
• is to develop knowledge of individual types of media, their fun
ction, development, social, economic, technological and organi
zational aspects of their functioning;
• to obtain a basic orientation of the types, functions and effects of
the media on children recipients;
• to form their own opinion;
• to know types of media products and the process of their forma
tion;
• to understand and critically assess the medially processed and dis
played reality;
• to know media means of expression, the manner of arrangement
of media products;
• to use the media and its products differentiated based on the qua
lity performance of its functions (information, education, ethic,
moral, fun) and meeting their own needs.
The psychomotor area is focused on the development of these skills:
• to use the media in the communication process actively;
• to create and produce their own media products;
Ibidem, p. 24.
Štátny vzdelávací program pre 1. stupeň základnej školy v Slovenskej republike
ISCED 1 – primárne vzdelávanie. Bratislava : ŠPÚ 2011, p. 2.
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• to operate technical equipment and control new media techno
logies;
• to work with other media makers in the process of communication.
In the affective area, which plays a more and more significant role in
media education since it also deals with emotional and attitudinal com
ponents, the goal is:
• to cooperate with other media makers in the process of communi
cation;
• to take a positive attitude to media products that provide positive
value orientation for life; to choose them;
• to reject media content that resists ethical standards and produ
ces a distorted view of values, harmful, threatening an individual’s
personal development;
• to try to use a responsible approach and eliminate the negative
impact of the media on the individual;
• to be able to review their relationship to the media;
• to reflect their habits when using the media;
• to correct them; to substitute their own media consumption with
an alternative activity14.
The National Education Program and media education
in Slovakia
Several published studies in Slovakia15 indicate that since 2008 media
education has not moved significantly on from the declarative nature to
the real school experience. As noted above, we have defined the National
Ibidem.
BEKÉNIOVÁ, Ľ. 2011. Aktuálny stav implementácie mediálnej výchovy do edukácie v SJaL v ZŠ. Pedagogické rozhľady 2011, r. 20, č.1, s. 3.
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Education Program, which is a general framework, a kind of an indicative
compass how to go further. However, what is significantly missing is a next
upgrading and more detailed specification of the document on the level of
basic schools, and its adaptation to local conditions and needs. It is just one
of our reasons to reflect the content of primary learning in school education
programs (SEP) in selected primary schools in the context of a transver
sal topic − Media Education16. The content analysis method is intended to
measure the level of a transversal theme and the structure of its content in
SEPs. At the same time, we are looking for an answer to the question how
such contents are reflected in educational areas and specific subjects.
We note that Media Education incorporated into the National Edu
cation Program as a transversal theme is conceived more generally; the
share of its presence in the total content is about three percent. The ana
lysis of School Education Programs shows that transversal themes are an
integral part of the educational area content: Language & Communica
tion; Mathematics & Handling Information; Nature & Society; Arts &
Culture; People & Values, Health & Movement; Man and the World of
Work, with an emphasis on the links and relationships between educa
tional areas (Table 1).
The transversal theme Media Education is particularly integrated
into the curriculum of Slovak Language and Literature (six thematic
units) in the form of interactive exercises: phonetic aspects of the lan
guage and spelling (literary Slovak, correct pronunciation and writing);
communication and composition (simple narrative, description in oral
and writing (short messages – SMS, e-mail, advertisement, advertising);
reading and literature (film, radio, television, drama, fairy tale). Thus it
supports both acquiring the basic rules of communication, dialogue and
argumentation. However, it is incorporated in the folder reading and
Interdisciplinary based educational model development and their implementation
to state curriculum. Project Ministry of Education, Science, Research and Sport
SR KEGA 023UK-4/2012, Božena Šupšáková, chief project.
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93
37
1
2
3
1
6
5
5
2
5
0
1
6
Number of thematic
units of media
education
Tab. 1. The share of media education in the teaching thematic units by subjects.
TOTAL:
5
Technical Education
(TE)
5
5
Folk traditions (FT)
Man and the world of
work
5
Music Education (ME)
5
12
7
Homeland (HO)
Ethics
10
Scientology (SC)
Art Education (AE)
5
Informatics (IN)
16
English (EN)
4
14
Slovak Language and
Literature (SL)
Mathematics (MA)
Total number of
thematic in SEP units
The subject
Health and movement Physical Education (PE)
Arts and Culture
People and values
Natural Science
Mathematics and
computer science
education
Language and
Communication
Education area
39,80%
20,00%
40,00%
60,00%
20,00%
50,00%
100,00%
71,43%
20,00%
100,00%
0,00%
6,25%
42,86%
Percentage
of thematic units
with media education
literature; surprisingly little or almost not at all is it represented in com
position. In English Language and Literature it appears not more than
in one thematic unit representing, 6.25%. Usually the National Educa
tion Program formulates the general objectives in the education area of
Mathematics and Handling Information as follows: „To understand the
rules of functioning of the media world, and to orient in it depending
on their age, to be able to assess messages disseminated by the media,
to find positives in favour of their personal and professional growth, to
realize the negative media influences on their personality, and to deve
lop the media competences of pupils17. We find out that Mathematics is
a subject consisting of four thematic units, the transversal theme does not
appear in any thematic unit, though in this case one would expect that the
teacher will use new media to learn mathematical operations. Informatics
is an ideal subject for the implementation of media/multimedia. In the
analyzed SEPs, it is usually broken down into five thematic units, which
are directly related to the media. We appreciate that the content standard
includes the thematic unit Internet Security. The educational field Nature
& Society and two subjects − Natural Science and Regional Studies. The
subject Natural Science is usually divided into ten thematic units. The
transversal theme is represented in only one thematic unit (usually Human
Body), which in our opinion is insufficient, since just in this subject there
is wide scope to search, review, select knowledge and information from
the Internet, encyclopedias, as well as to create computer presentations
and present subject contents through the media, multimedia, etc. Creators
of SEP more accentuate innovative approaches in Regional Studies, the
transversal theme is incorporated into five thematic units of the total seven
thematic units. They focus more on interactive maps, the Internet, televi
sion, interactive boards, etc. The educational field Man & Values deals with
the compulsory optional courses Religion and Ethics, which is conducted
Formulation of the objectives of the School Education Program in our survey.
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more educationally, and thus creates appropriate scope to develop both
personal and communication competences, as well as media competen
ces. It is usually represented in four or five thematic units: attitudes and
skills in interpersonal relations; ethics in the media, the functioning and
impact of media in society; the Internet as a source of information and
entertainment, which is evaluated very positively. Thematic units are de
signed so that through the transversal topic pupils learn to observe, sensi
tively perceive and assess various media programs. At the same time to be
able to name and define the basic media types, differentiate and compare
media (newspapers, magazines, radio, television and the Internet), as well
as their role in society (informative, educational and entertaining) and to
learn to distinguish between „positive” and „negative” forms of expres
sion in print and digital media. The educational field Arts & Culture is
perceived primarily through fine arts and music. The transversal theme
Media Education is part of several thematic units, mainly aimed at the
development of psychomotor skills: compositional principles of two-and
three-dimensional imaging, computer graphics, stimuli of photographs,
film and video, and virtual galleries. Working with video deserves greater
attention − i.e. the ability to perceive, read, interpret and critically evaluate
artefacts of everyday art and media production. In music education, the
presence of media education is significantly lower.
Based on the content analysis of SEP, we note that the educational con
tent of primary education from the perspective of developing media lite
racy is in accordance with the State Education Program. The structure of
the transversal theme content reflects the content standard, SEP18, which
is reflected in the specific areas of learning areas and subjects, especially in
the Slovak Language and Literature, Informatics, Ethics, Regional Studies,
less in Fine Arts, partly in Natural Science, Physical Education, Technical
Education. Only in one school is the representation of transversal theme in
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TE
PE
FT
ME
TE
AE
PE
ET
FT
HO
ME
AE
SC
ET
IN
HO
SC
MA
IN
EN
MA
SL
EN
0%
20%
SL
SL
6
EN
1
MA
0
SL
IN
6
5
8
15
4
0
Thematic units with Media Education
with Media Education
Thematic units without Media
Education
without Media
ation
0%
8
40%20%
ENSC MA
1
0
2
15
8
4
HOIN
5
5
2
0
60%
40%
60%
SC
ET
2
HOAE ET
5
5
5
8
0
6
2
6
0
80%
AE
ME
6
1
6
4
100%
100%
80%
ME
FT
1
3
FT PE PE
3
2
4
2
2
2
3
3
TE
TE
1
1
4
4
Chart 1: The share of media education in the thematic units by subjects.
Natural Science at the level similar to Regional Studies (Chart 1).
Theoretically the School Education Program reflects the present, the
transversal theme amends the educational content of subjects, while
creating scope for learning and developing attitudes on the substantive
issues of the present, and obtaining new experience19. They are qualita
tively developed quite well. It is a pity, however, that the school does not
Note: With the support of international projects, for example the European
Digital Library, Infovek, the national project Use of ICT in subjects, Multimedia
Reader, Internet Knowledge Olympic Games and other. These activities are
usually a reflection of the quality and professional access of school teachers, their
teamwork, and interest in education.
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quantify its time allotment, and thus does not guarantee with the quan
tity of integration of media education in learning areas and subjects. At
the same time, there is an urgent requirement to develop common goals
into each learning area, to specify them as far as possible in all subjects
and grades, to name activities, and set outcomes of learning areas of in
dividual subjects reasonably and clearly. We note that the content of SEP
further emphasizes the development of media competences at the cogni
tive and psychomotoric level. The analysis also shows that performance
standards are related to media education only with some specified topics.
It is necessary to develop appropriate evaluation tools of the transversal
theme at the level of schools, classes and pupils.
Summary
The media is a powerful socialization and educational means. With
its products it passes ideas that positively shape the personality of
a child, but on the other hand, also mean jeopardizing their healthy de
velopment. A preference for media consumption, which is provided by
the entertainment industry, even at the cost of reducing and levelling of
culture, poses a risk especially for children. The steady growth of nega
tively suggestive contents (chats, video games, online violence, movies)
specifically targeted at lower and lower age groups of children, as well as
addiction and escape into the virtual space, significantly affect the be
haviour of each individual, and also our society as a whole, formation of
lifestyle, and quality of life. Young people, especially children „are often
unable to adequately handle the media and their products, to filter and
select positive matters from them, and to protect themselves against ne
gative effects”20.
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The systematic and targeted development of media literacy and me
dia competences has a unique place in the social-wide cultural and value
context. It is a difficult and long process, which is essential and needs
to start with media education at the earliest level of education. Discus
sing the level of cultural literacy and illiteracy of media production is
no longer needed at the primary level of education. There is scope for
finding relations and options for developing the media competences of
individuals, to be able to access media contents critically and value-se
lectively. In this context, an important role should also be played by com
munication, and the mutual and informal cooperation of schools and
families, teachers and parents21.
Every day the media is affected by mass, power-manipulative, gender
and other approaches that pose a threat to media culture. Development
of information and communication technologies continues, so the enter
tainment industry every day brings new forms of entertainment and new
products. Reflection of the content of primary education convinces us of
the knowledge that current media content, like information and com
munication technologies, are still not a relevant theme for schools and
most teachers. This confirms the need to transform the traditional school
memorized-knowledge based learning to a modern type of school, and
moving towards open learning models, preferring young people’s readi
ness to deal with everyday situations. Training programs should contain
school (all-year) projects, which would be long-term and targeted at the
development of media competences. Shared programs with media insti
tutions, which would increase the level of knowledge in the context of
media culture, would contribute to a good cause as well as the projects
A practical view of a teacher: I consider parents themselves to be a risk for
children, as they often do not know exactly what their child is reading, watching
on the Internet, television, in video stores and video games. The lack of interest of
parents for various reasons (mainly because of lack of time) in how their children
spend their time, and what information and content on the Internet they are
searching for.
21
25
based on partnerships between schools within a city or region, which
would increase the level of knowledge in the context of media education.
In this case, it would be very useful to exchange experience and teaching
methods in practice, presentation and publishing model examples of
the integration of the transversal theme areas in the educational content
of each area and project within schools, regions and international co
operation as well as the dialogue, exchange of knowledge and experience
among teachers, focusing on learning functional vocabulary of terms in
the media and ICT, but also the conceptual and systematic education of
teachers in media education emphasizing the improvement of profes
sional competences of teachers and teaching the transversal theme. Me
dia education has no tradition in Slovakia, which means, among other
things, a lack of qualified teachers, know-how, and even personal crea
tivity on how to integrate media education into various subjects. The ex
perience of European countries and educational systems that are much
further in the development of media education (particularly Finland,
Denmark, Great Britain, Netherlands, Sweden) also show that success
requires more than to only create and ensure good material and techni
cal conditions22, or to process SEP and issue good methodology. If you
identify with the thesis that teachers, their competences, inventiveness
and soulfulness are the basis of changes in this area, then we have to start
right here. In this respect, it is necessary to pay due attention to the new
generation of teachers at pedagogical faculties, to create more scope for
the development of the media competences of future teachers, to lead
them to an understanding of the new type of media contents, penetra
tion of media topics into almost any school subject, etc. Of course, for
Like some other countries, Slovakia has a much lower GDP compared to
countries with a high level of media literacy, and thus much less subsidizes
individual schools from the state level in areas in such fields as technological
access to new media, i.e. broadband Internet connection, schools equipped with
modern computer technology, educational software (school encyclopaedias),
and devices such as interactive boards, etc.
22
26
the current generation of teachers we need to prepare attractive forms of
further education in the media, with the participation of media experts,
psychologists and sociologists.
Media education is a rewarding transversal theme, which would be
unwise to remove from school educational programs (as such opinions
appear in Slovakia). On the contrary, the transversal theme that inte
grates civil values and cultural attitudes accepted in society brings new
quality to the educational process. It teaches critical thinking, under
standing and acceptance of differences, tolerance, and also leads to per
sonal and team or society-wide social responsibility.
Educational research also cannot stay out of the interest of this theme.
As shown in our analysis, in media education we are stagnating at the
level of establishing basic documents, such as the National Education
Program and the School Education Program, that with varying degrees
of success reflect in school practice, depending on how individual tea
chers on the degree of their knowledge consider this issue appropriate
and beneficial. In the next period, we need a qualified nationwide ana
lysis that would reveal the current status in education – the extent and
quality of media education entering different learning areas and subjects,
and to what extent it affects the higher quality of knowledge and con
scious behaviour of pupils.
Translated by ASPENA, s.r.o., Translation, Interpreting, Localization
Bratislava, Slovak Republic.
27
Media Literacy in Children of Early School Age
Media and information and communication technologies influence
our daily lives in an unprecedented way; they are becoming an inte
gral and inevitable part of our existence. Digitalisation, which brought
a quick, inexpensive and easy way of combining and transferring texts
and images over long distances, gave birth to new media like the inter
net and digital television. Naturally, this has also influenced the role and
the status of the receiver of the information – the reader and the viewer.
Traditional media do not provide the receiver with any possibilities to
change the form of the final information and thus the role of the receiver
is rather passive, but the development of digitalisation is changing this
status. The receiver is becoming an active creator within the info-com
munication ecosystem. The intensity of the use of respective media
is changing as well – it is gradually shifting from the passive forms of
watching television, listening to radio and reading print media to the
interactive forms of communication via the global internet environment,
including social media, search engines, blogs, chats and so forth.
The new media simplify the communication process and at the same
time offer a huge amount of information about various areas of life. Much
information is useful, but we are also swamped with some information
with very low to zero value. It is very important not to get drowned in
this flood of information and its impacts, but to remain a free individual.
For that reason it is necessary to learn to understand media, their princi
ples and their role within society.
The objective of media education as a cross-cutting theme is to pro
vide competencies for dealing with the media. Its mission is to help stu
dents better understand: how the media world works; to orient them
in it according to their age; to be able to evaluate the messages spread
28
through the media; to discover the things of value with positive impact
on their personal and professional growth; to be able to recognise nega
tive impacts on their personality and to adopt a responsible approach to
eliminate these negative impacts23.
The primary objective of media education is to support and deve
lop media literacy in students by means of acquiring and deepening the
level of their media competencies, i. e. the ability to receive, analyse and
evaluate the wide range of media content. Media education thus helps
students develop their ability to use the tools designed to facilitate their
orientation and presence in the media world.
Media literacy of first grade pupils
and pupils with disabilities
To be media literate means that one has to acquire competencies and
skills to be able to see the media and media content from a distance, yet
on the other hand be able to make the most of the potential of the media
as a source of information, education, quality entertainment and leisure
activities. In the context of the above mentioned, our objective was to
study the level of media literacy in children of early school age, i. e. pupils
in the first grade of primary school. We also focused on the pupils with
disabilities, namely learning disabilities (LD)24, who are either integrated
ISCED 1 – primárne vzdelávanie. Bratislava : ŠPÚ 2011. Štátny vzdelávací program
ISCED 1, príloha mediálna výchova (prierezová téma). Bratislava : ŠPÚ 2011.
24
The content of school education for pupils with learning disabilities when
integrated within primary schools is, in fact, identical with the content for the
first grade pupils. The only difference is that on the top of the basic subjects
related to language and communication, the pupils with LD have two specific
subjects – Individual Logopaedic Intervention and Development of Specific
Functions (DSF). Educational Programme for Pupils with Learning Disabilities
23
29
in a general classroom with other pupils (school integration), or are part
of a special class for pupils with LD within the primary school. Another
subgroup consisted of pupils with communication impairment (CI)25,26
either attending primary school for children with CI, or integrated in
a general classroom with other pupils.
The basic set I was composed of 50 pupils with disabilities – 28 pupils
with specific learning disabilities, mainly dyslexia, dysgraphia, dysor
tographia (16 of them boys) and 22 pupils with communication impair
ment (16 of them boys). These pupils came from all parts of Slovakia
– the regions of Prešov, Košice, Banská Bystrica, Trenčín, Trnava, Nitra
and Bratislava. Nine of the pupils with communication impairment also
have been diagnosed with dyslalia, manifested by typical minor articu
lation problems, or incomprehensible articulation. The basic set II was
ISCED 1 – Primary Education and ISCED 2 – Lower Secondary Education. This
educational programme, which is part of the State Educational Programme,
was approved by the Ministry of Education of the Slovak Republic under No.
CD-2008-18550/39582-1:914 on 26 May 2009.
25
„Pupils with CI attending a primary school for pupils with CI or a special class for
pupils with CI follow a framework curriculum, which is part of this educational
programme and compared to the framework curriculum of the general classes
and schools; it only contains one extra subject, the Individual Logopaedic
Intervention (ILI). Teaching methods and procedures are based on the results of
the psychological and logopaedic diagnostics and an individual plan of logopaedic
therapy.” Educational Programme for Children and Pupils with Communication
Impairment ISCED 0 – Pre-School Education, ISCED 1 – Primary Education and
ISCED 2 – Lower Secondary Education). This educational programme, which
is part of the State Educational Programme, was approved by the Ministry of
Education of the Slovak Republic under No. CD-2008-18550/39582-1:914 on 26
May 2009, p. 9-10.
26
In compliance with the state educational documents and recommendations of
professional institutions, the teacher creates the basic conditions for education,
accepts the pupil with communication impairment and respects the specifics of
his or her personality... In: Educational Programme for Children and Pupils with
Communication Impairment ISCED 0 – Pre-School Education, ISCED 1 – Primary
Education and ISCED 2 – Lower Secondary Education.
30
composed of 370 pupils of the 1st grade of primary schools from the
same regions of Slovakia as the surveyed set I, i. e. from the regions of
Prešov, Košice, Banská Bystrica, Trenčín, Trnava, Nitra and Bratislava,
and they did not demonstrate any recognizable learning disabilities or
communication impairment27.
The level of media literacy was assessed using an electronic question
naire with 10 open-ended and close-ended questions. Another tool was
a semi-structured interview, where the responses and attitudes of the pupils
with learning disabilities, integrated in the classrooms with other primary
school pupils (in the charts and texts referred to as the pupils with LD),
were analysed. The second group consisted of pupils with communication
impairment (in the charts and texts referred to as the pupils with CI). Our
objective, inter alia, was to find out whether there were any significant dif
ferences in terms of media literacy within the basic set I, i. e. between these
two groups of pupils. Subsequently, we also compared the results of the
basic sets I and II. We were thus looking for similarities and differences
based on the preferences of the children from both surveyed sets.
Analysis and interpretation of acquired data
The first question was to find out whether the children of early school
age listened to radio and how much time they spent doing so. In general,
we found that about one-third of the pupils did not listen to radio broad
casting. As shown in the Chart 2a,b, there was one obvious difference: up
to 50% of the pupils with communication impairment did not listen to
radio at all. This ratio was significantly lower in the pupils with learning
disabilities – only 25%. We can suppose that no listening to the radio
An additional increase in the number of respondents did not cause any significant
parametric deviations that would influence the overall result of the research.
27
31
receiver in the group of CI students is related to the problem of correct
comprehension and interpretation of media messages which are me
diated by spoken word and sound as pupils are not able to imagine real
situations under the meaning of words in ether.
Another important deviation appeared in the time span of listening,
in the case of listening for more than 2 hours a day. It is surprising that
in this case the pupils with CI listened to radio more than the pupils
with LD – 13.6% compared to 3.5%. This finding can be explained by the
fact that there are fewer children who like radio broadcasting, especially
music programmes. A certain kind of current music on radio (hip-hop,
rap, techno) impresses the pupils with CI with its style, dynamics and
rhythm.
Radio
0%
TV
32%
Internet
28%
Newspapers,
magazines
5%
Mobile phone
28%
Books
7%
Chart 2a: Cumulative sum of daily listening to radio: the pupils with communication
impairment and the pupils with learning disabilities.
As for the pupils in the first grade of primary school (Chart 2c), who
do not show any recognisable learning disabilities or behavioural disor
ders, we did not notice any significant differences in terms of listening
32
53,60%
50,00%
CI
LD
25,00%
18,20%
18,20% 17,90%
13,60%
3,50%
don´t listen to
radio at all
less than 1 hour
1-2 hours
more than 2
hours
Chart 2b: Daily listening to radio: the pupils with communication impairment and
the pupils with learning disabilities.
1-2 hours
10%
2-3 hours
4%
less than 1 hour
47%
more than 3
hours
3%
don´t listen to
radio at all
36%
Chart 2c: Daily listening to radio: the pupils in the 1st grade of primary school.
33
to radio compared to the basic set I, i. e. the pupils with communication
impairment and the pupils with learning disabilities. This indicates that
children are generally not very interested in radio broadcasting. In both
surveyed sets, one-third of children did not listen to radio at all and al
most one-half listened to it for less than one hour a day. We can state
that the needs of the young generation are fully saturated by the modern
information and communication channels, notably the internet and so
cial networks, mainly when it comes to music, which was the principal
reason for listening to radio in the past.
Generally, the analysis confirmed that the rate of radio listening in
children of early school age and the young generation as such has been
declining over the last decade. This has been caused by modern informa
tion and communication media, notably the internet and recently also
the social networks, which absorb a considerable portion of the free time
of children and youth.
Television continues to be a phenomenon in the leisure activities
of children. For the healthy population of children it is a long-term
standard to watch TV programmes for two and more hours a day. This
trend was similar in the pupils with communication impairment as
well as the pupils with learning disabilities (Chart 3a,b). Children are
attracted to this medium mainly due to the fact that it offers entertain
ment and comfort without requiring any activity or effort. In our sur
vey, a number of children stated that the best thing about the television
is that:
„ (...) You can only sit in front of the screen and do not have to do anything. It is funny and comfortable.”
„ (...) Home comfort, I do not have to dress nicely and can rest at home.
I watch what I want.”
„ (...) There are funny programmes, and also such, where you can learn
something, for example about animals and nature. I am terribly bothered
by advertisements, mainly when they are on too often.”
34
In the group of the pupils with learning disabilities all of the children
stated that they watched television every day. Only 4.5% of the pupils
with communication impairment did not watch television at all. Up to
59% of the pupils with CI watched television for two or more hours a day
and over 36% of them watched television for 180 minutes or more. This
rate is slightly higher for the pupils with LD – 21.4% of them watched
television for two to three hours and almost 43% for more than 3 hours
a day. It can be summed up that there were not any particular differen
ces between the two groups of pupils when it came to daily watching of
television.
Television is an important socialising factor, as it affects the values,
attitudes and behaviour of each individual. This study confirmed that
it is a universal phenomenon for all children of early school age. Re
gardless of whether we consider the pupils in the first grade of primary
school, the pupils with learning disabilities or the pupils with commu
nication impairment, television was still the most preferred medium.
However, our findings showed significant differences between the sur
veyed sets I and II in terms of the time spent in front of television. The
pupils with learning disabilities and the pupils with communication im
pairment watched television almost twice as much as the pupils in the
first grade of primary school (Chart 3c). Only 15% of the first grade pu
pils watched television for more than three hours and 18% of them for
two to three hours a day, compared to the pupils with communication
impairment and the pupils with learning disabilities, where we found
40% and 22% respectively. In the case of the pupils with communication
impairment (59% of whom watched television for more than 2 hours
a day), we could argue that this group has problems with social adapta
tion, therefore they are seeking a stronger social status and self-fulfill
ment alone, in front of the screen. This ratio was even more significant
in the pupils with learning disabilities – 64% of them watched television
for more than two hours a day. Their responses suggest that television
makes them forget about their failures at school and by identifying
35
I do not watch
at all
2%
less than 1
hour
12%
more than 3
hours
40%
1-2 hours
24%
2-3 hours
22%
Chart 3a: Cumulative sum of daily television watching: the pupils with communica
tion impairment and the pupils with learning disabilities.
42,90%
36,35%
CI
LD
28,60%
22,70% 21,40%
18,20%
18,20%
7,10%
4,55%
I do not
watch at all
0,00%
less than 1
hour
1-2 hours
2-3 hours
more than 3
hours
Chart 3b: Daily television watching: the pupils with communication impairment and
the pupils with learning disabilities.
36
more than 3
hours
15%
2-3 hours
18%
less than 1
hour
24%
I do not watch
at all
2%
1-2 hours
41%
Chart 3c: Daily television watching: the pupils in the 1st grade of primary school.
themselves with the main characters they boost their confidence. At the
same time, they are spending time on an activity that is more satisfying
for them than learning.
The semi-structured interviews showed that children watched main
ly the Minimax and Disney Channel, within a wide offer of TV pro
grammes for children broadcast during the whole day. They preferred
cartoons to films for children. Their favourite programmes were The
Simpsons, Tom and Jerry, The Ice Age, The Lion King, Martha Speaks
and The Penguins of Madagascar. Although The Simpsons is a cartoon
intended more so for adults, it also has features attractive for children. In
their opinion it is an original story with fictional yellow characters and
humorous dialogues:
„ (...) They are funny, I like their stories, dialogues and also how they
look like.”
„ (...) Bart. And I like the beginning, when he is skateboarding. I also
have a skateboard. And there is also a bicycle and a car.”
37
„ (...) I like the characters and the background and the way it is drawn.
And how they talk... I especially like Bart, and Marge. I like Marge because
she has blue hair.”
„ (...) What they are saying, they are funny and entertaining. I find
them very amusing. Bart is my favourite, he always gets into trouble.”
„ (...) They are droll. Bart is the most popular. The most unpopular is
Mr. Burns, because he is bad.”
„ (...) They are amusing and play pranks. They are yellow, that is
a cheerful colour. My favourite character is Bart, because he does not listen
to his parents. He always sneaks off.”
Our survey further showed that the children do not have one favou
rite TV character with whom they identify on a massive scale. They liked
a range of characters, besides Bart and Marge Simpson; they also have
on their lists:
(...) Tom and Jerry, „because they are fun.”
„ (...) Tinker Bell, because she is brave and helps everyone.”
(...) Spiderman, „ because he fights against evil and saves people.”
(...) The action hero Steven Segal, „because he is a good fighter.”
Compared to television programmes for children, there was a high
preference for TV shows broadcast after 8 p. m. Almost 20% of children
of early school age stated in their responses that they regularly watch
the evening shows. Besides the French feature film Asterix and Obe
lix they liked the Slovak series Búrlivé víno, Panelák and the German
series Alarm for Cobra 11. That implies that children watch evening
programmes that are not intended for them and often deal with „adult
problems“ and life situations. This finding also indicates that some of the
parents allowed their children to „consume“ such programmes and thus
often take inspiration from the negative patterns (broken relationships,
aggression) that appear on the screen. Reality shows also had quite high
viewing figures. Our survey showed that only about 10% of children did
38
not watch this type of programme, while the others watched this type
occasionally or regularly. The most attractive reality shows were Super
star (based on British „Pop Idol“), watched by approximately one-third
of the pupils; one-fourth of them preferred Farma (The Farm), and 12%
watched the Czech-and-Slovak version of „Got Talent“.
When we asked them during the interview in which TV programme
they would like to appear, the range of answers was very broad. Around
16% of them would like to sing in Superstar, 10% of the children, mostly
girls, would like to play in the series „Panelák“ („ The Block of Flats“).
„ (...) In Superstar, because I like singing. “
„ (...) In Batman, because I also want to fight against evil. “
„ (...) In the TV News, because I would like to be famous. “
„ (...) In Tekken, because I am good at fighting. “
Around 16% of the primary school pupils would not like to appear
in any programme, which could mean that they are shy and self-con
scious. 5% of the respondents did not answer this question. The pupils
had an idea in which programme they would like to appear, however,
their choices were diverse and based on personal preferences.
Reading magazines was not very popular in the early school age chil
dren. The percentage describing the reading habits of both groups was
quite balanced (Chart 4a,b). Considerable differences appeared only in
the case of those respondents who spent more than one hour on reading
texts, where 13.06 % of pupils with communication impairment stated
that they read magazines for more than an hour, compared to 3.60% in
pupils with learning disorders. This could indicate either that the pu
pils with CI found the content of the magazines more attractive, or they
needed more time to read it. Unfortunately, the numbers for the pupils
who do not read magazines at all are rather high, in both groups they
constitute over one-third of the respondents.
Reading of magazines was not among the popular and preferred lei
sure activities for the children from either of the two surveyed sets. The
39
pupils in the first grade of primary school tended to read slightly more
often (Chart 4c); almost 40% of them read for less than 30 minutes and
another 30% read for 30 minutes to one hour a day. Just to compare, in
the group of the pupils with communication impairment it was 34% and
in the case of the pupils with learning disabilities it was 22%.
Another question concerned reading books not related to school du
ties (Chart 5a,b,c). We consider this also relevant, for it indicates whe
ther the pupils see books as an important tool for developing their in
tellect and reading competencies. Here we can also state that the interest
in reading fairy tales, children’s novels and similar literature has been de
creasing. Chart 5a,b clearly shows that one-third of our respondents did
not read any books other than textbooks and other learning materials.
As for book reading for less than 1 hour, the time allocated by the pupils
from both of the disadvantaged groups was about the same, around 50%.
A significant difference appeared in the percentages for the one to two
hours option. Here the same situation repeated as for magazine reading:
22.7% of the pupils with communication impairment read between 1
and 2 hours a day, while for the pupils with learning disabilities it was
only 7.2%. The best explanation is that those pupils with CI, who find
reading books interesting and meaningful, read more than the pupils
with LD because they needed more time to understand the text.
The trend of decreasing interest in reading fairy tales, children’s
novels and similar literature was also confirmed for the pupils in the
first grade of primary school (Chart 5c), although it was less striking
than in the groups of pupils with LD and CI. For example, 20% of the
first grade pupils did not read any books unrelated to school duties,
compared to 34% of those with communication impairment and lear
ning disabilities.
There is no doubt that the internet has become the phenomenon of
this decade. It offers something that no other media have offered be
fore: information and amusement, but also communication via social
networks and all this in an integrated form under one roof. It does not
40
1/2 - 1 hour
22%
less than 1/2
hour
34%
more than 1
hour
8%
I do not read
at all
36%
Chart 4a: Cumulative sum of daily reading of magazines (newspapers): the pupils
with communication impairment and the pupils with learning disabilities.
36,40% 35,70%
CI
35,70%
31,80%
LD
25,00%
18,20%
13,60%
3,60%
I do not read at
all
less than 1/2
hour
1/2 - 1 hour
more than 1
hour
Chart 4b: Daily reading of magazines (newspapers): the pupils with communication
impairment and the pupils with learning disabilities.
41
more than 1
hour
7%
I do not read at
all
25%
1/2 - 1 hour
30%
less than 1/2
hour
38%
Chart 4c: Daily reading of magazines (newspapers): pupils in the 1st grade of primary
school.
1-2 hours
14%
I do not read at
all
34%
within 1 hour
52%
Chart 5a: Cumulative sum of daily reading of books: pupils with communication im
pairment and pupils with learning disabilities.
42
57,10%
CI
45,45%
LD
35,70%
31,80%
22,75%
7,20%
I do not read at all
within 1 hour
1-2 hours
Chart 5b: Daily reading of books not related to school duties: pupils with communi
cation impairment and pupils with learning disabilities.
1-2 hours
21%
I do not read at
all
20%
within 1 hour
59%
Chart 5c: Daily reading of books not related to school duties: pupils in the 1st grade
of primary school.
43
matter whether one connects to the internet with a mobile phone, tablet,
notebook or desktop. Due to high financial coverage, the prices of these
end devices are already quite affordable, therefore they can be found in
sufficient numbers also among early school age children. Again, in ge
neral, there were not any considerable differences between the respon
dents from the basic sets I and II (Chart 6a,b,c). Almost all of them
were already active on the internet and had the basic skills necessary for
orientation in the virtual environment.
Our survey confirmed that up to 41% of the pupils with communi
cation impairment spent between 2 to 3 hours online each day, which is
nearly double the time spent by the pupils with learning disabilities at
22.27% (Chart 6a,b). It seems that the pupils with communication im
pairment were more attracted to the internet and found it more moti
vating. This could be explained by the fact that compared to the fixed
programme structure of radio or television, here they have the chance
to choose the content they prefer. From the perspective of content prefe
rences, we noted that the pupils with communication impairment ten
ded to be more attracted to online action games and YouTube videos
than their peers with learning disabilities.
For the early school age children, the internet is the second most
common mass information medium, right after the television, and thus
it is the most preferred information-communication channel. This ci
vilisation paradigm is generally accepted by all the children. Surfing the
internet, communicating via e-mail or even using social networks is so
user-friendly and comfortable the children can manage it without any
problems. We found only minimal and almost negligible differences in
the numbers of respondents who did not use the internet as such – 12%
of the pupils in the first grade of primary school versus 13.6% of the
pupils with communication impairment and 18.5% of the pupils with
learning disabilities.
In question no. 6 we asked our respondents without which medium
they could not imagine their everyday life (Chart 7a,b,c). The evaluation
44
I do not use the
internet at all
13%
2-3 hours
41%
1-2 hours
14%
within 1 hour
32%
Chart 6a: Cumulative sum of daily internet use: the pupils with communication im
pairment and the pupils with learning disabilities.
CI
41,00%
31,80%
LD
33,33%
25,90%
22,27%
18,50%
13,60%
13,60%
I do not use the
internet at all
within 1 hour
1-2 hours
2-3 hours
Chart 6b: Daily internet use: the pupils with communication impairment and the pu
pils with learning disabilities.
45
2-3 hours
21%
I do not use the
internet at all
12%
1-2 hours
20%
within 1 hour
47%
Chart 6c: Daily internet use: the pupils in the 1st grade of primary school.
Radio
0%
TV
32%
Internet
28%
Newspapers,
magazines
5%
Mobile phone
28%
Books
7%
Chart 7a: Cumulative sum of preferred media and sources of information in everyday
life: the pupils with communication impairment and the pupils with learning disabi
lities.
46
38,20%
CI
31,00%
28,60%
LD
27,30%
25,50%
23,80%
11,90%
4,70%
3,61%
5,40%
0,00%0,00%
Chart 7b: Preferred media and sources of information in everyday life: the pupils with
communication impairment and the pupils with learning disabilities.
Newspapers,
magazines
Radio
2%
4%
Internet
30%
Books
11%
TV
29%
Mobile phone
24%
Chart 7c: Preferred media and sources of information in everyday life: the pupils in
the 1st grade of primary school.
47
of the responses did not lead to any surprising conclusions that would
deviate from the generally-known trends from recent years. Other sur
veys have already confirmed that the three media and communication
tools that are the most important for early school-age children are: tele
vision, mobile phone and internet. Both of the surveyed groups of pupils
from our basic set I stated that they could not imagine their everyday
lives without television, even though this preference was stronger in the
pupils with LD, almost 40%, compared to the pupils with CI, among
whom only 24% said they could not imagine life without TV (Chart
7a,b). That confirms the above-mentioned statement that television was
more popular among the pupils with learning disabilities.
As for use of the internet, the preferences of both groups were more
or less similar, but the pupils with communication impairment had
a distinctively bigger preference for books than the pupils with LD, 12%
compared to 3.6%. A possible explanation is that the printed and thus
static text is more suitable for the pupils with CI. The books not only
match their communication capacities and skills, but they also give the
children more time to understand the content and its context. Televi
sion is a very quick medium with dynamic visual information flowing at
a fast speed, which for the pupils with communication impairment can
be hard to follow.
The evaluation of the preferences for respective media and sources
of information yielded the expected results for the both surveyed sets:
The three modern information and communication channels are almost
equally important for all the children of early school age. The pupils in
the first grade of primary school preferred the internet – 30%, televi
sion – 29% and mobile phone – 24% (Chart 6c) and among the pupils
with disabilities the order is: television – 32%, internet – 28% and mobile
phone – 28%.
It also is not surprising that 96% of our respondents from the basic
set I used the internet mainly for fun and entertainment, similarly to the
pupils from the basic set II (Chart 8a,b).
48
New
information
2%
TV programm
and music
2%
Entertainment /
Games
96%
Chart 8a: Content sought by the pupils on the internet: cumulative sum for the pu
pils with communication impairment and the pupils with learning disabilities.
New
information
17%
Information
regarding
school
0%
TV programm
and music
2%
Entertainment /
Games
81%
Chart 8b: Content sought by the pupils on the internet: the pupils in the first grade
of primary school.
49
For the pupils the internet was mainly synonymous with entertain
ment and games – that applied to the healthy population of children at
81%, as well as to the pupils with communication impairment or lear
ning disabilities at a total of 96%. For us a positive surprise was that the
early school age children could very well distinguish the pros and cons of
internet use. Since most of them go online to play games, their preferred
advantages are the possibility to play games, watch films and skype with
classmates. The most frequently visited websites are definitely the web
sites with online games (friv.com and superhry.sk), Facebook, but also
YouTube for songs and videoclips. Both sets of respondents, the pupils
with disabilities as well as the pupils in the first grade of primary school,
could also speak about the disadvantages in a rather convincing way:
„ (...) I spend much time there. My parents tell me not to.”
„ (...) When I sit for a long time in front of the monitor, my eyes hurt.”
„ (...) There are also things that are not suitable for children.”
„ (...) Some strangers can get information about us.”
„ (...) The internet is sometimes lying.”
From the perspective of our objective it was also important to study
whether the modern communication technologies change the ways of
communication of the pupils with disabilities (Chart 9a,b). The results
confirmed without any doubts that our respondents expanded their
communication options and used the modern forms, such as internet
calls, chats, e-mails, etc. We can state that the pupils with communica
tion impairment as well as the pupils with learning disabilities did not
have any major problems with becoming familiar with the modern in
formation-communication technologies and actively using them. In
terms of skills and frequency of use, this trend was comparable to the
first grade pupils (Chart 9c). Certain deviations can be noted for the fol
lowing forms of communication: 41% of the pupils with communication
impairment favoured personal communication, compared to 31.4% of
the pupils with learning disabilities. The opposite tendency applied to
50
the use of mobile phones: while only 22.7% of the pupils with CI pre
ferred this communication tool, in the second group of respondents
it was 31.4%. We can come to the conclusion that the pupils with CI
can have certain problems with virtual communication without per
sonal contact or when they cannot see the gestures and other forms of
non-verbal communication that are an important source of information
for them. They need more time to express themselves and need to have
also visual information that helps them understand the context. On the
other hand, almost 16% of them use SMS to communicate with their
friends and loved ones, compared to 9.8% of the pupils with learning
disabilities. The pupils with CI have more problems with e-mailing; only
7% preferred this form of communication, compared to 14% of the pu
pils with LD. These different preferences can be explained by the fact
that the content as well as the form of an e-mail is more structured, the
ideas are formed in more complicated sentences, and because the pupils
with communication impairments are less skilled in this area, it can be
a problem for them. On the other hand, e-mail communication seems to
be very common, since 70% of the children stated they have their own
e-mail address and mailbox.
The emergence and mass adoption of mobile phones in the last de
cade has rapidly changed forms of communication. Brand-new options
like chatting, calling via the internet, and others have been introduced.
We have noted that the early school age children do not have any prob
lems mastering these new forms of virtual contact, not even the chil
dren with disabilities. Despite the existing fears that these new forms
of communication would overshadow personal contact, this concern
has yet to be proven. One-third of the children claimed that they con
tact and communicate with their friends and loved ones personally
and another third used the mobile phone for this purpose. We did
not note any significant differences in the preferences of the primary
school pupils, including the pupils with learning disabilities and the
pupils with communication impairment. This indicates that the new
51
Chatting
5%
Mobile phone
27%
I meet with
them
personally
36%
SMS
13%
email
11%
Internet
telephony
(Skype, etc.).
8%
Chart 9a: Communication of the pupils with friends and loved ones. Cumulative sum
for the pupils with communication impairment and the pupils with learning disabi
lities.
CI
40,90%
31,40%
31,40%
LD
22,70%
15,96%
Mobile
phone
SMS
13,70%
9,80%
9,80%
6,81%
6,81%
email
Internet I meet with
them
telephony
personally
(Skype,
etc.).
6,82% 3,90%
Chatting
Chart 9b: Communication of the pupils with friends and loved ones: the pupils with
communication impairment and the pupils with learning disabilities.
52
Chatting
11%
SMS
12%
I meet with
them
personally
27%
email
8%
Internet
telephony
(Skype, etc.).
12%
Mobile phone
30%
Chart 9c: Communication of the pupils with friends and loved ones: the pupils in the
1st grade of primary school.
No
45%
Yes
55%
Chart 10a: Interpretation of the term: ”Do you know what the term media means?“
Cumulative sum for the pupils with communication impairment and the pupils with
learning disabilities.
53
60,00%
Yes
52,00%
48,00%
No
40,00%
CI
LD
Chart 10b: Interpretation of the term: ”Do you know what the term media means?“
The pupils with communication impairment and the pupils with learning disabilities.
No 54%
Yes 46%
Chart 10c: Interpretation of the term media ”Do you know what the term media
means?“: pupils in the 1st grade of primary school.
54
communication technologies generally do not pose any problems even
to pupils with disabilities. As shown in the chart 9a,b, they do not have
any problems with using the new forms of communication – Skype,
chat, etc.
We live in an age of media, therefore we asked all of our respondents
to explain what the term „media“ means. Surprisingly, up to 60% of the
pupils with communication impairment were not familiar with this term
or were not able to define it, compared to 52% of the pupils with learning
disabilities (Chart 10a,b). This rate of unfamiliarity in both cases was
very high. Another finding that we consider alarming is that among the
pupils in the first grade of the primary school, only 54% knew the term
„media“. However, this does not mean that they can interpret it correctly
and fully understand its meaning.
Here we see quite a big space especially for the school, which should
create the space for learning new terms and acquiring new knowledge, to
enable the pupils to decipher the media messages they absorb every day.
To be media literate means that one is able to select information, evaluate
its level and quality and understand its wider context. We consider this
one of the key modern competencies of the 21st century.
Summary
Our survey can be summarised in the following findings: the rate
of radio listening in the young generation has been in decline over the
last decade. This has been caused by the advent of modern information
and communication media, notably the internet and recently also social
networks, which absorb a considerable portion of our free time. In gene
ral, about one-third of children and young people do not listen to radio
broadcasting.
Up to 50 percent of students from the group of those with impaired
communication ability doesn´t listen to the radio at all. It is the result of
55
poor ability to interprete media messages communicated through words
and sounds since they can not imagine real situations under the meaning
of words in ether.
Television continues to be a phenomenon when it comes to leisure
activities. For pupils in the first grade of primary school it has been
a long-term standard to watch television for two or more hours a day.
The same applies to the pupils with communication impairment and
the pupils with learning disabilities. Children are attracted by television
mainly because it offers entertainment and relaxation without requiring
any activity and effort.
There was a high preference among children for evening shows
broadcast after 8 p. m. – this implies that children are watching evening
programmes that are not intended for them. Almost 20% of the prima
ry school pupils stated in their responses that they regularly watched
evening shows. This also indicated that some of the parents allowed their
children to „consume“ these programmes and thus take inspiration from
the negative patterns (aggression, broken relationships) that appear on
the screen. Our survey further showed that the children did not have
one favourite TV character with whom they identify on a massive scale.
Instead, they had a range of favourite characters.
Reading magazines was not very popular in the early school age chil
dren. The percentage describing the reading habits of both groups was
quite similar. Considerable differences appeared only for the length of
the time spent on reading – 13.06% of pupils with communication im
pairment stated that they read magazines for more than an hour, com
pared to 3.60% of pupils with learning disorders. This could indicate
either that the pupils with CI found the information in the magazines
more attractive, or that they needed more time to read the text due to
their weaker communication skills. Unfortunately, the numbers for the
pupils who did not read at all are rather high: more than one-third of
the respondents. Interest in children’s literature – fairy tales, children’s
novels and similar literature – has kept decreasing. The survey showed
56
that one-third of the respondents did not read any books other than text
books and other learning materials.
There is no doubt that the internet has become the phenomenon of
this decade. It offers something that other media have not been able to
provide: information and amusement, but also communication via so
cial networks; all this in an integrated form under one roof. Again, in
general, there were not any considerable differences between respective
groups of pupils. All groups were already active on the internet and had
the basic skills necessary for orientation in the virtual environment. Our
survey showed that up to 41% of the pupils with communication impair
ment spend between 2 to 3 hours per day online, which is almost double
the proportion of the pupils with learning disabilities, at 22.27%. It seems
that the pupils with communication impairment were more attracted to
the internet and found it more motivating. This could be explained by
the fact that compared to the fixed programmes offered by radio or tele
vision, on the internet they have the chance to choose the content they
prefer. From the perspective of content preferences, we noted that the
pupils with communication impairment tended to be more attracted to
online action games and YouTube videos than their peers with learning
disabilities.
Evaluation of answers to the question about which medium they
cannot imagine their lives without did not lead to any surprising con
clusions that would deviate from the generally-known trends of recent
years. Other surveys have already confirmed that the three media and
communication tools that are the most important for all pupils are: te
levision, mobile phone and internet. It also is not surprising that 96%
of our respondents used the internet mainly for fun and entertainment,
similarly to the pupils in the first grade of primary school.
For us a positive surprise was that the pupils can very well distinguish
the pros and cons of internet use. Since most of them go online to play
games, their preferred advantages were the possibility to play games,
watch films and skype with classmates. The most frequently visited
57
websites were definitely the websites with online games (friv.com and
superhry.sk), Facebook, but also YouTube for songs and videoclips. Both
groups of respondents, the pupils with learning disabilities as well as the
pupils with communication impairment, could also speak about the di
sadvantages in a rather convincing way.
In general, the new media and modern technologies are changing
the ways of communication of children of early school age. The results
confirmed without any doubts that our respondents have expanded
their communication options and use the modern forms, such as the
internet calls, chats, e-mails, etc. We can state that the pupils with di
sabilities did not have any significant problems with becoming familiar
with the modern information-communication technologies and actively
using them. In terms of skills and frequency of use, this trend was com
parable to the pupils of the first grade of primary school. Certain de
viations can be noted for the following forms of communication: 41%
of the pupils with CI favoured personal communication, compared to
31.4% of the pupils with learning disabilities. The opposite tendency ap
plied to the use of mobile phones: while only 22.7% of the pupils with CI
preferred this communication tool, it was 31.4% in the second group of
respondents. We can come to the conclusion that the pupils with com
munication impairment can have certain problems with virtual commu
nication without personal contact, when they cannot see the gestures
and other forms of non-verbal communication that are an important
source of information for them. They probably need more time to ex
press themselves and need to also have visual information that helps
them understand the context. However, almost 16% of this group used
SMS to communicate with their friends and loved ones, compared to
9.8% of the pupils with learning disabilities. The pupils with CI lack the
skills needed for e-mail communication; only 7% preferred this form,
compared to 14% of the pupils with LD. These different preferences can
be explained by the fact that the content as well as the form of an e-mail
is more structured, the ideas are formed in more complicated sentences,
58
and because the children and pupils with communication impairments
are less skilled in this area, it can be a problem for them.
In our research we paid much attention to the pupils with learning di
sabilities and the pupils with communication impairment, since this target
group has been heavily neglected in research related to media literacy. In
our country this topic has not yet been examined in detail from a scientific
or professional perspective. We also compared our findings with a group
of children of early school age who attend primary school. Except for some
rather insignificant differences described and commented on above, we
can state that the level of media literacy in the pupils from both surveyed
sets is very similar, if not identical. The information-communication tech
nologies that have introduced new forms of communication in the 21st
century, new information channels and new ways of spending free time,
are so user-friendly and easy to handle that they are accessible and avai
lable to all age groups. Thus, all children have the opportunity to use and
develop their potential within this age of media they are living in.
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[online]. [cit. 2013-12-25]. http://www.statpedu.sk/sk/Statny-vzdelava
ci-program/VP-pre-deti-a-ziakov-so-zdravotnym-znevyhodnenim/
VP-pre-deti-a-ziakov-s-narusenou-komunikacnou-schopnostou.alej.
Vzdelávací program pre žiakov s vývinovými poruchami učenia ISCED 1 –
primárne vzdelávanie ISCED 2 – nižšie sekundárne vzdelávanie. Vzdelávací
program ako súčasť štátneho vzdelávacieho programu schválilo Ministerst
vo školstva Slovenskej republiky pod číslom CD-2008-18550/39582-1:914
dňa 26. mája 2009. [online]. [cit. 2013-12-25]. http://www.statpedu.sk/sk/
Statny-vzdelavaci-program/VP-pre-deti-a-ziakov-so-zdravotnym-znevy
hodnenim/VP-pre-ziakov-s-vyvinovymi-poruchami-ucenia.alej
64
WILSON, C. – GRIZZLE, A. – TUAZON, R. – AKYEMPONG, K. – CHEUNG,
Ch. 2011. Media and information literacy curriculum for teachers. Paris :
UNESCO, 2011. [online]. [cit. 2013-03-02]. http://www.unesco.org/new/en/
communication-and-information/resources/publications-and-communica
tion-materials/publications/full-list/media-and-information-literacy-cur
riculum-for-teachers.
65
66
Mediálna gramotnosť detí na Slovensku
67
68
Mediálna výchova – prierezová téma
v Štátnom vzdelávacom programe ISCED 1
– primárne vzdelávanie
Úvod
Médiá a informačné a komunikačné technológie ovplyvňujú náš kaž
dodenný život spôsobom ako nikdy predtým, stávajú sa jeho súčasťou,
ale zároveň aj nevyhnutnosťou. Nové médiá, ako internet a digitálna te
levízia, mohli vzniknúť vďaka digitalizácii, ktorá umožnila rýchlo, lacno
a jednoducho kombinovať a prenášať texty i obrazy na veľkú vzdialenosť.
To pochopiteľne ovplyvnilo úlohu a postavenie prijímateľa informácií –
čitateľa a diváka. Kým v prípade klasických médií nemá žiadnu mož
nosť pozmeniť podobu finálnej informácie a jeho úloha je skôr pasívna,
s rozvojom digitalizácie sa jeho pozícia mení. Príjemca sa stáva aktívnym
tvorcom v celom info-komunikačnom ekosystéme. Mení sa aj intenzita
používania jednotlivých médií − postupne sa presúva z pasívnej formy
pozerania televízie, počúvania rádia, čítania printových médií na inte
raktívne formy komunikácie cez globálne internetové prostredie, vrátane
sociálnych sieti, vyhľadávačov, blogov, chatovania a pod.
Nové médiá nám zjednodušujú vzájomnú komunikáciu, záro
veň ponúkajú obrovské množstvo informácií z rôznych oblastí živo
ta. Mnohé z nich sú pre nás užitočné, no zaplavujú nás aj informácie,
ktorých hodnota je veľmi nízka, alebo dokonca nulová. Je veľmi dôle
žité nestratiť sa v obrovskej záplave informácií a ich vplyvov, zároveň
ostať slobodným jedincom. To si však vyžaduje naučiť sa porozumieť
médiám, nielen pochopiť ako fungujú a akú úlohu zohrávajú v spo
ločnosti, ale predovšetkým správne porozumieť mediálnym obsahom.
69
Byť mediálne gramotný, to znamená osvojiť si kompetencie a zruč
nosti na získanie kritického odstupu od médií a mediálnych obsahov,
na druhej strane dosiahnuť schopnosť na maximálne využitie potenci
álu médií ako zdroja informácií, vzdelávania, kvalitnej zábavy, aktivít
na naplnenie voľného času.
Mediálna gramotnosť
V rozvinutej spoločnosti potreba mediálnej gramotnosti ‒ ako súčas
ti kultúrnej gramotnosti ‒ vznikla na podnet čoraz viac sa rozvíjajúcich
mediálnych oblastí (printové média, digitálne médiá, multimédiá), ako
potreba na uchopenie nehmotných mediálnych produktov a obrazov,
ktoré nás obklopujú a majú veľký dopad na jednotlivca. Vytvárajú idey
a ponúkajú mediálny obraz sveta, ktorý v mnohých ohľadoch môže byť
značne zjednodušený, prvoplánový, ba neraz aj manipulovaný, a tak pô
sobiť proti integrite a autonómii prijímateľa.
Novšie definície mediálnej gramotnosti sa zameriavajú predovšetkým
na cieľové požiadavky mediálne gramotného človeka: „Vysoko mediálne
gramotní jednotlivci sú schopní umiestniť obsah (správu) do kontextu
vysoko prepracovanej poznatkovej štruktúry a sú schopní mnohodi
menzionálnej interpretácie akéhokoľvek obsahu. Táto schopnosť im dáva
možnosť výberu spomedzi viacerých možných významov“1. Popredný
odborník a autor publikácie Mediálna gramotnosť W. J. Potter ďalej ho
vorí: „stať sa viac mediálne gramotným, znamená vidieť hranicu medzi
svojim reálnym svetom a svetom, ktorý produkujú médiá. Byť mediálne
gramotný tiež znamená získať informácie a skúsenosti, ktoré chcete, bez
toho, aby ste dostali z médií to, čo nechcete. Potom budete schopní si
kreovať život ako chcete, a nedovolíte médiám, aby ho vytvárali tak ako
POTTER, W. J. 2012. Media Literacy. SAGE : Publishing, 2012, s. 12.
1
70
chcú oni – vo vašom mene“2. Mediálne gramotný jedinec by mal mať
,,vedomosti o tom, akými spôsobmi sa používajú médiá v pracovnom
i v osobnom živote; vedomosti o komplexných vzťahov medzi recipient
mi a mediálnymi obsahmi; vedomosti o závislosti mediálnych obsahov
od sociálneho a kultúrneho obsahu, v ktorom vznikajú; vedomosti o ko
merčnej stránke médií; znalosti umožňujúce používanie médií na komu
nikáciu“3. Autor zjavne naráža na súčasný svet médií, ktorý sa nachádza
v nebývalom rozvoji a je nad sily ľudskými zmyslami obsiahnuť všetky
nové informácie, ktoré sa tvoria každý deň. A rovnako je čoraz ťažšie
sa orientovať v mediálnych obsahoch, ktoré môžu mať rôznu pridanú
hodnotu pre prijímateľa – od prvoplánovej, povrchnej až po edukač
nú, od manipulatívnej po spoločensky užitočnú. Podľa M. Hoechsman
na a S. Poyntza je mediálna gramotnosť „súhrn kompetencií, ktoré nám
umožňujú interpretovať mediálne obsahy a postupy mediálneho sveta,
tvoriť vlastné médiá, rozpoznávať a zaoberať sa sociálnym a politickým
vplyvom médií v každodennom živote“4. Berúc do úvahy aj skutočnosť,
že mediálne obsahy (noviny, hudba, webové stránky a pod.) produkujú
vydavatelia a vysielatelia, režiséri, filmoví tvorcovia, web dizajnéri a sú
sprostredkované mediálnymi kanálmi a technológiami (televízia, film,
digitálne technológie ako smartphones, mp3 prehrávače, tablety či digi
tálne kamery). V týchto, ale aj v ďalších podobných definíciách zaznieva
uhol pohľadu autora, vzťahujúci sa k dobe, ktorú autor reflektuje. Jeden
jednotiaci pohľad je však pre všetkých spoločný: apel vychovávať jedinca
mediálne gramotného, ktorý rozumie médiám, dokáže narábať s medi
álnymi produktmi, ideami a sprostredkovanou realitou rozumne a auto
nómne. Dokáže vyhľadávať, prijímať, analyzovať, vyhodnocovať, tvoriť
a komunikovať mediálne a multimediálne obsahy.
Tamtiež, s. 14.
Tamtiež, s. 68.
4
HOECHSMANN, M. – POYNTZ, S. 2012. Media Literacies: A Critical Introduction. Buckwell : Publishing, 2012, s.1.
2
3
71
Mediálna gramotnosť v európskom kontexte
Európska únia, ktorá reprezentuje nielen spoločné geografické te
ritórium, ale aj mediálny priestor, dala si za svoj cieľ vytvorenie infor
mačnej spoločnosti. Avšak realita ukázala, že európska populácia sa po
sunula v čase, a že žije skôr v mediálnej spoločnosti5. Je to dôsledok
toho, že informačná gramotnosť sa u väčšiny populácie, najmä mladšie
ho a stredného veku stala samozrejmosťou a informačné a komunikač
né technológie sa časom stali prirodzeným prostriedkom komuniká
cie, získavania a tvorby nových informácií. Preto sa viac ako informačná
gramotnosť začala spoločensky akcentovať mediálna gramotnosť. Zača
li sa formulovať nové pohľady na túto oblasť, ktoré odkrývali nové ce
lospoločenské potreby. Jeden z nich reprezentuje aj European Associa
tion for Viewers‘ Interests (EAVI). Tá vníma mediálnu gramotnosť ako
„schopnosť jedinca autonómne a kriticky interpretovať obsah, podstatu,
hodnotu a dôsledok médií vo všetkých podobách“6. Európsky prístup
k mediálnej gramotnosti sa vzťahuje na všetky médiá a úrovne mediál
nej gramotnosti:
• Zahŕňa komfortnosť pri využívaní všetkých existujúcich médií
od novín až po virtuálne komunity;
• Aktívne využívanie médií prostredníctvom interaktívnej televízie,
používanie internetových vyhľadávačov alebo účasť vo virtuál
nych komunitách a lepšie využívanie potenciálu zábavných médií;
• Kultúrny a medzikultúrny dialóg, vzdelávacie a každodenné apli
kácie (knižnice, služba webcast a podcast);
• Kritický prístup k médiám, pokiaľ ide o kvalitu a správnosť obsa
hu (schopnosť vyhodnotiť informácie, uvážlivé vnímanie reklamy
v rôznych médiách, inteligentné využívanie vyhľadávačov);
Viewers’ Interests. Brussels, 2010, s. 9.
6
Tamtiež, s. 4.
5
72
• Kreatívne využívanie médií, keďže vývoj mediálnych technológií
a rastúci význam internetu ako distribučného kanála umožňuje
čoraz väčšiemu počtu Európanov vytvárať a šíriť obrazové materi
ály, informácie a obsahy;
• Porozumenie ekonomickým vzťahom mediálneho odvetvia a roz
dielu medzi pluralitou a vlastníctvom médií;
• Informovanosť o problematike autorského práva, ktorá je potreb
ná pre tzv. kultúru legality, najmä pre mladšiu generáciu v jej dvo
jitom postavení spotrebiteľa a výrobcu obsahu; zručnosti k maxi
málnej kontrole vlastného využívania médií7.
Mediálna gramotnosť podľa EAVI sa prejavuje v dvoch dimenziách:
dimenzia individuálnej kompetencie a dimenzia faktorov prostredia8.
Vplyv prostredia zahŕňa dostupnosť médií, mediálnu výchovu, medi
álnu politiku, mediálny priemysel a spoločnosť. Všetky tieto kategórie
zároveň vplývajú na individuálnu mediálnu kompetenciu, existujúcu
v dvoch rovinách – personálnej a sociálnej. Medzi sociálne kompeten
cie EAVI zaraďuje komunikačné schopnosti a medzi personálne kompe
tencie zasa zručnosti na používanie médií, ako aj kompetencie kritické
ho porozumenia médiám. Tieto kompetencie EAVI zobrazila graficky
do pyramídy, kde základňu tvoria vplyvy prostredia, ktoré by mali tvo
riť nevyhnutný základ pre kvalitnú mediálnu gramotnosť jednotlivcov.
Na vrchole sú komunikačné schopnosti, ktoré sú nevyhnutné pre plno
hodnotnú existenciu človeka v mediálnej spoločnosti9.
Odporúčanie Komisie Európskych spoločenstiev č. 6464 (2009) v konečnom
znení: Odporúčanie Komisie O mediálnej gramotnosti v digitálnom prostredí pre
konkurencieschopnejší audiovizuálny priemysel a priemysel obsahu a inkluzívnu
vedomostnú spoločnosť. Brusel, 2009.
8
Viewers’ Interests. Brussels, 2010, s. 7-8.
9
Tamtiež, s. 70-71.
7
73
Aby sa ľudia v mediálnej spoločnosti správne orientovali, a teda sa
nestratili v záplave informácií, je nevyhnutné, aby už deti predškolského
a mladšieho školského veku sa učili prijímať a používať médiá. To zname
ná kriticky čítať a vnímať mediálne obsahy, postupne nadobúdať mediál
ne kompetencie. Podľa Buermanna10 mediálnu kompetenciu tvoria štyri
mediálne schopnosti: ovládanie, sebahodnotenie, rozvážnosť a tvorivosť.
Keďže deti zvyčajne pracujú metódou pokus-omyl, elementárne medi
álne schopnosti zvládajú pomerne ľahko a rýchlo, a to aj vďaka pravi
delnému precvičovaniu. Veľmi dôležitou schopnosťou pri práci s média
mi je zdravé sebahodnotenie a rozvážnosť, napr. vedieť odhadnúť koľko
času môžeme stráviť pred počítačom alebo televíziou. Táto schopnosť sa
najlepšie rozvíja zdravou kritikou a otvorenou spätnou väzbou od učiteľa
alebo rodiča. Tvorivosť predpokladá neustálu aktivitu. V tomto prípade
sa predvída, že človek nebude médiá využívať len na konzum, ale dokáže
s nimi efektívne pracovať, a teda aj tvoriť mediálne produkty. Ako prí
klad môže poslúžiť prepracovaná metodika výchovy k mediálnej gramot
nosti a zaradenie mediálnej výchovy do rámca všeobecného vzdelávania
v krajinách západnej Európy, USA, Kanady, Austrálie a Nového Zélandu.
Vymedzenie mediálnej výchovy vychádza z dvoch základných, teoretic
ky odlišných predpokladov: z učenia sa, tzv. „learning by doing“ (učím sa
tým, že určitú činnosť prakticky vykonávam, napr. píšem texty na webe,
blogujem, tvorím videá a publikujem ich na verejne dostupných serve
roch, napr. na Youtube) a kritického prístupu, založeného na analyzovaní
obsahu médií a ich aktivít, ktoré sa navzájom dopĺňajú. Pre kontinen
tálnu Európu a Škandináviu (ale aj Kanadu) je charakteristická tradícia
rozsiahlej analýzy obsahu a tvorivých mediálnych aktivít, vychádzajúcich
z predpokladu, že cestou k poznaniu médií je analýza skutočných, reálne
fungujúcich médií. Kritická analýza sa sústreďuje najmä na spravodajstvo
v médiách, aktuálnu publicistiku, komerčné oznamy (reklama, inzercia,
BUERMANN, U.2009. Jak (pře)žít s médii. Příležitosti a hrozby informačního
10
74
telenákup, umiestňovanie produktov v programoch), audiovizuálne pro
dukty s prvkami násilia či agresivity a pod., a tak sa snaží odhaliť mecha
nizmy, ktoré určujú obsah a charakter médií. Konkrétne v Kanade výcho
va k mediálnej gramotnosti je orientovaná na informovanosť a kritické
chápanie podstaty mediálneho obsahu, techník a technologických postu
pov, ako aj na dopad informačných a komunikačných technológií na vní
mateľa. Ide o edukačný proces, ktorého prvoradým cieľom je viesť žiakov
k pochopeniu princípov − ako médiá fungujú, aké významy produku
jú, ako konštruujú objektívnu realitu, ako sú organizované. Dôraz sa kla
die aj na tvorbu mediálnych produktov. Snahou kanadského ministerstva
školstva (Media Literacy Resource Guide) bolo a naďalej je zdôrazňovať
význam mediálnej výchovy vo všetkých oblastiach rozvoja človeka. Mno
hé krajiny si osvojili tento model a dnes ho zohľadňujú v národných ku
rikulárnych dokumentoch.
Rovnaký cieľ, rozdielne prístupy európskych krajín
EAVI v roku 2010 vydala štúdiu o úrovni mediálnej gramotnosti
v krajinách EÚ „Study on Assessment Criteria for Media Literacy Le
vels“11. Predbežné výsledky ukázali, že severské krajiny vykázali značne
V štúdii sa posudzovali komunikačné zručnosti (účasť na vytváraní spoločenských
vzťahov, mediálneho obsahu); spôsobilosť kritického porozumenia (užívateľské
správanie, porozumenie mediálnemu obsahu, teda vedomosti o médiách
a regulácii médií); užívateľské zručnosti IKT (zručnosti pri práci s počítačom
a internetom, ďalej vyvážené a aktívne využívanie nových médií; rozšírené
používanie internetu a sociálnych sietí); kontext mediálnej gramotnosti (mediál
na výchova, politika mediálnej gramotnosti, občianska spoločnosť, mediálny
priemysel) ; dostupnosť médií (mobilné telefóny, rádio, noviny, internet, televí
zia, kino, atď.). Prvé tri kritériá predstavujú individuálne kompetencie, ďalšie dve
kritériá sú zaradené medzi faktory prostredia. Sú nevyhnutné pre rozvoj mediál
nej gramotnosti, ale sú skôr globálneho rozsahu. In: Study on Assessment Criteria
for Media Literacy Levels. Brusel, 2010, s. 7-8.
11
75
vyššiu mediálnu gramotnosť, zatiaľ čo krajiny na juhu a východe Euró
py vykazujú iba základný stupeň mediálnej gramotnosti. Medzi kraji
ny s najvyššou mierou mediálnej gramotnosti patrí Fínsko, Dánsko, Ho
landské a Spojené kráľovstvo.
Fínsko má zjavne dlhú tradíciu a dobré skúsenosti v oblasti mediál
nej výchovy. Už v 60-tych rokoch minulého storočia v edukačnom pro
cese mali svoje miesto médiá ‒ noviny a neskôr aj film, v 90-tych ro
koch sa kládol dôraz na komunikáciu a tvorbu videí12. Kurikulum pre
predškolskú výchovu13 od roku 2000 kladie veľký dôraz na mediálnu
výchovu, vytvára priestor na prácu s informačnými a komunikačný
mi technológiami, ako aj na nadobúdanie mediálnych zručností a pre
cvičovanie. Zdôrazňuje diskurz, analýzu a interpretáciu obrazov a ich
sémantický význam. V základnej škole je mediálna výchova vnímaná
ako prierezová téma s názvom Mediálne zručnosti a komunikácia (Me
dia skills and communication). Podľa stále platného kurikula je cieľom
mediálnej výchovy zvýšiť úroveň zručností vo vyjadrovaní a interakcii,
aby sa tak zvyšovala úroveň porozumenia pre existenciu a dôležitosť
médií, tiež mediálne zručností v oblasti producenta a recipienta medi
álnych správ14. Vo Fínsku sa kladie dôraz na silnú participáciu žiakov,
a to aj i v prípade tvorby mediálnych produktov. Zdôrazňuje sa viac uče
nie prostredníctvom moderných technológií než učenie sa o moder
nej technike15. Strategicky významným prvkom je podpora od samot
ných médií, mnohé vydavateľstvá printových médií sú zaangažované
TANRIVERDI, B. – APAK, O. 2010. Analysis of Primary School Curriculum of
Turkey, Finland and Ireland in Terms of Media Literacy Education. Educational
Sciences: Theory & Practice, 2010, 10 (2), s. 1194.
13
Curriculum for Pre-school Education in Finland. Helsinky : Yliopistopaino / Uni
versity Press, 2001, s. 16.
14
Learning objectives and core contents of education. Helsinky: Finish National
Board of Education, 2004, s. 37-38.
15
BARNES, C. (et al.). Final report: Critical media literacy in Ireland. Dublin : The
Radharc Trhust, 2007, s. 17-18.
12
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do mediálnej výchovy, napr. cez tzv. „školské linky“, priamo navštevujú
školy, vytvárajú interaktívne hry16. Podobne aj Írsko má bohaté tradície
v mediálnej výchove, jej začiatky sa datujú od 70-tych rokov, od roku
2000 má už pevnú pozíciu v kurikulárnych dokumentoch. Na primár
nom stupni vzdelávania sa kladie dôraz najmä na rozvíjanie kritického
myslenia, vzdelávací obsah je koncipovaný tak, aby sa deti učili o mé
diách, poznávali jazyk médií, stratégie a technologické postupy17.
EAVI vo svojej Study on Assessment Criteria for Media Literacy Le
vels z roku 2010 ďalej konštatuje, že medzi krajiny s najnižšou, a teda
základnou úrovňou, patrí Rumunsko, Bulharsko, Cyprus, Grécko, tiež
Slovensko18.
Mediálna výchova – prierezová téma
naprieč Štátneho vzdelávacieho programu
Mediálna výchova sa dostala oficiálne do Štátneho vzdelávacieho
programu (ŠVP) až v roku 2008. V nadväznosti na základné dokumen
ty Európskej únie, Rady Európy a UNESCO je definovaná ako „praktic
ké vyučovanie zacielené na budovanie mediálnej kompetencie, chápanej
ako kritický a rozlišujúci postoj voči médiám s cieľom vychovať emanci
povaných občanov, schopných vytvoriť si svoj vlastný názor na základe
prijatých informácií“19. Prispieva k osobnostnému a sociálnemu rozvoju
žiaka, k získaniu základnej úrovne mediálnej gramotnosti. V štátnych
dokumentoch je koncipovaná ako prierezová téma, ktorej primárnym
KUPIANEN, R. (et al.). Decades of Finish Media Education. Tampere : Tampere
University Centre for Media Education, 2008, s. 20.
17
SILVERBLATT, A. 2000. Media literacy in an interactive age. 2000, s. 6.
18
Viewers’ Interests, Brussels, 2010, s. 70-71.
19
téma). Bratislava : ŠPÚ 2011, s. 2.
16
77
cieľom je otvárať pre žiakov ďalšie perspektívy poznávania, vytvárania
postojov k zásadným otázkam súčasného sveta a k získavaniu skúsenos
tí, ktoré využijú v každodennom živote. Prierezová téma prechádza na
prieč vzdelávacích oblastí, integruje obsahy vzdelávacích oblastí a vy
tvára priestor na získanie komplexného pohľadu na istú problematiku.
Podieľa sa na utváraní a rozvíjaní kľúčových kompetencií.
Význam a opodstatnenosť mediálnej výchovy v spoločnosti narastá
priamoúmerne s neustálym vývojom informačných a komunikačných
technológií, s možnosťami ich využívania a prístupu k nim, ale aj s rôz
norodosťou a množstvom ponúkaných mediálnych obsahov. V Koncepcii
mediálnej výchovy v Slovenskej republike sa zdôrazňuje, že „všetky schop
nosti sú faktorom osobného vývinu, ktoré formujú povedomie, kritické
uvažovanie, ale aj schopnosť riešiť problémy. V informačnej spoločnosti
je mediálna gramotnosť základnou zručnosťou všetkých vekových skupín
populácie a pokladá sa za jeden zo základných predpokladov aktívneho
a plnohodnotného občianstva a za prostriedok eliminácie rizík sociálneho
vylúčenia“20. Medzi atribúty, ktoré sú v súvislosti s médiami v poslednom
desaťročí stredobodom pozorností odborníkov a medzinárodných inštitú
cií, patria zručnosti, potom zodpovedný, kreatívny a kritický prístup, se
lekcia, vplyvy a efektivita. V tomto kontexte Koncepcia mediálnej výchovy
v Slovenskej republike vníma mediálnu výchovu ako „celoživotný, systema
tický a cieľavedomý proces získavania mediálnych kompetencií a zvyšova
nia úrovne mediálnej gramotnosti, ktorého hlavným cieľom je podporovať
zodpovedné využívanie médií a rozvíjať kritické postoje vo vzťahu k me
diálnym obsahom s dôrazom na morálne princípy a humanizmus“21.
V zmysle Štátneho vzdelávacieho programu hlavným cieľom me
diálnej výchovy je získať a rozvíjať mediálnu gramotnosť, osvojovať si
mediálne kompetencie, teda schopnosti prijímať, analyzovať, hodnotiť
Koncepcia mediálnej výchovy v Slovenskej republike v kontexte celoživotného vzdelávania, schválená uznesením vlády SR zo 16. decembra 2009, s. 24.
21
Tamtiež, s. 24.
20
78
a komunikovať širokú škálu mediálnych obsahov22. Sekundárnym cie
ľom v kognitívnej oblasti je:
• Rozvíjať poznanie o jednotlivých druhoch médií, ich funkcie, vý
voj, spoločenské, ekonomické, technologické a organizačné as
pekty ich fungovania;
• Získať základnú orientáciu v druhoch, funkciách a vplyvoch mé
dií na detského príjemcu;
• Formovať vlastný názor;
• Poznať typy mediálnych produktov a proces ich vzniku;
• Chápať a kriticky posudzovať mediálne spracovanú a zobrazenú
realitu, poznať mediálne výrazové prostriedky, spôsob usporiada
nia mediálnych produktov;
• Diferencovane používať médiá a ich produkty podľa kvality plne
nia ich funkcie (informačnej, vzdelávacej, etickej, mravnej, zábav
nej) a uspokojovania vlastných potrieb.
Oblasť psychomotorická je zameraná na rozvíjanie týchto zručností:
• Aktívne využívať médiá v komunikačnom procese;
• Tvoriť a produkovať vlastné mediálne produkty;
• Obsluhovať technické zariadenia a ovládať nové technológie mé
dií;
• Kooperovať s inými mediálnymi tvorcami v procese komunikácie.
V oblasti afektívnej, ktorá čím ďalej tým viac zohráva významnú úlo
hu v mediálnej výchove, keďže sa zaoberá aj zložkou emotívnou a posto
jovou, cieľom je:
• Kooperovať s inými mediálnymi tvorcami v procese komunikácie;
• Zaujať kladný postoj k mediálnym produktom, ktoré poskytujú
pozitívnu hodnotovú orientáciu pre život;
ISCED 1 – primárne vzdelávanie. Bratislava : ŠPÚ 2011, s. 2.
22
79
• Vyberať si ich;
• Odmietať mediálne obsahy, ktoré odporujú etickým normám
a prinášajú deformovaný pohľad na hodnoty, škodia a ohrozujú
osobnostný rozvoj jedinca;
• Snažiť sa zodpovedným prístupom eliminovať negatívny mediál
ny vplyv na jedinca;
• Dokázať prehodnocovať svoj vzťah k médiám;
• Reflektovať svoje návyky v používaní médií;
• Korigovať ich;
• Nahradiť vlastný mediálny konzum alternatívnou činnosťou23.
Mediálna výchova vo vzdelávacích oblastiach
Viaceré, na Slovensku publikované štúdie24 uvádzajú, že od roku
2008 sa mediálna výchova výraznejšie neposunula z deklaratívnej rovi
ny do reálnej školskej praxe. Ako uvádzame vyššie, máme definovaný
Štátny vzdelávací program, ktorý je všeobecným rámcom, akýmsi orien
tačným kompasom ako ďalej. Čo však výrazne absentuje, je ďalšie roz
pracovanie a konkretizácia tohto dokumentu na úrovni základnej školy
a modifikácia na lokálne podmienky a potreby. To je jeden z našich dô
vodov, prečo sme sa sústredili na reflexiu obsahu primárneho vzdeláva
nia v školských vzdelávacích programoch (ŠkVP) vo vybraných základ
ných školách v kontexte prierezovej témy Mediálna výchova25. Metódou
obsahovej analýzy 42 ŠkVP zisťujeme mieru zastúpenia prierezovej témy
Tamtiež.
BEKÉNIOVÁ, Ľ. 2011. Aktuálny stav implementácie mediálnej výchovy do edukácie v SJaL v ZŠ. Pedagogické rozhľady 2011, r. 20, č.1, s. 3.
25
Interdisciplinárne projektovanie edukačných modelov a ich implementácia do výučby prierezových tém Štátneho vzdelávacieho programu. Projekt KEGA, č. 023UK4/2012, zodp. riešiteľ B. Šupšáková.
23
24
80
a štruktúru jej obsahu v ŠkVP. Zároveň hľadáme odpoveď na otázku, na
koľko sú tieto obsahy premietané do vzdelávacích oblastí a konkrétnych
vyučovacích predmetov.
Konštatujeme, že Mediálna výchova je v Štátnom vzdelávacom progra
me vnímaná ako prierezová téma, je poňatá skôr všeobecne, jej miera zas
túpenia z celkového obsahu je približne trojpercentná. Z analýzy Škol
ských vzdelávacích programov vyplýva, že tematické okruhy prierezovej
témy sú integrálnou súčasťou obsahu vzdelávacích oblastí Jazyk a komu
nikácia; Matematika a práca s informáciami; Príroda a spoločnosť; Ume
nie a kultúra; Človek a hodnoty; Zdravie a pohyb; Človek a svet práce, a to
s dôrazom na väzby a vzťahy medzi vzdelávacími oblasťami (tab. 1).
Prierezová téma Mediálna výchova je integrovaná predovšetkým
do učiva slovenského jazyka a literatúry (šesť tematických celkov) v po
dobe interaktívnych cvičení: zvuková stránka jazyka a pravopis (spisovná
slovenčina, správna výslovnosť a písanie); komunikácia a sloh (jednodu
ché rozprávanie, opis ústnou i písomnou formou (krátke správy – SMS,
e-mail, inzerát, reklama); čítanie a literatúra (film, rozhlas, televízia, di
vadelná hra, rozprávka). Podporuje tak osvojovanie základných pravidiel
komunikácie, dialógu a argumentácie. Najviac je však obsiahnutá v zlož
ke čítanie a literatúra, prekvapivo málo, alebo takmer vôbec nie je zastú
pená v slohu. V rámci anglického jazyka a literatúry sa objavuje maximál
ne v jednom tematickom celku, čo predstavuje 6,25 % podiel.
Zvyčajne Školský vzdelávací program formuluje všeobecné ciele vo
vzdelávacej oblasti Matematika a práca s informáciami takto: „porozu
mieť pravidlám fungovania mediálneho sveta a primerane veku sa v ňom
orientovať, vedieť posudzovať mediálne šírené posolstvá, nájsť v nich po
zitíva v prospech osobnostného a profesionálneho rastu, uvedomiť si ne
gatívne mediálne vplyvy na svoju osobnosť, rozvíjať u žiakov mediálnu
kompetenciu“26. Zisťujeme, že vyučovací predmet matematika je tvore
Formulácia cieľov zo Školského vzdelávacieho programu v rámci nášho prieskumu.
26
81
82
4
5
10
7
Matematika (MA)
Informatická výchova (IV)
Prírodoveda (PR)
Vlastiveda (VL)
93
5
37
1
2
3
1
6
5
5
2
5
0
1
6
Počet tematických
celkov /mediálna výchova
39,80%
40,00%
20,00%
60,00%
20,00%
50,00%
100,00%
71,43%
20,00%
100,00%
0,00%
6,25%
42,86%
Percento tematických celkov/mediálna výchova
Tab. 1: Zastúpenie mediálnej výchovy (prierezovej témy) v jednotlivých tematických celkoch a vyučovacích predmetoch.
SPOLU:
Telesná výchova (TV)
Zdravie a pohyb
5
5
Ľudové tradície (ĽT)
Pracovné vyučovanie (PV)
5
12
Hudobná výchova (HV)
Výtvarná výchova (VV)
Náboženská výchova
Človek a svet práce
Umenia a kultúra
Spoločnosť a hodnoty
Príroda a spoločnosť
5
16
Prvý cudzí jazyk (AN)
Etická výchova /
14
Slovenský jazyk a literatúra
(SL)
Jazyk a komunikácia
Matematika a práca
s informáciami
Celkový počet tematických celkov
Vyučovacie predmety
Vzdelávacie oblasti
ný štyrmi tematickými celkami, z toho prierezová téma sa neobjavuje
v žiadnom tematickom celku napriek tomu, že práve v tomto prípade by
sa očakávalo, že učiteľ využije nové médiá na osvojenie si matematických
operácií. Informatická výchova je ideálnym vyučovacím predmetom
na implementáciu médií/multimédií. V analyzovaných ŠkVP je zvyčajne
rozpracovaná do 5 tematických celkov, ktoré priamo súvisia s médiami.
Oceňujeme, že v obsahovom štandarde nájdeme aj tematický okruh bez
pečnosť na internete.
Vzdelávacia oblasť Príroda a spoločnosť a dva vyučovacie predme
ty – prírodoveda a vlastiveda. Učebný predmet prírodoveda je spravidla
rozdelený do desiatich tematických celkov. Prierezová téma je zastúpe
ná iba v dvoch tematických celkoch (zvyčajne Ľudské telo), čo je podľa
nášho názoru veľmi málo, pretože práve v tomto vyučovacom predmete
je veľký priestor na vyhľadávanie, hodnotenie, selektovanie poznatkov
a informácií z internetu, elektronických encyklopédií, ako aj na tvorbu
prezentácií v počítači, prezentovanie učiva pomocou médií, multimédií
a pod. Tvorcovia ŠkVP viac akcentujú inovatívne prístupy vo vlastivede,
prierezová téma je tak zapracovaná do piatich tematických celkov z cel
kovo siedmych tematických celkov. Sústreďujú sa viac na interaktívne
mapy, internet, televíziu, interaktívnu tabuľu a pod.
V prípade vzdelávacej oblasti Človek a hodnoty ide o povinne voliteľ
né predmety Náboženská výchova a Etická výchova, ktorá je zameraná
viac výchovne, a teda vytvára vhodný priestor na rozvíjanie nielen osob
nostných a komunikačných kompetencií, ale aj mediálnych kompetencií.
Obvykle je zastúpená v štyroch až piatich tematických celkoch: postoje
a zručnosti medziľudských vzťahov; etika v médiách; fungovanie a vplyv
médií v spoločnosti; internet ako zdroj informácií a zábavy, čo hodno
tíme veľmi pozitívne. Tematické celky sú koncipované tak, aby sa žiak
prostredníctvom prierezovej témy učil pozorovať, citlivo vnímať a hod
notiť rôzne mediálne programy. Zároveň, aby dokázal pomenovať a de
finovať základné druhy médií, rozlišovať a porovnávať médiá, (noviny,
časopisy, rozhlas, televízia a internet), ako aj ich funkciu v spoločnosti
83
(informatívnu, edukačnú a zábavnú) a naučil sa rozlišovať „pozitívne“
a „negatívne“ formy prejavu v printových a digitálnych médiách.
Vzdelávacia oblasť Kultúra a umenie je vnímaná predovšetkým cez
výtvarnú výchovu a hudobnú výchovu. Prierezová téma Mediálna vý
chova je však súčasťou viacerých tematických celkov, prevažne zamera
ných na rozvíjanie senzomotorických zručností: kompozičné princípy
tvorby dvoj- a trojdimenzionálneho zobrazovania, počítačová grafika,
podnety fotografie, filmu a videa, virtuálna galéria. Väčšiu pozornosť
by si zaslúžila práca s obrazom – schopnosť vnímať, čítať, interpretovať
a kriticky hodnotiť artefakty umeleckej a každodennej mediálnej pro
dukcie. V prípade hudobnej výchovy je zastúpenie mediálnej výchovy
podstatne nižšie.
Na základe obsahovej analýzy ŠkVP konštatujeme, že vzdelávací ob
sah primárneho vzdelávania z pohľadu rozvíjania mediálnej gramotnos
ti je v súlade s obsahom Štátneho vzdelávacieho programu. Štruktúra
obsahu prierezovej témy reflektuje obsahový štandard ŠVP27, ktorý je
premietnutý do konkrétnych vzdelávacích oblastí a vyučovacích pred
metov, predovšetkým do Slovenského jazyka a literatúry, Informatickej
výchovy, Etickej výchovy, Vlastivedy, menej do Výtvarnej výchovy, čias
točne Prírodovedy, Telesnej výchovy, Technickej výchovy. Iba v prípade
jednej školy bolo zastúpenie prierezovej témy v Prírodovede na približ
nej úrovni ako vo Vlastivede (Graf. 1).
Teoreticky Školské vzdelávacie programy reflektujú súčasnosť, prie
rezová téma dopĺňa vzdelávací obsah vyučovacích predmetov, zároveň
vytvára priestor na poznávanie a vytváranie postojov k zásadným otáz
kam súčasnosti, a tiež na získavanie nových skúseností28. Po kvalitatív
28
S podporou medzinárodných projektov, napr. Európska digitálna knižnica, In
fovek, národný projekt Využitie IKT vo vyučovacích predmetoch, Multimediál
na čítanka, Internetová vedomostná olympiáda a iné. Tieto aktivity sú zvyča
jne odrazom kvality a odborného prístupu pedagógov školy, ich tímovej práce,
27
84
PRV
TV
LT
HV
VV
PRV
TV
LT
HV
VV
EV
VL
PRV
INF
MAT
ANG
SJL
EV
VL
PRV
INF
MAT
ANG
SJL
0%
celky s Mediálnou výchovou
10%
SJL
6
ANG
1
20%
MAT
0
celky15s Mediálnou
celky bez Mediálnej výchovyTematické
8
4
výchovou
Tematické celky bez Mediálnej
výchovy
30%
0%
INF
SJL5
0
40%
50%
40%60%
PRV
ANG 2 MAT
VL
INF
5
EV
PRV5
8
2
20%
6
1
8
15
0
4
5
2
0
8
0
70%
60%
VL
5
2
VV
6EV
6
80%
90%
80%
HV
VV1
4
HV
5
6
1
0
6
4
LT
3
2
LT
3
2
100%
100%
TV
TV
2
3
PRV
PRV 1
2
1
3
4
4
Graf 1: Podiel mediálnej výchovy v tematických celkoch Školského vzdelávacieho
programu podľa vzdelávacích oblastí a učebných predmetov.
nej stránke sú rozpracované na solídnej úrovni. Na škodu veci však je,
že školy nekvantifikuje na jej časovú dotáciu, a tak neručia aj kvanti
tou integrácie mediálnej výchovy do vzdelávacích oblastí a vyučovacích
predmetov. Zároveň je tu naliehavá požiadavka rozpracovať všeobecné
zámery do jednotlivých vzdelávacích oblastí, konkretizovať ich podľa
záujmu o vzdelávanie. V prípade niektorých škôl ide aj o školské webové stránky,
školské časopisy so zámerom podporovať tvorivé písanie a adekvátne využívať
mediálne prostriedky, nové médiá a technológie.
85
možností do všetkých vyučovacích predmetov a ročníkov, pomenovať
aktivity, primerane a zároveň jednoznačne stanoviť výstupy vzdelávacích
oblastí a jednotlivých vyučovacích predmetov. Konštatujeme, že ŠkVP
svojim obsahom viac akcentujú rozvíjanie mediálnych kompetencií v ro
vine senzomotorickej a kognitívnej. Z analýzy ďalej vyplýva, že výkonové
štandardy sú vo vzťahu k mediálnej výchove špecifikované len pri nie
ktorých témach. Je nevyhnutné vypracovať adekvátne evaluačné nástroje
prierezovej témy, a to na úrovni školy, triedy a žiaka.
Záver
Médiá sú silným socializačným a edukačným prostriedkom. Svo
jimi produktmi sprostredkovávajú podnety, ktoré pozitívne formujú
osobnosť dieťaťa, ale na druhej strane sú aj prostriedkom ohrozenia ich
zdravého vývinu. Uprednostňovanie mediálneho konzumu, ktorý za
bezpečuje zábavný priemysel, a to aj za cenu znižovania a nivelizovania
kultúry, ohrozuje predovšetkým detí. Neustály nárast negatívne lade
ných obsahov (chatovanie, videohry, on-linové násilie, filmy) cielene za
meraných na nižšie a nižšie vekove skupiny detí, ako aj závislosť a únik
do virtuálneho priestoru výrazne vplývajú na správanie každého jedinca,
ale i spoločnosť ako celok, na utváranie životného štýlu a kvalitu života
vôbec. To, že mladí ľudia, a deti zvlášť „často nedokážu adekvátne s mé
diami a ich produktmi zaobchádzať, filtrovať a selektovať z nich to pozi
tívne, chrániť sa pred ich negatívnymi vplyvmi“29, platí aj dnes.
Systematické a cielené rozvíjanie mediálnej gramotnosti, mediál
nych kompetencií má nezastupiteľné miesto v celospoločenskom kul
túrnom a hodnotovom kontexte. Ide o náročný a dlhodobý proces, ktorý
29
86
je nevyhnutný a vyžaduje si začať s mediálnou výchovou na najnižšom
stupni vzdelávania. Diskusia o úrovni kultúrnosti či nekultúrnosti me
diálnej produkcie je nevyhnutná už na úrovni predprimárneho a pri
márneho vzdelávania. Je tu priestor na hľadanie súvislostí a možnos
tí rozvíjania mediálnych kompetencií jednotlivca, aby dokázal kriticky
a hodnotovo-selektívne pristupovať k mediálnym obsahom. V tomto
kontexte by významnú úlohu mala zohrať tiež komunikácia, vzájomná
a neformálna spolupráca školy a rodiny, pedagógov a rodičov30.
Dennodenne do médií zasahujú masové, genderové a ďalšie prístupy,
ktoré predstavujú hrozbu pre mediálnu kultúru, a jej dopad predovšet
kým na detí predškolského a mladšieho školského veku. Vývoj v infor
mačných a komunikačných technológiách neprestajne napreduje, takže
zábavný priemysel každý deň prináša aktuálne obrazy, nové produkty,
nové formy zábavy. Reflexia obsahu primárneho vzdelávania nás utvr
dzuje v poznaní, že súčasný mediálny obsah, rovnako informačné a ko
munikačné technológie ešte stále nie sú relevantnou témou pre školy
a väčšiu časť pedagógov. To len potvrdzuje nevyhnutnosť transformá
cie tradičnej školy založenej na memorovaní vedomostí na moderný typ
školy a smerovanie k otvoreným vzdelávacím modelom, preferujúcich
pripravenosť mladých ľudí na zvládnutie každodenných životných si
tuácií. Vo vzdelávacích programoch by sa mali viac a viac objavovať aj
školské (celoročné) projekty, ktoré by sa dlhodobo a cielene zameriavali
na rozvíjanie mediálnych kompetencií. K dobrej veci by určite prispeli
spoločné programy s mediálnymi inštitúciami, ktoré by rozširovali úro
veň poznania v kontextoch mediálnej kultúry. Ale aj projekty na báze
partnerstva medzi školami v rámci mesta či regiónu, ktoré by rozširovali
Názor učiteľa z praxe: Za ohrozenie pre deti považujem samotných rodičov,
ktorí častokrát nemajú prehľad čo ich dieťa práve číta, pozerá na internete,
v televízií, videopožičovní a v ponúkaných videohrách. Nezáujem rodičov z rô
znych dôvodov (najmä časového) o to, ako deti trávia voľný čas, aké informácie
a obsahy vyhľadávajú na internete.
30
87
úroveň poznania v súvislostiach mediálnej výchovy. V tomto prípade by
bola veľmi užitočná výmena skúseností a pedagogických postupov z pra
xe, prezentácia a publikovanie modelových príkladov integrácie tematic
kých okruhov prierezovej témy do vzdelávacieho obsahu jednotlivých
oblastí a projektov v rámci škôl, regiónu a medzinárodnej spolupráce.
Tiež dialóg, vzájomná výmena poznatkov a skúseností medzi pedagóg
mi, zameraných na osvojovanie si funkčného slovníka pojmov v oblasti
médií a IKT, ale i koncepčné a systematické vzdelávanie pedagógov v ob
lasti mediálnej výchovy s dôrazom na zdokonaľovanie profesijných kom
petencií učiteľov a skvalitňovanie výučby prierezovej témy.
Mediálna výchova nemá na Slovensku tradíciu, dôsledkom čoho je
o.i. aj nedostatok kvalifikovaných pedagógov, know-how, ale i osobná
tvorivosť ako mediálnu výchovu integrovať do jednotlivých vyučovacích
predmetov. Skúsenosti z tých európskych krajín a edukačných systémov,
ktoré sú oveľa ďalej v rozvíjaní mediálnej výchovy (najmä Fínsko, Dán
sko, Veľká Británia, Holandsko, Švédsko) hovoria aj o tom, že pre úspech
je potrebné vykonať viac, než len zabezpečiť či vytvoriť dobré materiál
no-technické podmienky31, prípadne vytvoriť ŠkVP a vydať dobré me
todiky. Ak sa stotožníme s tézou, že učiteľ, jeho kompetencia, invencia
a oduševnenosť sú základom zmien aj v tejto oblasti, potom musíme
začať práve tu. V tomto smere je potrebné venovať náležitú pozornosť
novej učiteľskej generácii na pedagogických fakultách, vytvárať jej väčší
priestor na rozvíjanie mediálnych kompetencií budúceho učiteľa, viesť
ich k porozumeniu nového typu mediálnych obsahov, prieniku mediál
nych tém do takmer každého vyučovacieho predmetu a pod. Pochopi
teľne, pre generáciu súčasných učiteľov potrebujeme pripraviť atraktívne
Podobne ako niektoré ďalšie krajiny, Slovensko má oveľa nižší HDP v porovnaní
s krajinami s najvyššou úrovňou mediálnej gramotnosti, a teda omnoho menej
dotuje jednotlivé školy z úrovne štátu v takých oblastiach, ako je technologický
prístup k novým médiám, teda širokopásmové internetové pripojenie, vybave
nie škôl modernou PC technikou, vzdelávacím softvérom (školské encyklopédie)
a zariadeniami ako sú interaktívne tabule a pod.
31
88
formy ďalšieho vzdelávania v mediálnej oblasti aj za participácie odbor
níkov na médiá, tiež psychológov a sociológov.
Mediálna výchova je vďačná prierezová téma, ktorú by nebolo vô
bec múdre zo školských vzdelávacích programoch vyňať (pretože aj také
úvahy sa na Slovensku objavujú). Práve naopak, prierezová téma už len
tým, že v sebe integruje celospoločensky akceptované civilizačné hod
noty a kultúrne postoje, vnáša do edukačného procesu novú kvalitu. Učí
kritickému mysleniu, porozumeniu a akceptácii odlišností a tolerancie.
Zároveň vedie k osobnej i tímovej, resp. celospoločenskej zodpoved
nosti.
Mimo záujmu tejto témy nemôže ostať ani pedagogický výskum.
Ako ukazuje naša analýza, v mediálnej výchove sme ustrnuli na úrovni
vytvorenia základných dokumentov ako sú Štátny vzdelávací program
a Školsky vzdelávací program, ktoré sa s väčším či menším úspechom
premietajú do školskej praxe podľa toho, ako jednotliví pedagógovia túto
problematiku zo stupňa svojho poznania považujú za vhodnú a prospeš
nú. Zdôrazňujeme preto výskum v oblasti mediálnej výchovy, ktorý by
pomohol identifikovať stav mediálnej výchovy a zároveň určiť jej ďal
šie smerovanie. V najbližšom období by sme sa mali sústrediť na kvali
fikované celoslovenské analýzy, ktoré by odkryli reálny stav v edukácii
– v akom rozsahu, s akou kvalitou vstupuje mediálna výchova do jed
notlivých vzdelávacích oblastí a vyučovacích predmetov, do akej miery
ovplyvňuje vyššiu kvalitu poznania a uvedomelého správania sa mladé
ho človeka.
89
Mediálna gramotnosť detí
mladšieho školského veku
Médiá, informačné a komunikačné technológie ovplyvňujú náš kaž
dodenný život spôsobom ako nikdy predtým, stávajú sa jeho súčasťou,
ale zároveň aj nevyhnutnosťou. Nové médiá, ako internet a digitálna te
levízia, mohli vzniknúť vďaka digitalizácii, ktorá umožnila rýchlo, lacno
a jednoducho kombinovať a prenášať texty i obrazy na veľkú vzdialenosť.
To pochopiteľne ovplyvnilo úlohu a postavenie prijímateľa informácií –
čitateľa a diváka. Kým v prípade klasických médií prijímateľ nemá žiad
nu možnosť pozmeniť podobu finálnej informácie a jeho úloha je skôr
pasívna, s rozvojom digitalizácie sa jeho pozícia mení. Príjemca sa stáva
aktívnym tvorcom v celom info-komunikačnom ekosystéme. Mení sa aj
intenzita používania jednotlivých médií – postupne sa presúva z pasív
nej formy pozerania televízie, počúvania rádia, čítania printových médií
na interaktívne formy komunikácie cez globálne internetové prostredie,
vrátane sociálnych sieti, vyhľadávačov, blogov, chatovania a pod.
Nové médiá nám zjednodušujú vzájomnú komunikáciu, zároveň po
núkajú obrovské množstvo informácií z rôznych oblastí života. Mnohé
z nich sú pre nás užitočné, no zaplavujú nás aj informácie, ktorých hod
nota je veľmi nízka, alebo dokonca nulová. Je veľmi dôležité nestratiť sa
v obrovskej záplave informácií a ich vplyvov, zároveň ostať slobodným
jedincom. To si však vyžaduje naučiť sa porozumieť médiám, pochopiť
ako fungujú a akú úlohu zohrávajú v spoločnosti.
Osvojiť si schopnosť kompetentne zaobchádzať s médiami je cieľom
mediálnej výchovy ako prierezovej témy. Jej poslaním je viesť žiakov
k tomu, aby lepšie porozumeli pravidlám fungovania mediálneho sveta
a primerane veku sa v ňom orientovali, dokázali posudzovať mediálne
šírené posolstvá, objavovať v nich to hodnotné, pozitívne formujúce ich
90
osobnostný a profesionálny rast, dokázali si uvedomiť negatívne medi
álne vplyvy na svoju osobnosť a snažiť sa ich zodpovedným prístupom
eliminovať32.
Primárnym cieľom mediálnej výchovy je podpora a rozvíjanie medi
álnej gramotnosti u žiakov prostredníctvom nadobúdania a prehlbova
nia úrovne mediálnych kompetencií, t.j. schopnosti prijímať, analyzovať
a hodnotiť širokú škálu mediálnych obsahov. Mediálna výchova tak na
pomáha k rozvoju schopnosti žiakov disponovať nástrojmi, ktoré pomá
hajú zvládnuť orientáciu a existenciu v mediálnom svete.
Mediálna gramotnosť žiakov 1. stupňa základnej školy
a žiakov zo zdravotne znevýhodneného prostredia
Byť mediálne gramotný, to znamená osvojiť si kompetencie a zručnosti
na získanie kritického odstupu od médií a mediálnych obsahov, na druhej
strane dosiahnuť schopnosť na maximálne využitie potenciálu médií ako
zdroja informácií, vzdelávania, kvalitnej zábavy, aktivít na naplnenie voľ
ného času. V kontexte uvedeného našim cieľom je skúmať úroveň medi
álnej gramotnosti detí mladšieho školského veku, teda na prvom stupni
základnej školy. Našu pozornosť sústreďujeme aj na žiakov so zdravotným
znevýhodnením, konkrétne s vývinovými poruchami učenia (VPU)33,
ISCED 1 – primárne vzdelávanie. Bratislava : ŠPÚ 2011.
Bratislava : ŠPÚ 2011.
33
Obsah školského vzdelávania žiakov s vývinovými poruchami učenia v školskej
integrácii v základných školách je v podstate totožný s obsahom školského vzde
lávania žiakov 1. stupňa základnej školy. Rozdiel je iba v tom, že pre žiakov s VPU
k základným predmetom vo vzdelávacej oblasti jazyk a komunikácia sú zaradené
naviac dva špecifické predmety – Individuálna logopedická intervencia a Rozví
janie špecifických funkcií (RŠF). In Vzdelávací program pre žiakov s vývinovými
poruchami učenia ISCED 1 – primárne vzdelávanie ISCED 2 – nižšie sekundár
32
91
ktorí sú spolu v triede s ostatnými žiakmi školy (v školskej integrácii) ale
bo v špeciálnej triede pre žiakov s VPU v základnej škole. Tiež na žiakov
s narušenou komunikačnou schopnosťou (NKS)34,35 v základnej škole pre
ne vzdelávanie. Vzdelávací program ako súčasť štátneho vzdelávacieho progra
mu schválilo Ministerstvo školstva Slovenskej republiky pod číslom CD-200818550/39582-1:914 dňa 26. mája 2009.
34
„Žiaci s NKS, ktorí sú vzdelávaní v základnej škole pre žiakov s NKS alebo v špe
ciálnej triede pre žiakov s NKS postupujú podľa rámcového učebného plánu, kto
rý je súčasťou tohto vzdelávacieho programu, a ktorý sa od rámcového učebného
plánu pre triedy a školy bežného typu odlišuje iba zaradením predmetu Indivi
duálna logopedická intervencia (ILI). Metódy a postupy používané na vyučovaní
vychádzajú z výsledkov psychologickej a logopedickej diagnostiky a individuál
neho plánu logopedickej terapie“. In Vzdelávací program pre deti a žiakov s narušenou komunikačnou schopnosťou ISCED 0 – predprimárne vzdelávanie ISCED
1 – primárne vzdelávanie ISCED 2 – nižšie sekundárne vzdelávanie. Vzdeláva
cí program ako súčasť štátneho vzdelávacieho programu schválilo Ministerstvo
školstva Slovenskej republiky pod číslom CD – 2008-18550/39582-1:914 dňa 26.
mája 2009, s. 9-10.
35
V súlade so štátnymi vzdelávacími dokumentmi a odporúčaniami odborných in
štitúcií učiteľ vytvára základné podmienky vzdelávania žiakov, akceptuje žiaka
s narušenou komunikačnou schopnosťou a rešpektuje špecifiká jeho osobnos
ti; rešpektuje jeho správanie žiaka spôsobené jeho narušením; podporuje a takt
ne usmerňuje jeho spôsoby sebarealizácie; povzbudzuje ho a vytvára príležitosti
pre pozitívne hodnotenie; stimuluje rozvíjanie tých schopností, ktoré v dôsledku
narušenia nie sú dostatočne vyvinuté; podporuje všetky jeho snahy o ústnu i pí
somnú komunikáciu a vedie ku komunikatívnosti i ostatných spolužiakov; dôve
ruje mu a oslovuje ho rovnakým spôsobom ako ostatných spolužiakov; poskytuje
mu podnety na hodnotiace myslenie a vedie ho k primeranému sebahodnote
niu; vedie žiaka k samostatnosti a pozitívnym prístupom zvyšuje jeho sebadôve
ru; kladie naňho primerané požiadavky, nezľavuje v nárokoch a neoslobodzuje
ho od činností, ktoré môže s individuálnou pomocou učiteľa alebo spolužiakov
zvládnuť. Vo výchovno-vzdelávacom procese učiteľ zohľadňuje špecifiká osob
nosti a poznávacích procesov žiaka s narušenou komunikačnou schopnosťou,
ktoré môžu byť prítomné, napr.: ťažkosti pri niektorých myšlienkových operá
ciách; pomalé tempo zapamätávania a narušenie pamäti; motorická instabilita;
nedostatky vo vývine psychomotorických zručností; znížená miera koncentrá
cie a vytrvalosti pozornosti; neadekvátne emocionálne reakcie; zvýšená unaviteľ
nosť a znížená sebadôvera – nerovnomerné výkony. Pre porozumenie a osvojenie
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žiakov s NKS alebo v školskej integrácii, t. j. v triede spolu s ostatnými
žiakmi školy.
Základný súbor I tvorí 50 žiakov so zdravotným znevýhodnením
– 28 žiakov so špecifickými vývinovými poruchami učenia, prevažne
s dyslexiou, dysgrafiou, dysortografiou (z toho 16 chlapcov) a 22 žiakov
s narušenou komunikačnou schopnosťou (z toho 16 chlapcov). Ide o žia
kov z väčšiny oblasti Slovenska – Prešovský, Košický, Bansko-Bystrický,
Trenčiansky, Trnavský, Nitriansky a Bratislavský kraj. U deviatich žiakov
s narušenou komunikačnou schopnosťou je diagnostikovaná aj dyslá
lia, ktorá sa prejavuje dyslalickou výslovnosťou ľahkého stupňa, u nie
ktorých žiakov nezrozumiteľnou artikuláciou. Základný súbor II tvorí
370 žiakov 1. stupňa základnej školy z identických oblastí Slovenska ako
v prípade prieskumného súboru I, ktorí nevykazujú žiadne rozpoznateľ
né vývinové poruchy učenia alebo narušenú komunikačnú schopnosť,
t.j. z Prešovského, Košického, Bansko-Bystrického kraja, Trenčianskeho,
Trnavského, Nitrianskeho a Bratislavského kraja36.
preberaného učiva učiteľ používa efektívne stratégie učenia a pracuje s námetom
v takom rozsahu, ktorý je primeraný veku a mysleniu žiaka. V individuálnych
prípadoch konzultuje rozsah učiva so špeciálnym pedagógom. Pri vyučovaní vy
užíva skúsenosti žiaka a nadväzuje na ne, nové pojmy vždy vysvetlí a objasní ich
v rôznych súvislostiach. Využíva názorný materiál a poskytuje žiakovi možnosť
manipulácie s ním, nové učivo usporiada po krokoch a dodržiava postupnosť
od jednoduchého k zložitejšiemu. Systematicky sa venuje žiakovi individuálne,
aby žiak postupne preberal celé učivo, poskytne mu dostatok možností na precvi
čovanie a osvojenie učiva, priebežne si overuje ako žiak porozumel učivu alebo
úlohe, pri skúšaní a overovaní vedomostí žiaka volí formu písanú, ústnu i prak
tickú – uprednostňuje tú formu, ktorú v aktuálnom čase, prípadne aj pre kon
krétny druh úloh odporúča školské poradenské zariadenie, otázky a úlohy zadáva
tak, aby žiak mohol odpovedať jednoznačne a pod. In: Vzdelávací program pre
deti a žiakov s narušenou komunikačnou schopnosťou ISCED 0 – predprimárne
vzdelávanie ISCED 1 – primárne vzdelávanie ISCED 2 – nižšie sekundárne vzdelávanie.
36
Ďalšie navýšenie počtu respondentov neprinášalo významné parametrické
odchýlky, ktoré ovplyvňovali celkový výsledok výskumu.
93
Úroveň mediálnej gramotnosti zisťujeme elektronickým dotazníko
vým šetrením, ktorý obsahuje 10 otázok s otvorenými a uzatvorenými
položkami. Tiež pološtruktúrovaným rozhovorom, ktorý si vyžaduje
analýzu výpovedí a postojov žiakov s vývinovými poruchami učenia, kto
ré sú integrované do tried spolu s ostatnými žiakmi základnej školy (v gra
foch a v textoch ich označujeme VPU). Druhú skupinu tvoria žiaci s naru
šenou komunikačnou schopnosťou (v grafoch a v textoch ich označujeme
NKS). Našim cieľom je o.i. zistiť aj to, či existujú významne rozdiely v ob
lasti mediálnej gramotnosti v rámci základného súboru I, teda medzi spo
mínanými dvoma skupinami. Následne porovnávame výsledky medzi zá
kladným súborom I a II. Hľadáme teda spoločné a odlišné charakteristiky,
a to na základe preferencií deti oboch prieskumných súborov.
Analýza a interpretácia získaných dát
Prvou otázkou zisťujeme, či detí mladšieho školského veku počúva
jú rozhlas a koľko času denne venujú počúvaniu rozhlasového vysiela
nia. Vo všeobecnosti konštatujeme, že rozhlasové vysielanie nepočúva
asi tretina žiakov. Už na prvý pohľad je určitý rozdiel zrejmý: ako vyplý
va z grafu 2a,b až 50% žiakov s narušenou komunikačnou schopnosťou
vôbec nepočúva rozhlas. U žiakov s vývinovými poruchami učenia je
tento pomer výrazne nižší – iba 25%. Toto zistenie považujeme za dosť
výraznú odchýlku, ak polovica žiakov zo skúmanej vzorky s NKS vôbec
nepočúva rádio. Dá sa predpokladať, že nepočúvanie rozhlasového prijí
mača najmä u skupiny žiakov s narušenou komunikačnou schopnosťou
súvisí s problémom správne dešifrovať a porozumieť mediálnym posol
stvám, sprostredkovaných hovoreným slovom a zvukom, keďže si žiaci
nedokážu pod slovami v éteri predstaviť reálne situácie. To ich zrejme
odrádza od počúvania rozhlasového prijímača. Významná je odchýlka
aj pokiaľ ide o počúvanie v časovom rozpätí – viac ako 2 hodiny den
ne. Tu, prekvapujúco, je vyššia počúvanosť rádia u žiakov s narušenou
94
komunikačnou schopnosťou – 13.6% v porovnaní so žiakmi s vývino
vými poruchami učenia – 3.5%. Toto zistenie sa dá explikovať tým, že
menšia časť detí obľubuje rozhlasové vysielanie, najmä hudobné progra
my. Žiakom s NKS určitý typ hudby, ktorý sa dnes hrá (hip-hop, rapp,
techno) veľmi imponuje práve pre svoj štýl, dynamiku, rytmiku.
Pokiaľ ide o žiakov 1. stupňa základnej školy (graf 2c), ktorí nevyka
zujú žiadne rozpoznateľné vývinové poruchy učenia alebo správania, ne
zistili sme žiadne signifikantné rozdiely v počúvateľnosti rozhlasového
vysielania v porovnaní so základným súborom I, teda so žiakmi s naru
šenou komunikačnou schopnosťou a so žiakmi s vývinovými poruchami
učenia. Svedčí to o všeobecne nízkom záujme deti o rozhlasové vysiela
nie ako také. V oboch prieskumných súboroch rozhlasové vysielanie vô
bec nepočúva tretina deti a takmer polovica počúva rádio denne menej
ako hodinu. Môžeme konštatovať, že novodobé informačné a komuni
kačné kanály, najmä internet a sociálne siete takmer v plnej miere satu
rujú potreby mladej generácie, najmä pokiaľ ide o hudobnú produkciu,
ktorá bola v minulosti hlavnou pohnútkou k počúvanosti rozhlasového
vysielania.
Všeobecne sa potvrdzuje, že počúvanie rozhlasového vysielania me
dzi deťmi mladšieho školského veku a mladou generáciou vôbec, je
za posledných desať rokov na ústupe. Je to spôsobené nástupom nových
informačných a komunikačných médií, najmä internetu, v poslednom
období aj sociálnych sietí, ktoré absorbujú značnú časovú kapacitu voľ
ného času deti a mládeže.
Televízia je naďalej fenoménom, aj pokiaľ ide o voľnočasové aktivity
deti. Sledovanie televíznych programov dve a viac hodín denne je dl
hodobo štandardom pre zdravú populáciu deti. Tento trend je obdobný
tak u žiakov s narušenou komunikačnou schopnosťou, ako aj u žiakov
s vývinovou poruchou učenia (graf 3a,b). Médium láka malých divákov
hlavne preto, že nevyžaduje od nich žiadnu aktivitu, námahu a pritom
poskytuje zábavu a pohodlie. V našom prieskume sa viaceré deti vyjad
rujú v tom zmysle, že najlepšie na televízii je to, že:
95
viac ako 2
hodiny
8%
1 až 2 hodiny
20%
menej ako 1
hodinu
38%
vôbec
nepočúvam
34%
Graf 2a: Kumulatívne vyjadrenie počúvanosti rozhlasového vysielania denne: žiaci
s narušenou komunikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
NKS
VPU
53,60%
50%
25,00%
18,20%
18,20%
17,90%
13,60%
3,50%
vôbec nepočúvam menej ako 1 hodinu
1 až 2 hodiny
viac ako 2 hodiny
Graf 2b: Počúvanie rozhlasového vysielania denne: žiaci s narušenou komunikačnou
schopnosťou a žiaci s vývinovými poruchami učenia.
96
1 až 2 hodiny
10%
2 až 3 hodiny
4%
viac ako 3
hodiny
3%
vôbec
nepočúvam
36%
menej ako 1
hodinu
47%
Graf 2c: Počúvanie rozhlasového vysielania denne: žiaci 1. stupňa základnej školy
vôbec
nepozerám
2%
viac ako 3
hodiny
40%
menej ako 1
hodinu
12%
1 až 2 hodiny
24%
2 až 3 hodiny
22%
Graf 3a: Kumulatívne vyjadrenie sledovanosti televízie denne: žiaci s narušenou ko
munikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
97
NKS
VPU
NKS
36,35%
42,90%
VPU
28,60%
36,35%
42,90%
18,20%
22,70% 21,40%
18,20%
7,10%
4,55%
22,70% 21,40%
vôbec
nepozerám
3 hodiny
0,00%
menej ako 1
hodinu
1 až 2 hodiny 2 až 3 hodiny
viac ako 3
hodiny
Graf 3b: Sledovanie televíznych programov denne: žiaci s narušenou komunikačnou
viac ako 3
hodiny
viac ako 3
hodiny
15%
2 - 3 hodiny
18%
menej ako
hodinu
24%
vôbec
nepozerám
2%
1-2 hodiny
41%
Graf 3c: Sledovanie televíznych programov denne: žiaci 1. stupňa základnej školy.
98
„(…) Stačí si sadnúť pred obrazovku a nemusíš nič robiť. Je to zábavné
a pohodlné.“
„(…) Pohodlie doma nemusím sa pekne obliecť mám doma kľud. Pozerám čo chcem.“
„(…) Sú tam zábavné veci, aj také kde sa dá niečo naučiť napríklad
o zvieratách a o prírode. Strašne ma otravujú reklamy hlavne keď ich púšťajú každú chvíľu.“
Skupina žiakov s vývinovými poruchami učenia uvádza, že všetci
denne sledujú televíziu. Iba 4,5 percenta žiakov s narušenou komunikač
nou schopnosťou vôbec nepozerajú televíziu. Dve hodiny a viac sleduje
televíziu denne až 59% žiakov s NKS, pričom viac ako 36% sleduje tele
víziu 180 minút a viac. O čosi vyšší je tento podiel u žiakov s VPU – dve
až tri hodiny sleduje televíziu 21.4% a viac ako 3 hodiny až takmer 43%.
V zásade možno konštatovať, že pokiaľ ide o denne sledovanie televízie,
výraznejšie rozdiely v oboch skupinách žiakov sa neprejavujú.
Televízne médium je významným socializačným prostriedkom,
ovplyvňuje hodnoty, postoje a správanie každého jedinca. Potvrdzuje
sa, že je univerzálnym fenoménom pre všetky deti mladšieho školské
ho veku. Je stále najpreferovanejším médiom bez ohľadu na to, či ide
o žiakov 1. stupňa základnej školy, žiakov s vývinovými poruchami uče
nia alebo o žiakov s narušenou komunikačnou schopnosťou. V čom sme
však zistili pomerne signifikantný rozdiel v prieskumných súboroch
I a II, je čas venovaný sledovaniu televíznych programov. Žiaci 1. stupňa
základnej školy (graf 3c) sleduje televíziu skoro až o polovicu menej ako
žiaci s vývinovými poruchami učenia alebo žiaci s narušenou komuni
kačnou schopnosťou. Iba 15% prvostupniarov sleduje televíziu viac ako
tri hodiny a 18% deti dve až tri hodiny denne, v porovnaní so skupinou
žiakov s narušenou komunikačnou schopnosťou a žiakov s vývinový
mi poruchami učenia, kedy hovoríme až o 40%, resp. o 22%. V prípade
žiakov s narušenou komunikačnou schopnosťou (59% sleduje televíziu
denne viac ako 2 hodiny) je možné argumentovať tým, že táto skupina
99
respondentov v dôsledku slabšej sociálnej adaptabilite v kolektíve, hľa
dá silnejší sociálny status a sebarealizáciu osamote pred televíznou ob
razovkou. V prípade žiakov s vývinovými poruchami učenia je tento
pomer o čosi významnejší – viac ako dve hodiny denne preferuje 64%
žiakov. Z ich odpovedí vyplýva, že televízna obrazovka im prekrýva ne
úspechy v učení, identifikáciou s televíznymi hrdinami si posilňujú svoje
sebavedomie. Zároveň venujú čas niečomu, čo ich viac uspokojuje ako
učenie sa a vzdelávanie.
Z pološtruktúrovaného rozhovoru vyplýva, že deti sa sústreďujú
hlavne na televíznu stanicu Minimaxe a Disney channel, ktoré ponúka
jú široký výber detských televíznych programov, vysielaných počas celé
ho dňa. Z detských televíznych programov uprednostňujú viac kreslené
ako hrané filmy. Primárne ich oslovujú Simpsonovci, potom Tom a Jerry,
Doba ľadová, Leví kráľ, Upovídaná Marta, Tučniaci z Madagaskaru. Sim
psonovci, aj keď ide o kreslený animovaný seriál, určený primárne dos
pelému divákovi, majú charakteristiky príťažlivé aj pre detského diváka.
Podľa ich vyjadrenia ide o veľmi nápaditý príbeh, v ktorom vystupujú
vymyslené žlté postavy, ktoré medzi sebou vtipne komunikujú:
„ (…) Sú smiešni, páčia sa mi príbehy, rozhovory aj ako vyzerajú.“
„ (…) Bart. A začiatok sa mi páči, ako vychádza na skateboarde. Aj ja
mám skateboard. Aj bicykel tam majú, aj auto.“
„ (…) Tie postavy sa mi páčia, aj pozadie, aj ako to je nakreslené. Aj
ako sa rozprávajú... Najviac rád mám Barta a mamu March. March, lebo
má modré vlasy.“
„ (…) To čo rozprávajú, sú smiešni a zábavní. Veľmi ma bavia. Bart je
najobľúbenejší, vždy niečo vyvedie.“
„ (…) Sú srandovní. Najobľúbenejší je tam Bart. Neobľúbený je majiteľ
Berns, lebo je zlý.“
„ (…) Sú zábavní, robia srandičky. Sú žltí, je to radostná farba. Moja
najobľúbenejšia postava je syn Bart, lebo nepočúva rodičov. Vždy sa vytratí.“
100
Z nášho prieskumu ďalej vyplýva, že deti nemajú jednoznačného te
levízneho hrdinu, s ktorým by sa stotožňovali v masovejšom meradle.
V ich zozname figuruje škála hrdinov, okrem Barta, Marcha zo Simpso
novcom, sú to aj:
(…) Tom a Jerry „lebo sú srandovní.“
(…) Cililing „lebo je statočná a každému pomáha.“
(…) Spiderman „lebo bojuje proti zlu a zachraňuje ľudí.“
(…) Akčný hrdina Steven Segal „lebo sa vie dobre biť.“
Vysokú preferenciu – oproti televíznym programom určených deťom
– majú televízne seriály vysielané večer po dvadsiatej hodine. Takmer
20% deti mladšieho školského veku vo svojich výpovediach uvádza, že
pravidelne sledujú večerné seriály. Okrem celovečerného francúzskeho
hraného filmu Asterix a Obelix preferujú Búrlivé víno, Panelák a Kobra
1. To naznačuje, že deti pozerajú večerné programy, ktoré nie sú urče
né im, a teda mnohokrát riešia „dospelácke problémy“ a životné situá
cie dospelých. Toto zistenie zároveň napovedá, že časť rodičov dovoľuje
svojim deťom „konzumovať“ programy, a tak často preberať aj negatívne
vzory (rozvrátené vzťahy, agresivita) z obrazovky. Pomerne vysokú sle
dovanosť zaznamenávajú tiež reality show. Podľa našich zistení len okolo
10% deti nesleduje tento typ programov, ostatní ich sledujú buď spora
dicky, alebo pravidelne. Medzi príťažlivé reality show patria Superstar,
sleduje ich zhruba tretina žiakov, štvrtina deti preferuje Farmárov/Far
mu, Československo má talent – 12% deti.
Keď sme sa v našom rozhovore opýtali, v ktorom televíznom progra
me by chceli účinkovať, zaznamenali sme dosť veľký rozptyl odpovedí.
V pozícii speváckej hviezdy v Superstar by chcelo účinkovať okolo 16
percent deti, v seriáli Panelák približne 10% deti, predovšetkým dievčatá.
„ (…) V Superstar, lebo rada spievam.“
„(…) V Batmenovi, lebo tiež chcem bojovať proti zlu.“
„(…) V televíznych novinách, lebo by som chcela byť slávna.“
„ (…) V Tekken boj o život, lebo sa viem dobre biť.“
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V žiadnom programe by nechcelo účinkovať okolo 16% žiakov pri
márneho vzdelávania, to by mohlo naznačovať, že povahou sú bojazliví,
málo sebavedomí. Na túto otázku nevedelo odpovedať len 5% opýtaných.
Žiaci majú predstavu, v ktorom programe by chceli účinkovať, avšak ich
predstava je pomerne rôznorodá, vyplýva z osobných preferencií.
Ani čítanie časopisov nepatrí k obľúbeným aktivitám deti mladšie
ho školského veku. Percentuálne vyjadrenie čitateľských návykoch v obi
dvoch skupinách je pomerne vyrovnané (graf 4a,b). Rozdiely sa výraznej
šie prejavujú len v prípade časovej dotácie čítania textov viac ako hodinu,
kedy 13.06% žiakov s narušenou komunikačnou schopnosťou uvádza,
že číta časopisy viac ako hodinu v porovnaní s 3.60% žiakov s vývino
vými poruchami učenia. Tento fakt by mohol naznačovať, že pre žiakov
s NKS je časopisecký obsah viac atraktívny, alebo aj to, že na prečítanie
textu potrebujú viac času. Bohužiaľ dosť vysokú hodnotu sme zazname
nali v prípade tých žiakov, ktorí vôbec nečítajú, v obidvoch skupinách ide
o viac ako tretinu respondentov.
Čítanie časopisov nepatrí medzi obľúbené a preferované voľnočasové
aktivity deti v obidvoch prieskumných súboroch. O čosi väčší sklon k čí
taniu majú žiaci 1. stupňa základnej školy (graf 4c), takmer 40 percent
z nich číta menej ako pol hodinu a ďalších 30% číta pol hodiny až ho
dinu denne. Na porovnanie uvádzame, že v skupine žiakov s narušenou
komunikačnou schopnosťou je tento pomer 34%, v prípade žiakov s vý
vinovými poruchami učenia ide o pomer 22 percent.
V ďalšej otázke sme sa pýtali na čítanie kníh, mimo prípravy na vyu
čovanie. Považujeme ju rovnako za relevantnú, pretože indikuje, či žiaci
chápu čítanie kníh ako dôležitú súčasť rozvíjania svojho intelektu, svo
jich čitateľských kompetencií. Aj tu môžeme vo všeobecnosti konštato
vať trend klesajúceho záujmu o čítanie detských rozprávok, románov
a podobnej knižnej tvorby. Z grafu 5a,b jednoznačne vyplýva, že treti
na respondentov v rámci nášho prieskumu vôbec nečíta žiadne knihy,
mimo školských učebníc a ďalších učebných textov. Pokiaľ ide o číta
nie kníh v časovom horizonte do 1 hodiny, tak časová dotácia u oboch
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viac ako
hodinu
8%
pol hodinu až
hodinu
22%
menej ako pol
hodinu
34%
vôbec nečítam
36%
Graf 4a: Kumulatívne vyjadrenie čitateľnosti časopisov (novín) denne: žiaci s naruše
nou komunikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
36,40% 35,70%
31,80%
NKS
35,70%
VPU
25,00%
18,20%
13,60%
3,60%
vôbec nečítam
menej ako pol
hodinu
pol hodinu až
hodinu
viac ako
hodinu
Graf 4b: Čítanie časopisov (novín) denne: žiaci s narušenou komunikačnou schop
nosťou a žiaci s vývinovými poruchami učenia.
103
Viac ako 1
hodinu
7%
Vôbec
nečítam
25%
Pol hodiny až
1 hodinu
30%
Menej ako pol
hodinu
38%
Graf 4c: Čítanie časopisov (novín) denne: žiaci 1. stupňa základnej školy.
do 1 hodiny
52%
vôbec nečítam
34%
1 až 2 hodiny
14%
Graf 5a: Kumulatívne vyjadrenie čitateľnosti kníh denne: žiaci s narušenou komu
nikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
104
57,10%
NKS
45,45%
31,80%
VPU
35,70%
22,75%
7,20%
vôbec nečítam
do 1 hodiny
1 až 2 hodiny
Graf 5b: Čítanie kníh denne, mimo prípravy na vyučovanie: žiaci s narušenou komu
nikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
1 až 2 hodiny
21%
Do 1 hodiny
59%
Vôbec
nečítam
20%
Graf 5c: Čítanie kníh denne, mimo prípravy na vyučovanie: žiaci 1. stupňa základnej
školy.
105
porovnávaných skupín žiakov zo zdravotne znevýhodneného prostredia
je zhruba rovnaká, na úrovni okolo 50 percent. Výraznejšia zmena na
stáva v rozmedzí jednej až dvoch hodín denne. Tu sa opakuje podobná
situácia ako v prípade čítania časopisov, kde 1 až 2 hodiny denne číta
knihy 22.7% žiakov s narušenou komunikačnou schopnosťou v porov
naní s 7.2% žiakov s vývinovými poruchami učenia. Najskôr sa to dá
vysvetliť tým, že tí žiaci s NKS, ktorí našli v čítaní kníh záľubu a zmysel,
čítajú viac než žiaci s VPU, keďže na pochopenie a porozumenie textu
potrebujú aj viac času.
Trend klesajúceho záujmu o čítanie detských rozprávok, románov
a podobnej knižnej tvorby sa potvrdzuje aj u žiakov 1. stupňa základnej
školy (graf 5c), aj keď o čosi menej výrazne ako v prípade skupiny žiakov
s VPU alebo žiakov s NKS. Napríklad knihy mimo prípravy na vyučo
vanie vôbec nečíta 20% prvostupniarov, v porovnaní s 34% žiakov s na
rušenou komunikačnou schopnosťou a žiakov s vývinovými poruchami
učenia.
Internet je bezpochyby fenoménom tohto desaťročia. Ponúka v integ
rovanej forme na jednom mieste to, čo žiadne iné médium doteraz nepo
núkalo: nabáda k informáciám a k zábave, ale rovnako aj ku komunikácii
v sociálnych sieťach. Prakticky nezáleží, či sme sa na internet pripojili
cez mobil, tablet, notebook alebo stolný počítač. Finančné krytie týchto
koncových zariadení je už na takej cenovo prijateľnej úrovni, že môžeme
hovoriť o mase užívateľov aj spomedzi deti mladšieho školského veku.
Vo všeobecnosti sa aj tu potvrdzuje, že v zásade nie sú výrazné rozdiely
medzi respondentmi zo základných súborov I a II (graf 6a,b,c). Takmer
všetci sú už aktívni na internete a disponujú základnými zručnosťami,
ktoré im umožňujú orientovať sa vo virtuálnom prostredí.
V našom prieskume sa ďalej potvrdzuje, že až 41% žiakov s naruše
nou komunikačnou schopnosťou denne 2 až 3 hodiny trávi svoj voľný
čas na internete, čo je o polovicu viac času ako v prípade žiakov s vý
vinovými poruchami učenia – 22.27% (graf 6a,b). Tento fakt nazna
čuje, ako keby bol internet pre žiakov s NKS atraktívnejším médiom
106
a tiež istou motiváciou. Dá sa predpokladať, že je to najmä preto, že si
sami môžu vyberať obsah, ktorý ich oslovuje a ktorý preferujú, a to aj
v porovnaní s pevnou programovou štruktúrou v rozhlase či v televízii.
Z hľadiska preferencií obsahu na internete sme u žiakov s narušenou
komunikačnou schopnosťou zaznamenali, že viac obľubujú akčné on
line hry a videá na YouTube ako ich rovesníci – žiaci s vývinovými po
ruchami učenia.
Internet je po televízii už druhým najmasovejším informačným mé
diom pre deti mladšieho školského veku, a teda aj najviac preferova
ným informačno-komunikačným kanálom. V zásade túto civilizačnú
paradigmu prijímajú všetky deti bez rozdielu. Surfovanie po internete,
uprednostňovanie e-mailovej komunikácie, či dokonca etablovanie sa
v sociálnych sieťach, je dnes už tak užívateľsky prívetivé a komfortné,
že nekladie deťom žiadne prekážky. Zaznamenávame iba minimálne,
takmer zanedbateľné rozdiely, pokiaľ ide o nevyužívanie internetu ako
takého – 12% žiakov 1. stupňa základnej školy verzus 13.6% žiakov s na
rušenou komunikačnou schopnosťou a 18.5% žiakov s vývinovými po
ruchami učenia.
V šiestej otázke sme požiadali našich respondentov, aby nám uvied
li, bez ktorého média si nevedia predstaviť svoj každodenný život (graf
7a,b,c). Pri vyhodnocovaní tejto otázky sme nedospeli k nijakým prekva
pujúcim záverom, ktoré by sa odkláňali od všeobecne známych tenden
cií z posledných rokov. Totiž aj ďalšie prieskumy potvrdzujú, že u deti
mladšieho školského veku tri médiá a komunikačné prostriedky sú naj
dôležitejšie: televízia, mobil a internet. Obe – nami skúmané – skupi
ny žiakov zo základného súboru I uvádzajú, že svoj každodenný život si
nevedia predstaviť bez televízie, aj keď vyššiu preferenciu udávajú žiaci
s VPU, takmer 40% v porovnaní so skupinou žiakov s narušenou komu
nikačnou schopnosťou, kde iba 24% respondentov uvádza, že si nevie
predstaviť život bez televízie (graf 7a,b). Tu sa potvrdzuje už vyššie spo
mínané konštatovanie, a síce, že televíziu viac favorizujú žiaci s vývino
vými poruchami učenia.
107
2 až 3 hodiny
31%
1 až 2 hodiny
20%
vôbec
nechodím na
internet
16%
do 1 hodiny
33%
Graf 6a: Kumulatívne vyjadrenie užívateľnosti internetu denne: žiaci s narušenou ko
munikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
NKS
41,00%
VPU
31,80% 33,33%
25,90%
18,50%
13,60%
13,60%
vôbec nechodím
na internet
22,27%
do 1 hodiny
1 až 2 hodiny
2 až 3 hodiny
Graf 6b: Užívanie internetu denne: žiaci s narušenou komunikačnou schopnosťou
a žiaci s vývinovými poruchami učenia.
108
2 až 3 hodiny
21%
vôbec
nechodím na
internet
12%
1 až 2 hodiny
20%
do 1 hodiny
47%
Graf 6c: Užívanie internetu denne: : žiaci 1. stupňa základnej školy.
Rozhlas
0%
Internet
28%
Televízia
32%
Noviny a
časopisy
5%
Mobil
28%
Knihy
7%
Graf 7a: Kumulatívne vyjadrenie preferovania jednotlivých médií a informačných
zdrojov denne: žiaci s narušenou komunikačnou schopnosťou a žiaci s vývinovými
poruchami učenia.
109
38,20%
NKS
31,00%
28,60%
27,30%
23,80%
VPU
25,50%
11,90%
4,70%
5,40%
3,61%
0,00%0,00%
Televízia
Rozhlas
Internet
Mobil
Knihy
Noviny a
časopisy
Graf 7b: Preferovanie jednotlivých médií a informačných zdrojov denne: žiaci
s narušenou komunikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
Rozhlas
4%
Noviny a
časopisy
2%
Knihy
11%
Televízia
29%
Internet
30%
Mobil
24%
Graf 7c: Preferencie jednotlivých médií a informačných zdrojov denne: žiaci 1. stupňa
základnej školy.
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Obe skupiny žiakov majú zhruba rovnakú preferenciu pokiaľ ide o po
užívanie internetu, avšak žiaci s narušenou komunikačnou schopnos
ťou výraznejšie preferujú knihy, takmer 12% v porovnaní s 3.6% žiakov
s VPU. Núka sa vysvetlenie: knihy viac oslovovali žiakov s NKS, ktorým
printový, teda statický text viac vyhovuje. Jednak disponujú postačujú
cimi komunikačnými schopnosťami a zručnosťami, ale aj preto, že majú
k dispozícii viac času, aby porozumeli obsahu v súvislostiach. Televízia je
veľmi rýchle médium, s dynamikou obrazových informácií, ktoré navyše
nasledujú vo veľmi krátkom časovom slede, čo pre žiakov s narušenou
komunikačnou schopnosťou môže byť niekedy problémom.
Pri vyhodnocovaní preferencií jednotlivých médií a informačných
zdrojov v oboch prieskumných súborov dospievame k očakávaným vý
sledkom: Tri novodobé informačné a komunikačné fenomény sú takmer
rovnako prioritné pre deti mladšieho školského veku. Pre žiakov 1. stup
ňa základnej školy je to internet – 30%, televízia – 29% a mobil – 24%
(graf 6c), pre žiakov so zdravotne znevýhodneného prostredia sú priori
ty v poradí televízia – 32%, internet – 28%, mobil – 28 percent.
Nie je prekvapujúce ani zistenie, že až 96% našich respondentov zo
základného súboru I hľadá na internete predovšetkým zábavu a rozptý
lenie, v čom sa nijako neodlišujú od žiakov základného súboru II (graf
8a,b).
Internet si žiaci spájajú najmä so synonymom zábava a hry – a to bez
rozdielu či ide o zdravú populáciu detí – 81%, alebo o žiakov s naruše
nou komunikačnou schopnosťou, resp. žiakov s vývinovými poruchami
učenia – celkom až 96 percent. Pozitívnym prekvapením pre nás je, že
deti mladšieho školského veku vedia veľmi presne rozlíšiť prednosti a ne
výhody používania internetu. Keďže väčšina z nich chodí na sieť kvôli
hrám, preferujú také výhody ako možnosť hrať hry, pozerať filmy, sky
povať so spolužiakmi. Z navštevovaných webových stránok jednoznačne
prevládajú webové stránky s online hrami (friv.com a superhry.sk), Fa
cebook, ale tiež Youtube pre pesničky a videoklipy. Respondenti, a to bez
rozdielu, či ide o žiakov so zdravotne znevýhodneného prostredia alebo
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žiakov 1. stupňa základnej školy, vedia rozlíšiť aj nevýhody, a to pomerne
presvedčivým spôsobom:
„(…) Trávim tam veľa času. Rodičia mi zakazujú.“
„(…) Z dlhého času pred monitorom ma bolia oči.“
„(…) Sú tam aj veci nevhodné pre deti.“
„(…) Môžu sa o nás dozvedieť aj cudzí ľudia.“
„(…) Internet niekedy klame...“
Z hľadiska cieľa študovanej problematiky je pre nás dôležité skúmať
aj to, ako a či vôbec moderné komunikačné technológie menia spôsoby
komunikácie u žiakov zo zdravotne znevýhodneného prostredia (graf
9a,b). Jednoznačne sa nám potvrdzuje, že aj naši respondenti si rozši
rujú možnosti komunikácie o také moderné formy, ako je telefonovanie
cez internet, chatovanie, mailovanie a pod. Konštatujeme, že tak žiaci
s narušenou komunikačnou schopnosťou, ako aj žiaci s vývinovými po
ruchami učenia nemajú zásadnejší problém osvojovať si moderné infor
mačno-komunikačné technológie, aj ich aktívne využívať. Tento trend
je porovnateľný so zručnosťami a frekvenciou ich využívania aj u pr
vostupniarov (graf 9c). Určité odchýlky zaznamenávame v nasledujúcich
formách komunikácie: až 41 percent žiakov s narušenou komunikačnou
schopnosťou uprednostňuje osobnú komunikáciu v porovnaní so žiak
mi s vývinovými poruchami učenia – 31.4 percent. Opačná tendencia je
v prípade používania mobilov, kedy 22.7% žiakov s NKS preferuje ten
to komunikačný prostriedok a z druhej skupiny respondentov je to 31.4
percent. Je možné vyvodiť záver, že žiaci s NKS môžu mať určitý problém
komunikovať virtuálne, keď nemajú osobný kontakt, pripadne nemôžu
vnímať gestá či iné neverbálne prejavy komunikácie, ktoré oni chápu ako
dôležitú súčasť získavanej informácie. Potrebujú dlhší čas, aby dokázali
vyjadriť svoju myšlienku, respektíve potrebujú aj obrazovú informáciu,
aby lepšie pochopili kontext. O to častejšie využívajú aj SMS-kovanie,
takmer 16% z nich sa kontaktuje s priateľmi a blízkymi touto formou,
v porovnaní so žiakmi s vývinovými poruchami učenia – 9,8 percent.
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Informácie do
školy
2%
TV program a
hudbu
2%
Zábavu/hry
96%
Graf 8a: Obsah, ktorí žiaci vyhľadávajú na internete: kumulatívne vyjadrenie žiakov
s narušenou komunikačnou schopnosťou a žiakov s vývinovými poruchami učenia.
Nové
informácie
17%
Informácie do
školy
0%
TV
program a
hudbu
2%
Zábavu/Hry
81%
Graf 8b: Obsah vyhľadávaný na internete: žiaci 1. stupňa základnej školy.
113
Chatovaním
5%
Mobilom
27%
Osobne
36%
Mailom
11%
SMS-kou
13%
Telefonovaním
cez interent
(skype a iné)
8%
Graf 9a: Komunikácia žiakov s priateľmi a blízkymi. Kumulatívne vyjadrenie žiakov
s narušenou komunikačnou schopnosťou a žiakov s vývinovými poruchami učenia.
NKS
40,90%
31,40%
31,40%
VPU
22,70%
15,96%
13,70% 9,80%
9,80%
6,81%
6,81%
6,82% 3,90%
Graf 9b: Komunikácia žiakov s priateľmi a blízkymi: žiaci s narušenou komunikačnou
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Chatovaním
11%
SMS-kou
12%
Mailom
8%
Osobne
27%
Mobilom
30%
Telefonovaní
m cez internet
(Skype a pod.)
12%
Graf 9c: Komunikácia žiakov s priateľmi a blízkymi: žiaci 1. stupňa základnej školy.
Žiaci s NKS majú skôr ťažkosti s mailovou komunikáciou, iba 7% z nich
preferuje túto formu v porovnaní so 14% žiakov s VPU. Tento rozdiel
v preferenciách sa dá explikovať tým, že mailová komunikácia má po ob
sahovej i formálnej stránke zložitejšiu štruktúru, kde sa zvyčajne formu
lujú myšlienky vo forme rozvitých viet a súvetí, čo môže byť pre skupinu
žiakov s narušenou komunikačnou schopnosťou určitý problém, pretože
v tom sú menej zruční. Aj keď na druhej strane mailová komunikácia je
už zaužívaná, keďže až 70% detí uvádza, že má vlastnú mailovú adresu
a mailovú schránku.
S masovým nástupom a rozšírením mobilov sa v posledných desia
tich rokov rapídne zmenila forma komunikácie. Pribudli celkom nové
spôsoby, doteraz nepoznané, ako chatovanie, telefonovanie cez internet
a ďalšie. Konštatujeme, že deti mladšieho školského veku bez rozdielu
na prípadne zdravotné znevýhodnenia, si bez problémov osvojujú nové
formy virtuálneho kontaktu. Aj keď existujú obavy, že novodobé formy
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komunikácie výrazne odsúvajú do úzadie osobný kontakt, zatiaľ sa táto
tendencia nepotvrdzuje. Tretina deti uvádza, že s priateľmi a známymi
sa kontaktuje a komunikuje predovšetkým osobne a ďalšia tretina na to
využíva mobilný telefón. Nezaznamenávame výraznejšie rozdiely v pre
ferenciách žiakov primárneho vzdelávania, vrátane žiakov s vývinovými
poruchami učenia, resp. žiakov s narušenou komunikačnou schopnos
ťou. To svedčí aj o ďalšej skutočnosti, a síce, že nové komunikačné tech
nológie v zásade nie sú prekážkou ani pre pre žiakov so zdravotným zne
výhodnením. Ako vyplýva z grafu 9a,b nemajú problém využívať nové
formy komunikácie – skypovanie, chatovanie a pod.
Žijeme v mediálnej dobe, preto kladieme otázku všetkým našim res
pondentom, skrátka či vedia vôbec vysvetliť pojem „médiá“. Prekvapu
júce je, že až 60% žiakov s narušenou komunikačnou schopnosťou ne
pozná tento pojem, resp. nevie ho ani nijakým spôsobom zadefinovať
v porovnaní s 52% žiakov s vývinovými poruchami učenia (graf 10a,b).
V obidvoch prípadoch je disproporcia v neznalosti pojmu vysoká.
Áno
45%
Nie
55%
Graf 10a: Interpretácia pojmu: „Vieš čo znamená pojem médiá?“ Kumulatívne vy
jadrenie žiakov s narušenou komunikačnou schopnosťou a žiakov s vývinovými
poruchami učenia.
116
60,00%
Nie
52,00%
48,00%
40,00%
NKS
Áno
VPU
Graf 10b: Interpretácia pojmu: „Vieš čo znamená pojem médiá?“ žiaci s narušenou
komunikačnou schopnosťou a žiaci s vývinovými poruchami učenia.
Áno 46%
Nie 54%
Graf 10c: Interpretácia pojmu média: žiaci 1. stupňa základnej školy.
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Za alarmujúce považujeme aj zistenie u žiakom 1. stupňa základnej ško
ly, keď slovíčko „médiá“ pozná len 54% respondentov. To však ešte ne
znamená, že pojem dokážu korektne interpretovať, a teda aj porozumieť
mu.
Tu je pomerne veľký priestor predovšetkým pre školu, aby im vytvá
rala priestor na osvojovanie nových pojmov, poznatkov, aby sa žiaci učili
prijímať a dešifrovať mediálne posolstvá, ktoré denno-denne absorbujú.
Byť mediálne gramotný znamená vedieť selektovať informácie, vyhod
nocovať ich úroveň a kvalitu, dokázať rozpoznať kontext a širšie súvis
losti. Považujeme to za jednu z novodobých kľúčových kompetencií 21.
storočia.
Záver
Z nášho výskumu sa dajú zhrnúť tieto zistenia: počúvanie rozhlaso
vého vysielania medzi mladou generáciou je za posledných desať rokov
na ústupe. Je to spôsobené nástupom nových informačných a komuni
kačných médií, najmä internetu, v poslednom období aj sociálnych sie
tí, ktoré absorbujú značnú časovú kapacitu voľného času. Vo všeobec
nosti rozhlasové vysielanie nepočúva asi tretina detí a mladých ľudí. Až
50% žiakov zo skupiny s narušenou komunikačnou schopnosťou vôbec
nepočúva rozhlas. Je to dôsledok slabej schopnosti dešifrovať mediálne
posolstvá odovzdávané prostredníctvom slov a zvukov, keďže si nevedia
pod slovami v éteri predstaviť reálne situácie. A to ich zrejme odrádza
od počúvania.
Televízia je naďalej fenoménom aj pokiaľ ide o voľnočasové aktivi
ty. Sledovanie televízie dve a viac hodín denne je dlhodobo štandardom
u žiakov 1. stupňa základnej školy. Obdobne je tomu aj u žiakov s naru
šenou komunikačnou schopnosťou a u žiakov s vývojovými poruchami
učenia. Televízia láka deti preto, že nevyžaduje od nich žiadnu aktivitu
a námahu a pritom poskytuje zábavu, oddych a relax.
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Vysokú preferenciu majú aj televízne seriály vysielané večer po dvad
siatej – čo naznačuje, že deti pozerajú večerné programy, ktoré nie sú
určené im. Takmer 20% žiakov primárneho vzdelávania vo svojich vý
povediach uvádza, že pravidelne sledujú večerné seriály. To zároveň
naznačuje, že časť rodičov dovoľuje svojim deťom „konzumovať“ tieto
programy, a tak preberať aj negatívne vzory (agresivita, rozvrátené vzťa
hy) z obrazovky. Z nášho prieskumu ďalej vyplýva, že deti nemajú jed
noznačného televízneho hrdinu, s ktorým by sa stotožňovali v masovom
meradle. V ich zozname figuruje škála hrdinov.
Čítanie časopisov nepatrí k obľúbenej činnosti deti mladšieho škol
ského veku. Percentuálne vyjadrenie čitateľských návykoch v obidvoch
skupinách je pomerne vyrovnané. Rozdiely sa výraznejšie prejavujú iba
v prípade časovej dotácie – viac ako hodinu, kde 13.06% žiakov s naru
šenou komunikačnou schopnosťou uvádza, že číta časopisy viac ako ho
dinu v porovnaní s 3.60% žiakov s vývinovými poruchami učenia v škol
skej integrácii. Tento fakt by mohol naznačovať, že pre žiakov s NKS sú
informácie v časopisoch viac atraktívne, alebo aj to, že ich znevýhod
nenie v komunikačných schopnostiach si vyžaduje väčšiu časovú dotá
ciu na prečítanie textu. Bohužiaľ dosť vysokú hodnotu sme zaznamenali
v prípade tých žiakov, ktorí vôbec nečítajú, ide o viac ako tretinu. Pokra
čuje trend znižujúceho sa záujmu o čítanie detských kníh – rozprávok,
detských románov a podobnej knižnej tvorby. Z prieskumu vyplýva, že
tretina respondentov z našej výskumnej vzorky vôbec nečíta žiadne kni
hy mimo učebníc a ďalších učebných materiálov.
Internet je bezpochyby fenoménom tohto desaťročia. Ponúka v in
tegrovanej forme na jednom mieste to, čo žiadne iné médium doteraz
nedokázalo: ponúka zábavu i informácie, ale rovnako aj komunikáciu
v sociálnych sieťach. Vo všeobecnosti sa aj tu potvrdzuje, že v zásade
nie sú výrazne rozdiely medzi jednotlivými skupinami žiakov. Všetci sú
už aktívne na internete a disponujú základnými zručnosťami, ktoré im
umožňujú orientovať sa vo virtuálnom prostredí. V našom prieskume sa
ukazuje, že až 41% žiakov s nižšou komunikačnou schopnosťou denne
119
dve až tri hodiny trávi svoj voľný čas na internete, čo je o polovicu viac
času ako skupina žiakov s vývinovými poruchami učenia – 22.27 per
cent. Tento fakt naznačuje, ako keby bol internet pre žiakov s nižšou ko
munikačnou schopnosťou atraktívnejším médiom a zároveň istou mo
tiváciou. Dá sa predpokladať, že je to najmä preto, lebo si sami môžu
vyberať obsah, ktorý preferujú, ak to porovnávame s programom, vnúte
ným z rozhlasového alebo televízneho prijímača. Z hľadiska preferencií
obsahu na internete sme u žiakov s komunikačnými poruchami učenia
zaznamenali, že viac obľubujú akčné online hry a videá na YouTube ako
ich rovesníci – žiaci s vývinovými poruchami učenia.
Pri vyhodnocovaní otázky, bez čoho si nevedia predstaviť svoj ži
vot, neprichádzame k nijakým prekvapujúcim záverom, ktoré by vybo
čovali z rámca všeobecných tendencií v posledných rokoch. Aj ďalšie
prieskumy potvrdzujú, že u všetkých žiakov tri médiá a komunikačné
prostriedky sú najdôležitejšie: televízia, mobil a internet. Nie je udivujú
ce ani zistenie, že naši respondenti až z 96% hľadajú na internete predo
všetkým zábavu a rozptýlenie, v čom sa nijako neodlišujú od žiakov 1.
stupňa základnej školy.
Pozitívnym prekvapením pre nás je, že žiaci vedia veľmi presne roz
líšiť prednosti a nevýhody používania internetu. Keďže väčšina cho
dí na sieť kvôli hrám, preferujú také výhody ako možnosť hrať hry,
pozerať filmy, skypovať so spolužiakmi. Z navštevovaných webových
stránok jednoznačne prevládajú stránky s online hrami (friv.com a su
perhry.sk), Facebook, ale tiež Youtube kvôli pesničkám a videoklipom.
Respondenti, a to bez rozdielu, či ide o žiakov s vývojovými poruchami
učenia alebo o žiakov s narušenou komunikačnou schopnosťou, obe
skupiny jasne vedia rozlíšiť aj nevýhody, a to pomerne presvedčivým
spôsobom.
Vo všeobecnosti nové médiá a moderné technológie menia spôsob
komunikácie deti mladšieho školského veku. Jednoznačne sa nám po
tvrdzuje, že si rozširujú možnosti komunikácie o také moderné formy
ako je telefonovanie cez internet, chatovanie, mailovanie a pod. Môžeme
120
konštatovať, že žiaci so zdravotným znevýhodnením nemajú zásadnej
ší problém osvojovať si moderné informačno-komunikačné technoló
gie a aj ich aktívne využívať. Tento trend je porovnateľný so zručnos
ťami a frekvenciou ich využívania u žiakov 1. stupňa základnej školy.
Určité odchýlky zaznamenávame v nasledujúcich formách komuniká
cie: až 41% žiakov s NKS uprednostňuje osobnú komunikáciu v po
rovnaní so žiakmi s vývinovými poruchami učenia – 31.4 percent.
Opačná tendencia je v prípade používania mobilov, kedy 22,7% žiakov
s NKS preferuje tento komunikačný prostriedok, z druhej skupiny res
pondentov je to 31.4 percent. Dá sa vyvodiť záver, že žiaci s narušenou
komunikačnou schopnosťou môžu mať určitý problém komunikovať
virtuálne, keď nemajú osobný kontakt, keď nemôžu vnímať gestá, či
iné neverbálne prejavy komunikácie, ktoré oni chápu ako dôležitú sú
časť získavanej informácie. Potrebujú zrejme dlhší čas, aby dokázali
vyjadriť svoju myšlienku, respektíve potrebujú aj obrazovú informá
ciu, aby lepšie pochopili kontext. Častejšie však využívajú aj SMS-ko
vanie, skoro 16% z nich sa kontaktuje s priateľmi a blízkymi touto for
mou – v porovnaní so žiakmi s vývinovými poruchami učenia – 9.8
percent. Žiaci s NKS nemajú dostatočné zručnosti v mailovej komu
nikácii, celkovo iba 7 percent z nich preferuje túto formu v porovnaní
so 14% zo skupiny žiakov s VPU. Tento rozdiel v preferenciách sa dá
vysvetliť aj tým, že mailová komunikácia má po obsahovej i formál
nej stránke zložitejšiu štruktúru, kde sa zvyčajne formulujú myšlienky
vo forme rozvitých viet a súvetí, čo môže byť pre skupinu detí a žia
kov s narušenou komunikačnou schopnosťou určitý problém, pretože
v tom sú menej zruční.
V našom výskume venujeme značnú pozornosť žiakov s vývinový
mi poruchami učenia a žiakov s narušenou komunikačnou schopnos
ťou, keďže na danú cieľovú skupinu sa výskum mediálnej gramotnosti
takmer vôbec nesústreďuje. Táto problematika je v našej krajine vedec
ky i odborne menej rozpracovaná. Naše zistenia zároveň komparuje
me so skupinou deti mladšieho školského veku na primárnom stupni
121
vzdelávania. Až na niekoľko, v zásade menej podstatných rozdielov, ktoré
popisujeme a komentujeme vyššie, môžeme konštatovať podobnú, alebo
až zhodnú úroveň mediálnej gramotnosti žiakov z oboch výskumných
súboroch. Informačno-komunikačné technológie, ktoré v 21. storočí
prinášajú nové formy komunikácie, nové informačné kanály i spôsoby
trávenia voľného času, sú na takej úrovni z hľadiska ich ľahkého ovláda
nia a jednoduchého osvojovania si zručností, že sú prístupné a dostup
né pre všetky vekové kategórie. To dáva príležitosť všetkým deťom, aby
mohli využívať svoj osobný potenciál a ďalej ho naplno rozvíjať v súčas
nej mediálnej dobe.
Literatúra
BARNES, C. (et al). 2007. Final report: Critical media literacy in Ireland. Dublin : The Radharc Trhust 2007. [online]. [cit. 16.04.2014]. Dostupné na internete: http://www.dublincity.ie/Community/childrensservicesunit/Docu
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Info-Communication Technologies
in Educational Process in Poland
129
130
The Role of Online Resources in Supporting
the Educational Process in the Opinion
of Teachers and Pupils
Introduction
Modern media, including the Internet, carry a vast of educational
opportunities, and give almost unlimited resources of knowledge on
any subject. The most impressive is the fact that on the Internet the an
swers to almost all questions and a help in solving a variety of problems,
can be found in a few seconds. Unfortunately worse, the case seems to
look within to problem of coping with the enormity of knowledge that
is available from a variety of sources, creating a hyper textual links. In
addition, the frequent use of the „copy-paste“ function minimize the
intellectual effort, and becomes a kind of secondary cause of illitera
cy among young Internet users. Children cannot clearly express their
thoughts and views and have difficulties with self-providing concrete
answers. Sometimes, they also have trouble with spelling, grammar,
writing papers, reports, stories, essays-school work in general, which
require their own creativity.
Terminology and definitions of key concepts at a glance
The emergence of media in a human’s life was a great change in his
functioning. This change was initiated in the mid-19th century, since
the first time of the telegraph use, as a form of communication. Then
came another telecommunication’s inventions: telephone, phonograph
131
records, camera and film camera. The 20th century brought, among
others: radio, television, computers and the Internet – kind of cobwebs
which wrapped around the entire world. New communication inven
tions extended human capabilities1. The speed that children and young
people access the Internet media, converged and mobile network is un
precedented in the history of technological innovation. The end of 20th
century, is described by researchers as the age of the computer (and in
the light of the Internet development – telecomputer era) that due to
the content of microprocessor combines the techniques of communica
tion, a telephone and television monitor, a compact music disc – the new
forms of communication and media2.
Media is quite broad concept and includes such terms as: mass
media, multimedia and information technology. The mass media are
means of social communication outreach, such as press, radio, tele
vision, the Internet, and in a broader meaning also a book, movie,
poster, cinema3. Multimedia (Lat. Multum + Medium) is the combi
nation of several different forms of communication (f.ex. text, audio,
graphics, animation, video) to provide consumers information and
entertainment. The term „multimedia” is also applicable to electronic
media for recording and playback of multimedia content. Multimedia
have features of traditional techniques and art, but in a wider scope.
The term rich media is synonymous for interactive multimedia4. Cur
rently, multimedia and the Internet – as M.M. Sysło considers – are
SIEMIENIECKI, B. 2007. Pedagogika medialna cz. 1. Warszawa : Wydawnictwo
PWN 2007, p. 21.
EJSMOND, M., KOSMALSKA, B. 2005. Media, wartości, wychowanie. Kraków :
Oficyna Wydawnicza Impuls 2005, p. 205.
GAJDA, J. 2003. Media w edukacji. Kraków : Oficyna Wydawnicza Impuls 2003.
2
GOBAN-KLAS, T. 1999. Media i komunikowanie masowe. Teorie i analizy prasy,
radia, telewizji i Internetu. Kraków : Oficyna Wydawnicza Impuls1999, p.16.
3
Ibidem.
4
SIEMIENIECKI, B. Pedagogika medialna…op. cit., p. 206.
1
132
a major component of information technology and communication
via the Internet, as well as useful in teaching others. „The multimedia
is therefore one of the most developed computer techniques of pro
viding information. Generally the term refers to the transmission of
information using multiple media”5. The name technology comes from
the Greek words techne (proficiency, practical skills), lógos (the con
cept, knowledge) – means the field of technical knowledge, which deals
with the processing of raw materials and semi-finished products and
products. In the Polish terminology it means an applied science and
refers to the processes of products manufacturing from the basic mate
rials, according to the rule that a rational man manufacturing activity
is accompanied by three basic questions: What? With what? How? In
case of analyzing the technology involved in the processing of informa
tion, it can be classified into two types: computer technology meaning
all technical activities related to the methods of design, production of
technical means of information technology, such as integrated circuits,
processors and computers, and construction of the system software
and information technology including all methods and tools of in
formation processing, including methods of searching, selecting, col
lecting, registration, storage, processing, transmission and disposal of
information. The simplest definition of information technology gives
S.V. Monsma, describing it as „a systematic treatment of art”6. Ho
wever, J. Ellul, a staunch opponent of technology, calls technique as
„the entirety of methods that can be reached reasonably, having abso
lute efficiency in every field of human activity”7.
BEDNAREK, J. 2008. Multimedia w kształceniu. Warszawa : Wydawnictwo PWN
2008, pp. 45-46.
6
Ibidem, p. 27.
7
Ibidem, p. 27.
5
133
Educational use of the Internet – opportunities and threats
„The Internet is a worldwide collection of interconnected local area
networks and wide area networks”8. It is a giant spider web connecting
millions of computers around the world, countless number of informa
tion pages on any topic. Internet is growing at an incredible rate. Pro
vides the possibility of reaching out anyone with a computer, modem and
phone. Worldwide expansion of the Internet generated a wide debate on
the effects of unbridled development of new technologies. It’s common
to mention about the risks and opportunities posed by the „network”
and more rarely about how it changes the culture, customs and habits.
The „Internet” concept has many different interpretations. It is the ‘place’
to meet people and exchange opinions, the equivalent of a town square,
on a global scale. This is a place of e-mail exchange, a rich collection of
information accessible for everyone, the basis of scientific cooperation
in many areas, and more and more often also a place to promote and sell
goods and services. All of this makes the computer system and network
a way to exchange ideas, information, or just communicate for tens of
millions people. Therefore the Internet is not a „thing” or „place”. It is
impossible to identify a computer, device or communication line and say
this is the Internet.
B. Siemieniecki lists several areas of the Internet’s educational use,
it is certainly a source of information, the tool in extending informa
tion, medium and a tool which supports learning process at school.
The magnitude of information given to us by the Internet requires the
proficient skills of search engine and competence to assess the value
of the information presented on the pages. Undoubtedly the skills of
gathering information and critical thinking are necessary for the pro
BEDNAREK, J. 2005. Społeczeństwo informacyjne i media w opinii osób niepełnosprawnych. Warszawa : Wydawnictwo Akademii Pedagogiki Specjalnej im. Marii
Grzegorzewskiej 2005, p. 216.
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134
per choice of useful information for us. These skills require thorough
preparation of users within the course of media education and infor
mation technology implemented at schools. In the process of learning
the Internet allows for the use of: portals and news services, including
educational servers, journals in electronic format, groups and fo
rums, dictionaries and on-line encyclopedias, tools for obtaining in
formation, databases, online libraries and online e-books. „So far, the
problem associated with the creation of the virtual world through the
media was omitted. This process is related to the viewed transactions
carried out in the consciousness of a man”9. M. Sandbothe points out
that both the natural world and the virtual one, are perceived from our
own point of view. This is the reason why the Internet users consider
on-line world to become more and more real and cannot distinguish it
from the real world, at the same time treating the on-line world more
serious. Supporters of cyberspace emphasize that the Internet commu
nity has the same features like the real world society, such as interests,
lifestyle, discussions of common problems. They point out the phe
nomena of interpersonal communication, which exist also in the phy
sical world, such as talking, arguing, complaining, confessing love and
others. The main difference is that in the real world a man uses body
language, facial expressions, gestures, and in the cyberspace replace
them with words, sentences, dialogues, symbols and signs. Communi
cation and seeing each other is also possible through interactive tools
such as webcams. Proponents emphasize the advantages of the Inter
net, such as enhanced performance of communication system, since
the beginning of a conversation, the participants go to the topics of
SIEMIENIECKI, B. 2002. Pedagogika medialna…op. cit., pp.109-110.
CZAJKOWSKI, M. 2002. Wielka encyklopedia Internetu i nowych technologii.
Warszawa : Wydawnictwo „Edition 2000” 2002, p. 142.
Oficyna Wydawnicza Impuls 2005, p. 205.
9
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their interest. Opponents believe that the lack of physical space and eye
contact of interlocutors, make it impossible to get to know the person
on the other side of the communicator. They stress that the reality is
being replaced by technologies, and their determinants are a commu
nity server, and talking about random, limited topics. A characteristic
feature is the fact that the authors are known by their creations, such
as blogs, GG, avatars, which is not enough to get to know another per
son. The Internet users who found the cyberspace as their own, do not
expect meetings with the other Internet users in the real world. Virtual
contact is enough. They carry on intensive communication with many
people, and have a lot of online friends, so-called virtual friends. A.
Castells10 analyzing the results of research on virtual society, noted that
crossing some threshold of the Internet use has a negative effect on
interpersonal contacts.
The previous discussions on media showing two opposite face of edu
cation. The first one-bringing great benefits to a learner (student), and
a teacher, the second- as a threat for the upbringing process, and the pos
sibility of getting addicted to technology (related to the newer and more
expensive gadgets), moving the cyber world into the real world, the phe
nomenon of loneliness, isolation from society and peers, the complete
lack of contact with the real world as well as promoting violence. „Vio
lence in the media is all no accidental operation, using the media which
might affect the personal freedom of the individual in the manipulation
of video, audio and other channels of communication, or contribute to
psychological, physical, moral damages on people beyond the social prin
ciples of mutual relations”11. Analyzing the above proposed definition of
violence in the media, we can identify many of its forms, such as scenes
of killing, angulation of people, death, hate Internet web pages which en
courage to terror and promote fascism, intolerance, aggression against
Ibidem, pp. 55-56.
SIEMIENIECKI, B. Pedagogika medialna… op. cit., p. 206.
10
11
136
people who think differently, different nationalities, different religion etc.,
hacking, computer games on the web, information manipulation.
In Poland, the problem of threats posed by the development of in
formation technology has been repeatedly picked up by many authors.
Many existing publications and a variety of approaches to the problem
of information technology threats indicates the concern of educators,
psychologists and sociologists, and even computer scientists. In the sur
rounding of a young and adult man appear adverse effects caused by
the influence of modern technology. Concern about the situation arose
just from the staggering pace of technology and its growing potential
effects on a human. Analyzing the risks of widespread use of the media
by a man, we can distinguish four main areas:
• Loss of human values, technocratic way of seeing the world. Ac
cordingly to B. Siemieniecki „school prefers cognitive sphere, exer
cising memory and is focused on forcing as much information as
possible will strengthen the technocratic way of seeing the world.
School disposing and information technology generally requires
preferring humanistic values. Skipping these values leads to the
disappearance of the human ability to react to the world around
us, influences a human, perceived through the prism of computer
classified information. (...). Not understanding the terms of com
puter program, the information that will be more and more com
plicated, not knowing the criteria that guide the machine, we will
have to rely on a prescription given by the machine”12.
• The possibility to manipulate people, control their consciousness.
The author describes the problem of manipulating people through
the media, particularly the Internet, as follows: „The ability to ma
nipulate increases rapidly, the deeper the recipient is in the cyber
world and has less experience in receiving messages of image and
Ibidem, p. 21.
12
137
word. This applies to children and young people who do not have
sufficient knowledge or skills to receive and process information.
Not without significance is the literal reasoning and thinking of
children at school age, it is easy to separate them from reality and
inject the virtual world”13.
• Difficulties in adapting to the new rules created in the information
society. These include the uncontrolled increase of unemployment
caused by the lack of training in new technologies. This results
in social exclusion, leading to the elimination of all social groups
who have difficulty with the use of new technologies- especially
adults.
• The spread of pathological processes associated with the use of
technology such as the Internet violence. Currently can be no
ticed the spread of pathological processes associated with the use
of the Internet such as promoting violence, fascism, dissemina
tion of child pornography, the idea of sects, ideas contrary to the
spirit of humanism, piracy and hacking, presenting the image of
a woman vamp and many others. It is expected to increase the
importance of subcultures, especially youth, resulting from the
widespread use of technology. This is due to ease of access to the
network and the lack of any blockages also for the youngest In
ternet users. Violence on the Internet and its impact on children
is not a new research problem in the field of media. A substantial
group of programs are the games that you can buy in a store or on
the Internet without parental control. Games move a child into
the unreal, non-existent world. This is often the world where the
evil rules. Typically, the player is a positive character, who in the
name of goodness and love, must fight and kill.
Ibidem, p. 217.
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Online resources for teachers and students
Internet provides the access to information not only in the form of
text documents but also web pages enriched with multimedia elements,
such as the moving image, sound and video presentations. This network
allows to use information in an attractive, simple, clear, media form,
which is a source of learning help for both students and teachers. The
resource of portals and educational servers are used by IT and non-IT
teachers, to improve the teaching materials. Just as the educational por
tals, including teaching materials in the form of handouts, lesson plans,
multimedia presentations that improve the work of teachers. Among
the features of educational portal are mentioned: access to a database
containing all the courses offered in distance learning, the opportunity
to register and pay a fee on-line, the ability to create personal Web pa
ges containing information about the courses selected by the students,
achieved grades, etc., the ability of receiving assistance during studies,
downloading texts and verification tasks, access to tutors, the possibility
of arranging a virtual class meetings on the Internet, (...), the availability
of Digital Library with many teaching materials for the lectures saved
in pdf files; opportunity to purchase books and materials in the online
store, the ability to communicate with students and exchange informa
tion, appropriately designed interface for creating and posting teaching
materials and making their updates, ease of access to conference pre
sentations in the area of distance education.
Educational portal can be a source of information, useful in the
teaching and practice. For example, a teacher using its resources can
compare the standard classes of the same themes and choose the most
interesting scenarios and didactic solutions (the ranking of the best
materials is available). Portals also allow to use the materials of other
teachers, so that they can enrich their skills working with new methods,
working forms, help to work with talented students, and the one who has
problems in the acquisition of knowledge. They are a source of teaching
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materials in the form of ready-made multimedia learning scenarios
often with activities, exercises, tutorials. Online resources support the
work of teachers in the organization and implementation of the learning
process and work improvement. Many of the sites contain information
that allow the teacher to determine what standards, requirements, scope
and contents of the lesson being implemented on the basis of the core
curriculum. Providing a source of information, help in up-to-date and
appropriate selection of handbooks based on the suggestions of experts,
methodologists and other teachers. Therefore it allows the selection of
appropriate literature for students. Online resources facilitate the ex
change of teachers’ experiences by conducting on-line consultation (to
make corrections, modifications or report discussion needs about pub
lished materials with other teachers and experts in these areas). They are
a place of contact and collaboration between teachers and schools, ex
change of information on programs, new methods, research and abroad
educational opportunities, and via the Internet or on-line learning. They
also contain information on the professional development of teachers,
their promotion and post-graduate courses, seminars, workshops and
scientific sessions. Educational portals are giving them the possibili
ty for creativity and to present their results on a global scale. Teachers
can post their own programs, publish articles, essays, and research re
sults and evaluation which allows for their development. These mate
rials help them to search for new inspiration and create new methodo
logical solutions. Users of such sites by using Internet resources can be
both receivers of information, as well as their creators, they can enrich
the resources f. ex by creating their own web education sites and using
the ideas and analyzes of other users, these are the best opportunities for
the learning process.
140
The Internet in Polish schools
The Internet is now the most popular gadget of the modern world
and the other gadgets cannot compare with it. The Ministry of Education
(MEN) pointed out the need of students preparation for life in a global
society of information, improving communication in the school system,
promoting actions leading to even opportunities of young people from
small villages and towns located far away from cultural centers and ac
tions initiating further development of IT education, especially universal
access to the Internet. In order to achieve these goals, the Ministry of
Education decided to support schools by the equipping school computer
labs. In 1994, the program of connecting high schools to the Internet,
started – „The Internet for Schools”. Since 1997 a new modern equip
ment, programs and well trained IT teachers appeared. The Internet is no
longer a novelty, and in 1998 the program „Internet in every community”
was launched, which was initiated by Grazyna Staniszewska – chairman
of the parliamentary committee of education and animator of „Inter
klasa” (previously called „Internet in every community”). Staniszewska
did not stop on the mentioned actions. The slogan „Internet in every
community” has changed into „Internet in every school”.14 Since April
2001, with the support of Microsoft corporation, she launched the pro
gram „Teach to the Future”. The program has been implemented f.ex in
Germany, France and England. The main goal of this project is a great
promotion of introducing information and communication technolo
gy to the broad school practice, and to show properly selected, active
teaching methods. It is addressed to teachers who would like to enrich
their teaching methods, to teach better and more efficiently using the
latest computer technology. This program was supported by the Ministry
of Education and Sports, which sent a letter intent along with the In
ZIELIŃSKI, B. 1999. Internet – zacznijmy od początku. Warszawa : Wydawnictwo
TRANSLATOR S.C. 1999, p. 45.
14
141
tel company, found the program as a form of teachers’ work improve
ment, expressing support for the project. Computers should be used in
the classroom for each subject. By allowing the use of information and
communication technology in learning and problem solving, there is
a chance to achieve better and better educational outcomes. The Internet
is an invaluable help at schools and its multimedia capabilities facilitate
learning processes and allow to focus on the searching field, saving time
– in many cases15. MEN includes IT education on all educational levels.
The core curriculum for computer science predict that teaching on a pri
mary and secondary school level will provide students with the oppor
tunity to use the equipment, devices and software, and prepare them for
life in the information society. The continuous improvement of informa
tion technology has a great impact on both schools, teachers as well as
parents, for extending the learning process. The main problem is the use
of the computer as a tool and methods in the education, which should be
mastered by students in the new educational system. Memory master of
knowledge should be replaced by the mastery searching, collecting and
analyzing information methods gathered by the students. Nowadays the
Internet gives us such possibilities, which changes the position and role
of the teacher as the authority to follow. From the person who is trans
ferring the knowledge, the teacher should become an animator of acti
vities for children and youth, guide and instructor showing how to reach
and use the various information located in different places. The skills
of using computers in class by teachers and students can support new
techniques and methods in teaching. What‘s more – the use of well-de
signed programs for school purpose can not only encourage students to
discuss, exchange ideas, interact with each other, but also allow for such
construction of lessons to create different types of activity or show a par
ticular subject or issue from a different perspective – as an area that can
http://www.zspolice.pl/nasza_szkola/materialy_dydaktyczne/jezyk_obcy/inter
net_dydaktyka.pdf , see Bibliography.
15
142
be „fun”. The obvious seems to be the fact that the teacher while planning
to work with the Internet and intending to use it in teaching, should get
familiar with the basic principles of working with text and Internet use.
First of all, should be fluent in web pages navigation, switching between
pages, returning to the previous page, searching for the needed infor
mation, saving the web addresses, parts of pages or the entire sites on
the computer. All technical issues should be mastered to the extent that
children and adolescents could use as much knowledge from the teacher
as possible.
The role of online resources in supporting the educational
process- analysis of the own research
The use of computers in nowadays education offers great opportuni
ties for teachers and students in the collection, processing, presentation
of knowledge and simulation of various phenomenon with the use of
graphics, animation, sound, and video. Via the Internet, the teacher and
the student have access to the chosen information resources. The tea
ching process should not be confined only to the current human or in
formation resources of school. It gives the access to the achievements of
other educational centers, universities, schools or other people. Educa
tion via the Internet can simultaneously integrate students, teachers, and
parents. Access to networks in schools is a must. Students, more than any
other social group, need modern methods of communication, familia
rity with the „high technology” and new teaching aids, and the Internet
today meets these criteria. As written in the documents of MEN, it is
a complex and expensive undertaking requiring decisions and programs
at the government level. Such actions are taken in the European Union
and countries applying for membership.
How the Internet capabilities and its resources are noticed by the
students and teachers? A number of questions on this issue were asked
143
during the research conducted in 2013. It was attended by 120 stu
dents and 40 teachers from secondary schools located in Silesia. Inter
net at school is primarily a source of quickly available information on
many fields, necessary for students and easy to assimilate, since shown
in the multimedia formula. Therefore it gives the possibility of using
information technology in learning and problem solving. Navigating
the „global spider‘s web” or visit websites is possible thanks to web
browsers. The browsers can also be used to search for and download
files, connect to a mailing list or discussion group, as well as send and
view e-mail etc. Examples of browsers are Microsoft Internet Explo
rer, Opera, Netscape Navigator/Communicator, Sylaba Komunikator.
Online there are millions of websites. You can find there almost any
information. If the address of the site is known, a web browser such as
Internet Explorer should be switched on, the address must be type in
and then waiting for the page to load. On the question: Which websites
do you use while preparing for the lessons? Teachers often responded
that they use thematic webs that apply to subject they teach, and publi
cations such as: PWN, OPERON, OKE, WSiP, but also with the „readymade” materials such as: the script, or general information google.pl or
wikipedia.pl. Studies have shown, however, that students mostly use:
google.pl, ściąga.pl, wikipedia.pl. And what guided in the selection of
websites both of the groups? For teachers, it is important that webs are
cost-free, secondly easily access and in the end versatility, well-known
author or whether the site is recommended by friends. However for
students is only the same on te first place- cost-free websites, and se
condly if they are popular or common, then easy availability and
friends’ recommendation.
How does the verification of content’s reliability posted on particu
lar pages look like, and the knowledge of teachers and students on who
publishes the materials on the website for educational purposes? The re
search has shown that for teachers this reliability is very important and
the most often they „check” the authors, who added material (they pay
144
an attention to who has published the data), and as asserted they verify
the information on a particular subject, confronting them for example,
the content of scientific publications. They often use publisher’s webs of
the handbooks they use. For the secondary school students the state
ment of assurance it turns out not to have any meaning. They did not
check who added the materials, considering that it is a waste of time.
The most important was to find the material they were searching for, the
source was of little importance. The process of data collection and its use
was perceived in these cases as uncritical treatment without any self-re
flection.
To the question – What the kind of information placed on the website
you use for educational purposes? The following responses were availa
ble (maps, tests, summaries of studies, case studies), students the most
often indicated: reading summaries, then the historical and geographical
maps, and at the end tests, and if there are given then also homework
solutions. For teachers, the most important were the summaries and case
studies of various topics, and a range of teaching resources such as lesson
plans, a variety of tasks and games.
Frequency of Internet resources use in both groups of respondents is
very high. Both students and teachers have expressed the position that
every day they use „network” resources for educational purposes. For
teachers, the benefits of using the Internet are: ease of access, variety of
information and content, facilitate the work, innovation, enriching edu
cational base, speed, making lessons more attractive, increase student’s
cognitive sphere. The risks posed by online resources for the educational
process in the opinion of teachers- in case of solving tests – students
learn the answers, and do not reach the answer, students have ready tests
which they use as their own on the real exams, essays which are their
own work, illegal copying of contents or a „copy paste, piracy and copy
right infringement, illegal access to tests”, the enumerated limit indivi
duality, originality and independence of children. Whereas, secondary
school students responded in favor of the Internet, which help them to
145
get better homework’s grades, and it saves time. On the question of the
risks posed by online resources for the educational process they mostly
answered, they do not see any threat from the Internet.
The reform of education – accordingly to the documents of the pro
ject „Internet in every community” implies reorientation of student
learning. The necessity of using active methods entails the need for such
equipment of schools that each student has the opportunity of searching
for the required information, problems solving and presenting the re
sults of their work through information technology. The Internet should
help in creating information, not only in rewriting them. Answering the
question: What is the essence of the role of online resources in suppor
ting the process of education, in the opinion of teachers and students? It
is clear that the Internet can fulfill a didactic function perfectly. Access to
databases designed for students and teachers, to free software and online
archives, which requires a purely operational knowledge, gives excellent
results. Passive listening to lessons thanks to the Internet can turn into
a fascinating conversation in which knowledge is transferred with the
active participation of the student.
Summary
Online resources have permanently inscribed themselves into 21st
century education. The Internet in the school can be used in many ways.
First of all, it should serve the teaching and educational purposes. Using
the Web gives a lot to students and teachers such as: better „control”
on the acquired knowledge or creating opportunities for self-reaching
information. At the same time, we have to be aware that using online
resources also hides a lot of dangers. The teacher should then perform
some kind of a „guide” role, showing different possibilities of using in
formation to achieve the intended goals. The Internet is a good school
of advertising. Thanks to the Network students can not only commu
146
nicate, but also promote. Imperceptibly this issues are getting into the
field of terms related to public relations. Active participation in creating
the school website, its service, as well as private websites is very valu
able, because it brings knowledge and first experience in journalism. It
develops the need to care about the image of the school, text editing, tea
ches responsibility for used words and even management. Results of this
study indicate that online resources are closely related to the process of
education in modern times, it is a time of information technology. Thus,
the acquisition of knowledge in science and teachers work allows to ex
pand and diversify the classes. Interesting suggestions for teaching. Note,
however, that the Internet also brings many risks, where the students are
choosing the easy way in dealing with homework, because many solu
tions are already available online and does not allow the children to con
tribute to the process of self-education.
Modern media, which include the Internet carry a vast educatio
nal opportunities, and almost unlimited resources of knowledge on
any subject. The worse, unfortunately, it looks within to problem of co
ping with enormity of the knowledge that is available from a variety
of sources, creating hyper textual links. In addition, the frequent use of
the „copy-paste” minimize the intellectual effort, and becomes a kind of
secondary cause of illiteracy among young Internet users. Worldwide
expansion of the Internet generated a wide scale debate on the effects of
unbridled development of new technologies. Mostly on this occasion,
the risks and opportunities posed by the „network” are mentioned, less
commonly getting into details of the potential of online resources for
education in terms of usability attributed to them by both students and
teachers.
147
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148
ICT Infrastructure as a Factor Conditioning ICT
use in Teaching (Research Report from Popish
Schools)
Introduction
Effective use of ICT (Information and Communication Technolo
gy), alongside operational communication in foreign languages and
interpersonal skills, is a key skill in modern professional practices. In
light of the dynamic technical and scientific progress, teachers pro
fessional competence in searching, organising, filtering, storing and
sharing digital information assumes particular importance. In this
regard, every teacher is facing new requirements calling for appropri
ate steps towards the use of methods and ICT tools in the process of
teaching16.
In teacher-related considerations within the area of ICT competence,
apart from the requirements imposed on teachers in the confrontation
with the established state of knowledge and skills and the undertaken
initiatives, technical conditions also constitute an important aspect. ICT
infrastructure, i.e. hardware configuration of computers, software, mul
timedia and access to the Internet, creates circumstances in which the
teacher undertakes initiatives promoting the use of ICT in everyday life
ŠUPŠÁKOVÁ, B. et al. 2012. Art&Media in Education 2012. New challenges and
opportunities. Bratislava : IRIS, 2012.
BARON-POLAŃCZYK, E. 2012a. The state and directions of the development of
it competence in technology and IT teachers in Poland. In: B. ŠUPŠÁKOVÁ (ed.)
2012. Art&media in education 2012. New challenges and opportunities, Bratisla
va : IRIS, 2012, pp. 133-149.
16
149
and professional practice (see: research results and their interpretation)17.
The extent to which schools are equipped in ICT equipment and mul
timedia teaching materials makes their use possible within particular
subjects or alternatively, restricts it. Considerations related to particular
subjects are especially important in the context of designing curricula18,
as any shortcomings in didactic tools (equipment and teaching materi
als) limit their creative application.
This gives rise to questions of diagnostic nature: does ICT infrastruc
ture allow teachers to use ICT tools in the home and at school and to
what extent? Do teachers have free access to computers and the Internet
(at home, at work) and to the school computer lab in which to run ac
tivities related to their subject? What types of difficulties and constraints
do teachers face when accessing school computer lab? Therefore, it is of
utmost importance that environmental studies on technical considera
tions of teachers’ work be conducted in order to demarcate directions
and methods of continuous broadening of the extent to which schools
are equipped with ICT tools.
Theoretical and methodological assumptions
From the perspective of educational research methodology, it was as
sumed at the conceptual stage of the project that the undertaken activity
would take the form of diagnostic correlation research19 of quantitative
BARON-POLAŃCZYK, E. 2011. Chmura czy silos? Nauczyciel wobec nowych
trendów ICT. Zielona Góra : Oficyna Wydawnicza UZ, 2011, pp. 179-185.
18
KRUSZEWSKI, K. 2004. Nauczyciel jako twórca programu. In. Kruszewski K.
(ed.), Sztuka nauczania. Czynności nauczyciela. Warszawa : Wydawnictwo PWN,
2004, pp. 448, 466, 467.
19
FERGUSON, G.A., TAKANE Y. 2003. Analiza statystyczna w psychologii i pedagogice. Warszawa : Wydawnictwo PWN, 2003, p. 33.
17
150
and qualitative character20, predominantly nested in media pedagogy
and pedeutology.
Learning about the educational practice delineated an essential pur
pose of the research involving the determination of the level and preva
lence of manifestations of information literacy in teachers and teachers’
reflections on practical initiatives undertaken in the face of new trends
and new expectations imposed by the rapidly changing reality21. Thus, the
analysis and presentation of the collected empirical material constitutes
an attempt to answer the following question: what is teachers’ competence
in the use of ICT tools and methods in the context of new technological
trends and the accompanying changes of civilization? The main research
problem is composed of five particular problems (four of diagnostic and
one of conditional character). The first question/problem is associated with
the diagnosis of the level of information literacy in teachers as far as hand
ling of information is concerned, the second attempts to recognise the level
of teachers’ use of modern ICT tools, the third strives to determine the
relationship between teachers’ level of information literacy and the level
of application of ICT tools in professional practice and to identify factors
differentiating these dependencies, the fourth defines ICT infrastructure,
the fifth diagnoses the range of teachers’ knowledge, understanding and
application of the new trends in ICT and their reflection on their own at
tempts at undertaken or not undertaken practical initiatives in the field of
ICT use. Questions four and five represent contextual issues (in relation to
problem one and two), and as such, they form a background for research
exploration within the area of pinpointing the extent of teachers’ ICT com
petence and its determining factors. In this respect, focusing on motivating
DRÓŻKA W. 2010. Trangulacja badań. Badania empiryczne ilościowo-jakościowe. In: Palka S. (ed.). Podstawy metodologii badań w pedagogice. Gdańsk : Wy
dawnictwo GWP, 2010, p. 125.
21
20
151
factors (internal and external) decisive in undertaking initiative, the nature
of encountered problems oriented itself onto description, explanation and
interpretation of teachers’ reflections on: reasons and arguments why they
use or fail to use ICT tools in their practice; onto special achievements and
failures in the area of applying ICT; onto motives and reasons why they
are planning (or not planning) to continue their professional development,
and onto expectations as to what forms and techniques the development
(self-study) should acquire in order to broaden teachers’ knowledge and
skills in the use of ICT in education, as well as onto expectations for their
support with an aim of increasing the use of ICT in teachers’ professional
work. The fifth issue relates to the previously outlined concept, i.e. a theo
retical model of digital competence in the use of ICT, divided into instru
mental and directional competences and defining a total of thirteen areas
of competence22,23, taking into account the „new trends in ICT develop
ment” within the engineering-technical range.
In an attempt to develop the concept of information literacy in the
use of ICT tools, the following were included: 1) theoretical assump
tions concerning the definition and structure of the concept of compe
tence24,25; 2) standards of teachers’ professional competence determined
by the requirements for teacher training (with particular emphasis on
the proposed set of standards of professional competence developed by
the team of Teachers’ Educational Preparation Council for Teacher Edu
Ibidem, pp. 84-92.
it competence in technology and IT teachers in Poland. In: B. ŠUPŠÁKOVÁ (ed.)
2012. Art&media in education 2012. New challenges and opportunities, Bratisla
va : IRIS, 2012, pp. 166-183.
24
CZEREPANIAK-WALCZAK, M. 1994. Między dostosowaniem a zmianą. Elementy emancypacyjnej teorii edukacji. Szczecin : Wydawnictwo Naukowe US,
Szczecin1994, pp. 137-142.
25
CZEREPANIAK-WALCZAK, M. 2006. Pedagogika emancypacyjna. Rozwój
świadomości krytycznej człowieka. Gdańsk : Wydawnictwo GWP, 2006, p. 129.
22
23
152
cation); 3) standards for the preparation of teachers in ICT, relating to all
contemporary teachers’ work at all stages of education (the concept was
proposed by the Education and Media Council and included in the curricu
lum framework developed by the team of Rectors’ Plenipotentiaries from
Pedagogical Higher Institutions in charge of Digitalisation of the Didactic
Process) and in the guidelines stipulated in the projects for information
literacy, such as: UNESCO – ICT Competency Standards for Teachers,
American Association of School Libraries, the Association of Educational
Communications and Technology, Society of College, National and Uni
versity Libraries – the Seven Pillars of Information Literacy, Chartered In
stitute of Library and Information Professionals; 4) theoretical foundation
for the use of new ICT trends – engineering and technical, pedagogical
and ethical, legal, social and economic indications, (theoretical elabora
tion based on the analysis of literature) (see: theoretical issues related to
the use of ICT)26,27.The accepted theoretical basis emphasises one of pos
sible suggestions for the shaping and developing teaching competencies,
recognises the foundations of modern teaching and learning in cognitive
and constructivist theory (with particular emphasis on the socio-cultur
al perspective), pointing to one of the ways of thinking about knowledge
formation, i.e. learning about ICT methods and tools through ICT. It was
also assumed, in accordance with the guidelines of the concept of reflec
tive professionalism (reflective teacher proposed by D.A. Schön)28,29, that
27
BARON-POLAŃCZYK, E. 2006. Multimedialne materiały dydaktyczne. Projektowanie i wykorzystywanie w edukacji techniczno-informatyczne. Zielona Góra :
Oficyna Wydawnicza UZ, pp. 71-246.
28
SCHÖN, D.A. 1987. The Reflective Practicioner. How Professionals Think in Acton.
New York : Basic Books, 1987.
29
GOŁĘBNIAK, B.D. 2004. Nauczanie i uczenie się w klasie. In: Kwieciński, Z.,
Śliwerski B. (eds), Pedagogika.Podręcznik akademicki .Warszawa : Wydawnictwo
PWN, 2004, Vol. 2, pp. 201-203.
26
153
the success of professional action is determined not so much by the skill
of application of theoretical knowledge in practice, as by the ability of
a particular type of reflection, reflection in action and reflection on ac
tion.
The research on teachers’ information literacy in the use of ICT was
embedded in diagnostic procedures30, where the method a diagnostic
survey was applied31,32, as well as two techniques: 1) a survey directed
by questionnaire-type questions33; 2) a narrative interview oriented by
the disposition to talk34,35,36. The research in almost all schools in Zielo
na Góra and some selected schools in the Lubuskie Province and the
neighbouring provinces included teachers responsible for 23 different
subjects and was carried out in 2009 (in the period from January to June).
Interviews with 40 teachers working in Zielona Góra (teachers from four
levels of education: 10 persons selected from each type of institution) were
conducted. 2000 questionnaires were distributed, of which 1160 (58%)
responses were received. Thus, the research group (the whole sample) in
cludes 1160 teachers, 150 (12.9%) from the primary level (years 1-3), 340
(29.3% from the primary level, 267 (23.0%) from the lower secondary lev
el, 276 (23.8%) from the secondary level; and at two stages of education, i.e.
93 (8%) in primary and lower secondary schools, 34 (2.9%) in lower secon
GNITECKI, J. 1996. Metodologiczne problemy pedagogiki prakseologicznej. Zielo
na Góra : Wydawnictwo WSP, 1996, p. 105.
31
BABBIE, E. 2004. Badania społeczne w praktyce, trans. W. Betkiewicz et al.
Warszawa : Wydawnictwo PWN, p. 268.
32
NOWAK, S. 2007. Metodologia badań społecznych. Warszawa : Wydawnictwo
PWN, 2007, p. 47.
33
PILCH ,T., BAUMAN, T. 2001. Zasady badań pedagogicznych. Strategie ilościowe
i jakościowe. Warszawa : Wydawnictwo „Żak” 2007, p. 96.
34
Ibidem, pp. 91, 92.
35
FRANKFORT-NACHMIAS, Ch., NACHMIAS, D. 2001. Metody badawcze w naukach społecznych. Poznań : Wydawnictwo Zysk i S-ka, 2001, pp. 249, 612.
36
KONARZEWSKI, K. 2000. Jak uprawiać badania oświatowe. Metodologia praktyczna. Warszawa : Wydawnictwo WSiP, 2000, p. 117.
30
154
dary and secondary schools. Among respondents, the vast majority, i.e. 925
(79.7%) were women, so men constituted a fifth part of all respondents,
i.e. 235 (20.3%). A large group, as many as 852 (73.5%) of teachers were in
possession of a high level of professional status, i.e. appointed or qualified
teacher.
The findings of environmental studies elaborated in this article seek
to answer the fourth , diagnostic and contextual problem establishing
detailed IT infrastructure, its scope and availability of technical equip
ment conditioning the use of ICT tools by teachers in their professional
practice (a detailed analysis of the collected empirical material and its
comprehensive results are presented)37.
Analysis and interpretation of the results – ICT infrastructure
In order to establish the ICT infrastructure, teachers were asked if
they had free access to computers and the Internet (both at home and
at work) and to the school computer lab if they wished to conduct their
classes there. Also, the survey was intended to identify what types of dif
ficulties and constraints teachers faced when attempting to access school
computer labs.
The question about access to a computer and the Internet at home
was addressed by almost all respondents, i.e. 1151 (99.2%) of all sur
veyed teachers. Among them, 1104 (95.9%) enjoy unlimited access to
the computer and the Internet in their homes. Only 47 (4.1%) teachers
declare that there is a problem in the area and that they are not able to
use a computer connected to the network. The situation in the work
place looks much worse. Out of 1149 (99.1%) of those who addressed
37
155
the question, 937 (81.5%) teachers answered the question affirmatively.
Thus, vast majority of educational institutions create adequate (satisfac
tory, convenient, welcoming) organisational and technical conditions,
making it possible for teachers to make use of computers and Internet
resources at work. However, almost a fifth of teachers, i.e. 212 (18.5%)
enjoy no possibility of free access to computers and Internet facilities in
their workplace. These difficulties and limitations may be reflected in the
use of ICT tools and methods in the teachers’ educational practice, and
consequently, in the quality of their professional work.
In order to provide a broader insight into ICT infrastructure, i.e. not
only from the perspective of teachers’ individual work, but also from
the perspective of the use of ICT as a teaching medium, teachers were
also asked whether they had free access to their school computer lab.
The total of 1127 (97.2%) addressed the question, 659 (58.5%) of whom
answered positively, 468 (41.5%) answered negatively, which means that
more than a half of the surveyed teachers have the potential to use hard
ware and software equipment at their school computer lab. This group
of teachers, thanks to free access to the computer room, may plan their
methodological units through the use of ICT strategies in teaching and
learning. However, we must remember that in this group there were also
teachers of computer science and computer classes, a total of 110 (8.3%),
whose curriculum assumes ICT content and the use of the lab in its own
right. Apart from IT teachers, the remaining group of teachers enjoying
free access to the computer lab, must be reduced to 549 (48.7%). In this
way, we may conclude that less than a half of the surveyed teachers have
unrestricted access to their school computer and can freely run their
classes there.
A comparable, although slightly smaller group, i.e. 468 (41.5%) of res
pondents, declares that it is impossible to conduct classes in the school
computer lab at their workplace. Among this group there were some,
i.e. 361 (77.1%), who stipulated the type and nature of difficulties and
limitations encountered in accessing computer lab. The analysis of their
156
responses allowed to extract 10 distinctive categories, which primari
ly point to ICT infrastructure of their school and organisational con
straints of the facility, but also to difficulties and limitations within their
subject, personality etc.
The largest group, i.e. 125 (34.6%) of all respondents pointed to dif
ficulties and restrictions in access to the computer room which were
of organisational nature, i.e. resulting from lack of empty slots in the
timetable dominated by IT classes. The respondents emphasised that the
schedule of IT classes was so tight that the lab was busy all the time
and that there was no time in which to insert other subjects. The lab is
somehow by definition reserved only for IT classes. The most frequent
response was a short statement, such as: ‘School computer lab is busy’
or many respondents described the type and nature of the limitations
and difficulties and at the same time stated the reason why and by whom
the room was occupied, together with accompanying conditions. This
is evidenced by the following sample statements: ‘The institution where
I work is very large, so computer rooms are busy at class time’; ‘Usually
during my classes the lab is occupied by the IT teacher’; ‘The lab is used
for IT classes and there is no physical time in which to insert other clas
ses’; ‘The workshop is always busy, because there are too many school
units with IT in their timetable’; ‘At the time when I have classes, the lab
is busy – there are IT classes’; ‘In the computer labs computer classes are
held, therefore they are busy most of the day’; ‘The lab is designed for
computer classes’; ‘There is lack of access to the school computer lab,
because there are IT lessons’; ‘This is a subject classroom, so only IT clas
ses are held there’; ‘The computer room is occupied so that there are no
free slots’; ‘The school has a large computer room occupancy’; ‘specialists
work non-stop in the lab’; ‘The lab is occupied by IT teachers all the time’.
Thus, one third of respondents attest to lack of freedom in the use of the
lab for teaching purposes other than IT.
The second largest group, i.e. 91 (25.2%) of all respondents are those
who stressed technical difficulties pointing to a small, or too small
157
number of computer rooms or to an insufficient number of computers
in the school. These deficiencies were expressed in such statements as,
‘Our school does not have enough rooms for IT classes’; ‘Lack of com
puter rooms in the school’; ‘Insufficient number of labs’; ‘There is only
one computer lab at our school’; ‘A big school, 24 units, and only one
computer lab’; ‘There is one computer lab where classes are held during
lessons and when I run my lessons’; ‘We have only one lab, with 16 ter
minals for the entire school’; ‘There is one lab for 11 units’; ‘We have
a computer room , but it is in another building’; ‘There are not enough
computers in the facility’; ‘Too few computers. There are 3 computers
with internet connection in the school’; ‘There is one computer for 50
pupils at our school’; ‘We don’t have enough rooms and computers’. These
statements indicate at an insufficient number of school labs, and as such,
they indirectly allude to the difficulties and limitations categorised in the
first group. Teachers, stating that there are ‘too few rooms and compu
ters’, somehow state that they do exist in the school, but somehow not for
them, i.e. they are occupied by others, probably by IT teachers who by
definition must run their classes in IT labs, so they enjoy the priority in
accessing them. If we adopt such reasoning, we can say that more than
a half (59.8%) of teachers declaring difficulties in the use of labs see the
source of these restrictions in insufficiently equipped institutions with
regard to computer facilities. Problems in gaining access to computer
hardware and software stem from the fact that the number of computers
and IT laboratories in schools is insufficient and, therefore, they are fully
used by IT teachers.
The third group, i.e. 45 (12.5%) teachers, pointed to difficulties and
limitations of a logistic and organisational nature, such as timetable or
the grid of school classes at a pre- scheduled time and ascribed to specific
classrooms. The following statements provide a representative sample of
responses: ‘my timetable interferes with the grid designed for the com
puter lab’; ‘It is difficult to adjust to the schedule in the computer room’;
‘My lessons were not included in the lab schedule’; ‘The school lesson
158
grid is not adjusted‘; The schedule in the school‘s computer lab does not
include the years 1-3’; ‘The timetable is badly designed’; ‘The timetable is
not adjusted’; ‘Children arrive from different places and the timetable is
designed in such a way and not another’; ‘Then when I have classes and
I want the lab other classes are booked in it’; ‘The hours which interest
me are busy’; ‘When I work with children lessons for older children are
held there’. Among these teachers were those who seeing the difficulties
in the timetable, also emphasised how difficult it was to interfere with
the school lesson grid and what onerous consequences were connected
with such attempts. The expression of such opinions can be found in the
following statements: ‘You need to change and book classrooms’; ‘Swap
ping classrooms disorganises the fixed timetable’; ‘In order to use the
computer lab, you must first make an appointment with the IT teacher
and find a free slot in the grid of senior years or organise such activities
after classes’; ‘This is embarrassing, the lab can be only used after consul
tation with its supervisor, and swapping classrooms causes disorder and
great organisational mess’; ‘The confusion when swapping classrooms is
so great that it is not worth it’; ‘Swapping rooms requires a lot of effort’;
‘This is not easy, because one must plan well in advance’.
34 (9.4%) teachers reported organisational difficulties resulting from
class sizes and the division of classes into groups. Computer labs (de
signed in accordance with the guidelines for at least 10 terminals) to
ensure individualisation of work with the computer, require the division
of class units into groups. Teachers, when speaking of this organisational
obstacle, also suggest that in practice such division is hardly possible.
Many respondents in this group stated briefly that the cause of difficul
ties in implementing these classes in computer labs stemmed from the
following: ‘large number of children’, ‘excessive number of pupils’ and
„lack of division of classes into groups’. Other, slightly longer statements
present specific school situations and conditions in more detail: ‘the lab
has too few terminals’; ‘Not enough seats in the lab for too many clas
ses’; ‘The lab has 10 terminals, and the class has 20 pupils’; ‘Insufficient
159
number of computers in relation to the number of pupils in the class
(29)’; ‘The lab is prepared for work in groups (12 people) and not whole
classes’; ‘I am not able to enter and work with the whole class in a lab
with 10 computers’; ‘The rooms are designed to work in groups of 15 pu
pils and classes are bigger, about 30 pupils’; ‘There is no way of dividing
classes into smaller groups’; ‘Too few computers for the whole class (for
example, 25 pupils)’; ‘Too numerous classes to put them in the computer
lab’; ‘The classes are more numerous than the number of terminals in
the lab’. Thus, the teachers running their subject classes in whole-class
system, who at the same time have planned individual forms of work in
the course of their teaching unit, are not able to meet this requirement by
means of a 10-terminal computer lab. With numerous classes and lack of
ability to break them down into smaller groups, the use of the available
small computer room becomes methodically and organisationally ineffi
cient, difficult and even unrealistic and thus, meaningless.
The fifth group of 17 (4.7%) of respondents draws attention to limi
tations in the access to the school computer lab due to lack of adequate
(specific, desired by the teacher) hardware or software. These teachers
see the types of encountered difficulties as shortcomings in the state
of tools and they explicitly talk about: a) shortcomings in software in
general: ‘No multimedia’; ‘Lack of appropriate educational programs
(themed)’; ‘Lack of tailored multimedia programs’; ‘No program allo
wing simultaneous work on multiple computers’; ‘I do not have pro
grams to work on a computer with children’; b) shortcomings in the
curriculum: ‘No software for use in classes of mathematics’; ‘Lack of
programs such as AutoCad, spread sheets and high failure rates or dele
ting of programs’; ‘No applications for language learning’; ‘No software
for my subject’; ‘I do not run foreign language courses in the computer
lab because they do not have teaching materials that I could use in the
classroom’; c) lack of applications serving as teaching materials: ‚Lack
of multimedia teaching materials’; ‘I do not have teaching materials that
I can use in the classroom’; d) shortcomings in the area of equipment
160
and the Internet: ‘No Internet’; ‘Failure of the Internet’; ‘Lack of good
equipment’; ‘Lack of equipment such as multimedia whiteboard’; ‘No
projector and adequate facilities’. Thus, this group of teachers identifies
obstacles in the use of computer labs in inappropriate computer equip
ment and software applications, as well as in irrelevant digital media
equipment and accessories.
The sixth group, i.e. 17 (4.7%) teachers, say they do not have access
to the lab and at the same time suggest that it does not really matter, be
cause they do not see a need for it, and do not require computer room
to run their classes. They expressed lack of need in the following words:
‘Not necessary’; ‘I have no such need’; ‘I don’t need it’; ‘My subject re
quires specific classroom conditions, but not a computer lab’; ‘Teaching
my subject does not require access to computers’. It is a group of tea
chers which indicates that the use of lab is not applicable in the case of
their subject. Such lack of need to use computer rooms was primarily
declared by Physical Education teachers (10), but in this group there
were also teachers of Polish (3), one Religious Education teacher, one
Music, one Integrated Learning teacher and one school pedagogue.
They emphasised that their classrooms provided fully sufficient condi
tions for the implementation of their subject curriculum content and
for the achievement of its didactic objectives. For example, PE teachers
stressed the obvious benefits of running their classes in the gym, in the
playground, outdoors. They said that they do not need to use the com
puter room, because ‘teaching PE does not require access to it’; ‘I teach
in the gym’; ‘I run my classes in the gym’; ‘I teach in the classroom
or playground. Children and adolescents very willingly practice and
perform motion tasks. I do not want to waste the few PE hour that
they have’. The opinions Polish language teachers can be found in the
following words: ‘The specifics of my subject makes me run most of
my classes in the Polish language classroom’; ‘In my opinion, Polish
teachers should primarily work with books, especially because the ma
triculation examination requires skilful work on a literary text, reading
161
comprehension , etc.’. From the above, and the following statements:
‘I have my own music classroom where I teach’; ‘RE lessons do not re
quire the use of a computer or the Internet’, it is evident that for these
teachers running their classes in their classroom is obvious and self-ex
planatory. They do not see a need for any computer-aided educational
efforts, i.e. the use of ICT tools in teaching their subject. We may sur
mise that their awareness of the possibilities inherent in ICT when it
comes to supporting and enriching the teaching and learning content is
questionable. Perhaps these teachers do not realise at all that the stan
dard requirements for the application of ICT in the teaching of pupils
apply to every single modern teacher (of any subject and at any stage of
school education), and that they also apply to them. The good news is
that there are only a few of these teachers, only 17 respondents, repre
senting 1.5% of the entire research sample. This attests to the fact that
teachers’ awareness of professional requirements for the implementa
tion of ICT in their educational practice is generally becoming more
and more pronounced.
The seventh category included teachers who saw limitations in them
selves rather than in external factors. This small group, i.e. 15 (4.2%),
pointed to obstacles inherent in their level of knowledge and skills, in
the lack of appropriate IT competences. The problems arising in connec
tion with IT activities are treated individually and personally by them.
This is evidenced by statements such as: ‘I do not really feel competent’;
‘I do not have proper knowledge to use the lab’; ‘I believe that my skills
in computer use in the classroom are too basic’; ‘I cannot do it on my
own, without IT teacher’s assistance’; ‘I have insufficient knowledge on
the maintenance of the lab server’; ‘I cannot use passwords to access the
computer’; ‘I do not know how and cannot enter passwords to access
computers in the lab’; ‘I do not know the alarm code and do not know
the passwords’. A critical approach to the level of possessed knowledge
and skills is also evidenced in statements pointing to the awareness of the
need and consequences possessing (or rather not possessing) qualifica
162
tions in IT through various forms of continuous education. Teachers for
example say: I have problems, because: ‘I have no training entitling me
to use the computer lab’; ‘Only teachers who have completed a course en
titling them to use the equipment in the lab can run classes in it’. Others
simply state that the cause of their difficulties and limitations stems from
‘lack of training authorising them to use of the lab’; ‘Lack of training en
titling to use the equipment’; ‘No degree in computer science’. The above
statements indicate that this group of teachers potentially enjoys free
access to the school computer lab in institutions for which they work,
the reason for not using lying in themselves, in their subjective proper
ties and in insufficient levels of IT competencies. These teachers are fully
aware of these gaps in knowledge and skills and therefore, they assume
the responsibility for the lack of activity in this sphere of educational
activity.
According to several teachers, i.e. 8 (2.2%), general prohibition on
the use of computer lab at a facility constitutes an obstacle. One of the
interviewed teachers speaks of ICT infrastructure of the school where
she works in the following words: ‘No possibility to use the computer
room for other objects than Information Technology’. The ban on the
use of the lab and related problems arises, according to some teachers,
because ‘the room is in care of specialists’; ‘The lab belongs solely to the
IT teacher’; ‘The lab is under sole care of the IT teacher’; ‘The lab is re
served only for courses in Information Technology’. One teacher’s state
ment: ‘no authorisation on the part of school for the use of multimedia
equipment’ emphasises that the prohibition of the use of the lab may be
even sanctioned by the authorities of the institution. A group of teachers
(fortunately only 0.7perc. of all respondents) suggests that even if they
wanted to use the lab, they would not be able to, because of the prohibi
tion adopted in the school. From their perspective, in practice, as attes
ted by one teacher, ‘the lab is locked and padlocked’.
The ninth category, marked by 5 (1.4%) of teachers pointed to the IT
teacher as the main obstacle to free use of school equipment and soft
163
ware, i.e. the person in charge of school computer lab. This is attested
by the following statements: ‘The supervisor of the lab makes access
to it impossible by encoding access passwords’; ‘The IT teacher often
changes passwords and it is difficult to access the computers’; ‘The IT
teacher has reserved the entry passwords to computers’; ‘The IT teacher
exerts control and does not give the keys to the lab’. One of the state
ments, i.e. ‘I do not want to wrangle with the IT teacher and it is him
who reigns there,’ reveals a great role of IT teachers in undivided ma
naging and administering the lab and at the same time, in discouraging
other teachers from accessing the digital equipment of the school. At
the same time, these isolated cases attest to the fact that other teachers
(nearly all, i.e. 99.6% of the sample group) do not see the person of IT
teacher as a barrier to the use of ICT at school. Thus, questions arise
whether IT teachers in charge of school labs show passivity or whether
they show initiative and take steps to support other teachers in more
active use of ICT in teaching. What are teachers’ opinions and expecta
tions as far as the role, function and profile of IT teachers is concerned
(see: expectations in supporting activities undertaken to promote the
use of ICT38.
It is worth mentioning that in 4 (1.1%) cases, the obstacle in the use
of school lab is simply its absence. Such status quo was reported by early
education teachers working in rural primary schools. These institutions
probably must solve the problem due to guidelines of the reform pro
gram of 23.12.2008 contained in the new Core Curriculum, introduced
by the Ministry of National Education, indicating at compulsory IT edu
cation in early primary education (years 1-3) in the form IT classes.
trendów ICT. Zielona Góra : Oficyna WydawniczaUZ, 2011, pp. 307-317.
38
164
Summary
The data (for 1160 respondents), and the conducted analyses and
calculations allow us to conclude that almost all the studied commu
nity (95.9%) enjoys free access to computers and the Internet in their
homes and a vast majority (81.5perc.) in their workplaces. Unrestric
ted access to the school computer lab to run subject lessons is declared
by more than half (58.5perc.) respondents (including IT teachers). In
terms of encountered difficulties and limitations in the use of equip
ment (hardware and software), vast majority (89.7%) of teachers pri
marily indicated at school ICT infrastructure, organisational con
straints, pointing to such specific obstacles as a full use of the lab by
IT classes, insufficient number of computers and labs, lack of adequate
computer equipment, software applications and relevant digital media
equipment and accessories, timetable and classroom grid, large sizes of
classes and impossibility of dividing classes into smaller groups, and
adoption of a comprehensive ban on using the computer lab in some
schools. A small percentage (10.3%), when declaring difficulties and
restrictions in the access to the school computer lab, focused on con
straints of more subjective nature, such as the person of IT teacher
(supervisor of the school lab), individual characteristics, such as in
sufficient level knowledge and skills (lack of appropriate ICT literacy),
and finally, deep subjective belief in redundancy of ICT usage in the
case of their subject.
The diagnosed condition may be considered satisfactory anyway,
because the outcome of the survey confirms global and national trends
of increasingly rapid diffusion of computers and ICT tools/methods.
The digital reform is also reflected in Polish education, where steady
improvement in the state of ICT infrastructure is evident, both for
teachers’ use and for learning/teaching purposes (see: results of em
pirical research identifying school ICT infrastructure, conducted in
165
2004)39.The obtained results confirm the general trends expressed in
the European report, Survey of Schools: ICT in Education40. Most im
portantly, it is positive that teachers themselves are aware that the new
trends in ICT, in line with global developmental trends, have vigo
rously entered Polish schools. ICT infrastructure is steadily improving,
and for many (more than half of respondents), its inadequate state can
no longer be an excuse for lack of activity in the use of digital tools in
educational practice.
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Conclusion
The media is a powerful socialization and educational mean. It pro
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of a child but on the other hand it can also be harmful for their healthy
development. A preference of media consumption which is provided by
the entertainment industry even at the cost of reducing and levelling the
culture is risky especially for children. The steady growth of negative
contents (chats, video games, online violence, movies) specifically tar
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escape into the virtual space, significantly affect the behaviour of each
individual and also our society as a whole, formation of lifestyle, and
quality of life. The fact, that young people especially children are often
unable to handle the media and their products adequately to filter and
select positive issues and to protect themselves against negative effects, is
unfortunately true also nowadays.
The systematic and targeted development of media literacy and media
competences has a unique place in the social cultural and value context.
It is a difficult and long process, which is essential and it needs to start
with media education at the earliest level of education. Discussing the
level of cultural literacy and illiteracy of media production is no longer
needed at the primary level of education but earlier even in pre-primary
education. There is a scope for looking for relations and options for the
developing the media competences of individuals to be able to access
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together.
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178
Biographies
prof. Dr. Božena Šupšáková, PhD. works at the Comenius University
in Bratislava, in the Institute of Educational studies of Faculty of Educa
tion. Her expert profile and professional orientation is connected with
study culture, art, new media and multimedia concerning education.
He searches the visual symbol of children and youth and education. The
long-term studies of anthropological bases of verbal and non-verbal (ar
tistic) expression, writing and relationships between drawing, writing
and picture have formed a good base for scientific exploration of the vi
sual symbol, similarity and difference in the visual figurative expression
of children and youth of the modern era (Child´s creative expression
through fine art. Ljubljana 2009; Vizuálna kultúra a symbol vo vizuál
ne obraznom vyjadrení detí a mládež. Bratislava, 2010). Pregradual and
postgradual education, actual issues in the pedagogy work experience
and educational system, concept of study programs, mostly for the field
of visual culture – art – new media – education, as well as formation
and verification of innovative educational models that emphasize ethno
pedagogical and nontraditional approaches in the multicultural environ
ment highlighting communication and communication skills in cultural,
interest and educational area – form the second sphere of author´s pro
fessional orientation and theoretical studies (Vizuálna kultúra a umenie
v škole. Bratislava 2004; Art education: retrospectives, perspektives,
alternatives. Ljubljana 2007; Výtvarná výchova v systéme všeobecného
vzdelávania. Bratislava 2009; Vizuálna kultúra – umenie – vzdelávanie/
Visual Culture – Art – Education. Bratislava, 2010; Art Education: retro
spectives, perspectives, alternatives. Ljubljana, 2007; Výtvarná výchova
v systéme všeobecného vzdelávania. Bratislava, 2009; Art&Media in Edu
cation 2012. New challenges and opportunities. Bratislava, 2012, Detský
výtvarný prejav: od čmáranice k obrazom a ich obsahom, 2013, atc.).
179
dr hab. Eunika Baron-Polańczyk, PhD is an Associate Professor at
the Institute of Security Engineering and Labour Sciences (previously:
Institute of Technical and Computer Science Education) at University
of Zielona Gora in Poland. Head of Department of Professiology. She
is a member of the Board of Polish Professiological Association and the
Editors’ Committee of „The Problems of Professiology” magazine. Her
professional and research interests are focused on pedagogy of the me
dia and applications of information and communication technologies in
education. Coordinator of international project and scientific editor of
publishing cycle under the common name: ICT in Educational Design
– Processes, Materials, Resources (since 2011). Eunika Baron-Polań
czyk authored books: Multimedia-based instructional materials: Design
and application in technology and information-based education (2006),
Multimedia-based instructional materials in technological and infor
mational education in elementary and middle schools: research report
(2007) and Cloud or Silos? Teachers against new ICT trends (2011).
Ewa Musiał, PhD in pedagogy, Assistant Professor. Employed by
the University of Wroclaw, Institute of Education. The author of many
publications on pedeutology and learning theory. Her research interests
are focus on the professionalism of teacher education and improving the
quality of education.
180
181
The Media Literacy of Children and Young People
IRIS – Publishing House and Printing-Works, Ltd., Bratislava, 2014
First Edition, 2014
ISBN 978-80-89726-02-8
ISBN 978-80-89726-05-9
(electronic version)
182
ISBN 978-80-89726-05-9
(electronic version)

kniha na stiahnutie - Iris

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