The Media & Learning Brussels 2012 Conference was organised by the Flemish Ministry of Education and Training and media company ATiT with the support of the European Commission, DG Education and Culture. It took place on 14-15 November 2012 in the Ministry Headquarters in Brussels and involved 282 participants from 41 countries who came together […]
Resources
Is There a Human Right to Information During Disasters?
The volume of data generated by disasters is skyrocketing. During the Boston Marathon bombing, more than 500,000 tweets related to the explosions were generated in a few hours after the attacks, according to researchers at Syracuse University. The exponential growth in streams of data generated during disaster events are not the only ways information communication […]
Las redes sociales y su aplicación en la educación
Las redes sociales forman parte de lo que se conoce como tecnologías web 2.0, y es por ello que tienen un gran potencial en la educación, ya que impulsan estudiantes activos e involucrados en su aprendizaje. En las estadísticas actuales, tanto a nivel mundial, como en nuestro país, es notorio que está creciendo de manera […]
Educación y medios en contextos globales de desigualdad
Considerando la inequitativa estructura del sistema educacional chileno, en este artículo se propone una reflexión sobre el vínculo entre los medios de comunicación y la educación en las actuales dinámicas de la globalización. Se asume que los medios de comunicación son productores de conocimiento y capital cultural. Por lo mismo, se requiere el desarrollo de […]
Can one speak of an “information transliteracy”?
The issue of transliteracy in general and particularly informational transliteracy is increasingly being debated worldwide and from extremely varying perspectives. These concepts refer to highly varied cultural and professional realities and contexts. In this paper we will discuss three dimensions and issues. First, we will attempt to delineate the scope and range of current thinking […]
Technologie, culture et éducation
Cette étude traite des rapports entre la technologie, la culture et l’éducation. Les définitions de ces trois concepts sont variées et suscitent beaucoup d’ambigüités. La technologie, la culture et l’éducation sont étroitement liées et conservent des rapports d’influence réciproque. Les technologies de communication créent une structure dans laquelle la culture s’exprime. Toutefois la culture s’évolue […]
Children’s use of mobile phone text messaging and its impact on literacy development in primary school
The fastest growing market of mobile phone users has been reported to be pre-teen children and the Ofcom Media Literacy Audit (2006) of over 1500 UK children reported that 49% of 8-11 year olds had their own mobile phone. However, whilst the expanding availability of this technology is apparent, its effects upon its users are […]
Factors Affecting Media Literacy of Early Teenagers in Bangkok
The purposes of this research are: 1) to study the media literacy of early teenagers, and 2) to study the interaction between gender and timing of media exposure that affects the media literacy of teenagers. The sample of the study included 400 young people aged between 11 to 17 and who were living in Bangkok. […]
Young People’s Interaction with Media in Egypt, India, Finland, Argentina and Kenya
In contemporary information society, finding, evaluating and using information is a key survival skill. Conventional and new media such as libraries, archives, mass media and the Internet serve an important function in society as the sources of information. This chapter will focus on findings from research that was carried out in Egypt, India, Finland, Argentina […]
Survey of schools: ICT in education – Country profile: Poland
In Poland, the education system is centrally managed by the ministry of National Education and the ministry of Science and Higher Education. Full-time compulsory education in school covers children and young people aged 6-16 years, whereas part-time compulsory education (to be received in school or non-school settings) concerns young people aged 16-18 years. Upper secondary […]
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