教师的信息通信技术和媒体技能。向MIL-ICT 集成模型融合

 Alfonso Gutiérrez-Martín, Segovia (西班牙)

 Ruth Pinedo-González, Segovia (西班牙)

 Cristina Gil-Puente, Segovia (西班牙)

https://doi.org/10.3916/C70-2022-02

关键词

媒体能力、教师培训、数字能力、媒体和信息素养、教育传播、课程整合

摘要

本文目的是分析教师对其媒体能力和 ICT 使用的看法，以及他们在教师培训中对这些技能的重视。我们根据联合国教科文组织在 ICT（信息和通信技术）和 MIL（媒体和信息素养）方面的建议编制了一份调查问卷， 402 名教师和准教师对其进行了回答。我们采用了有探索性横向研究设计，使用了描述性和相关性的定量方法。结果表明，教师的自我感知能力水平较低，并始终低于对相应能力的重视程度。教师更重视 MIL 能力而不是 ICT 能力，此结果对将技术和教学培训置于媒体之上的趋势提出了质疑。综上所述，我们需要向数字时代教师培训政策的融合的范式进行转变。该研究提出了媒体和 ICT 教师能力的全球模型（COMPROMETIC），将 MIL能力与 ICT 教师的能力相结合。这是一个基于双重融合的模型：即不同素养的融合，以及由此产生的多元素养与 ICT 和媒体教育专业人员的特定培训。

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Fundref

This research study is part of “INTERNETICS: Truth and Ethics in Social Media. Perceptions and Education Influences Among Young Users of Twitter, Instagram, and YouTube”, an R&D+i project funded by the Spanish Ministry of Science and Innovation (MICINN) (PID 2019-104689RB-I00).

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收到: 12-04-2021

修订: 25-05-2021

公认: 15-07-2021

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