Volume index - Journal index - Article index - Map ---- Back

Comunicar Journal 64: Children, youth and media in the era of smart devices: Risks, threats and opportunities (Vol. 28 - 2020)

Teachers’ mediation practice: Opportunities and risks for youth media behavior

https://doi.org/10.3916/C64-2020-05

Priscila Berger

Abstract

Research with children and adolescents shows that teachers are one of the agents from whom they receive mediation of their media use. However, little is known about teachers’ mediation practice. This study aims to approximate teachers’ practice with the concept of mediation by, firstly, systematizing a set of curricular media-related competences into the goals of maximizing opportunities and minimizing risks in youngsters’ media behavior. Then, teachers’ professional and personal characteristics are tested for associations with the mediation of risks and opportunities of students’ media use. Data collected in a survey with 315 teachers in Germany were analyzed. Results of regression analysis show that most factors predicted both opportunities and risks in a similar way. Teachers are more engaged in maximizing opportunities and minimizing risks when they use information and communication technologies (ICT) more frequently, consider the respective competences important, engage in collaboration with colleagues, do not teach STEM subjects, and do not work in a Gymnasium. Having received ICT-related training was a significant predictor only of mediation of opportunities, while age was a significant predictor only of mediation of risks. Implications of the findings and how the concept of mediation can contribute to the development of teachers as media educators are discussed.

Keywords

Mediation, media literacy, teaching practice, opportunities, risks, secondary education, quantitative analysis, media use

PDF file in Spanish

PDF file in English

References

Bartau-Rojas, I., Aierbe-Barandiaran, A., & Oregui-González, E. (2018). Parental mediation of the Internet use of primary students: Beliefs, strategies and difficulties. [Mediación parental del uso de Internet en el alumnado de Primaria: creencias, estrategias y dificultades]. Comunicar, 26(54), 71-79. https://doi.org/10.3916/c54-2018-07

Berger, P., & Wolling, J. (2019). They need more than technology-equipped schools: Teachers’ practice of fostering students’ digital protective skills. Media and Communication, 7(2), 137-147. https://doi.org/10.17645/mac.v7i2.1902

Brüggemann, M. (2013). Digitale Medien im Schulalltag: Eine qualitative rekonstruktive Studie zum Medienhandeln und berufsbezogenen Orientierungen von Lehrkräften. [Digital media in the school reality: A qualitative reconstructive study of media management and teachers’ professional orientation]. Kopaed. https://bit.ly/2J4iZGy

Brüggen, N., Dreyer, S., Drosselmeier, M., Gebel, C., Hasebrink, U., & Rechlitz, M. (2017). Jugendmedienschutzindex: Der Umgang mit onlinebezogenen Risiken—Ergebnisse der Befragung von Heranwachsenden und Eltern. [Youth media protection index: Dealing with online risks—Findings of the survey with youth and parentes]. FSM - Freiwillige Selbstkontrolle Multimedia-Diensteanbieter e.V. http://bit.ly/3b1KCvM

Chen, L., & Shi, J. (2019). Reducing harm from media: A meta-analysis of parental mediation. Journalism & Mass Communication Quarterly, 96(1), 173-193. https://doi.org/10.1177/1077699018754908

Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. https://doi.org/10.2788/52966

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world: IEA International computer and information literacy study 2018 international report. Springer Open. https://doi.org/10.1007/978-3-030-38781-5

Frau-Meigs, D., Velez, I., & Michel, J.F. (2017). Public policies in media and information literacy in Europe: Cross-country comparisons. Routledge. https://doi.org/10.4324/9781315628851

Hartai, L. (2014). EMEDUS - European media literacy education study: Report on formal media education in Europe. Hungarian Institute for Education Research and Development. http://bit.ly/38UClty

Hatlevik, I.K.R., & Hatlevik, O.E. (2018). Students’ evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior, 83, 56-63. https://doi.org/10.1016/j.chb.2018.01.022

Hobbs, R. (2010). Digital and media literacy: A plan of action. http://bit.ly/2tA8mqD

Jiménez-Iglesias, E., Garmendia-Larrañaga, M., & Casado-del-Río, M.A. (2015). Percepción de los y las menores de la mediación parental respecto a los riesgos en Internet. Revista Latina de Comunicación Social, 70, 49-68. https://bit.ly/2UdqPEs

Kalmus, V. (2013). Making sense of the social mediation of children’s Internet use: Perspectives for interdisciplinary and cross-cultural research. In C.W. Wijnen, S. Trültzsch, & C. Ortner (Eds.), Medienwelten im Wandel: Kommunikationswissenschaftliche Positionen, Perspektiven und Konsequenzen. [Media worlds in change: Positions, perspectives and consequences of the Communication Science] (pp. 137-149). Springer. https://doi.org/10.1007/978-3-531-19049-5_11

Kalmus, V., von-Feilitzen, C., & Siibak, A. (2012). Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online. In S. Livingstone, & L. Haddon (Eds.), Children, risk and safety on the Internet: Research and policy challenges in comparative perspective (pp. 245-256). Policy Press. http://bit.ly/2PDaRB2

Karaseva, A., Siibak, A., & Pruulmann-Vengerfeldt, P. (2015). Relationships between teachers’ pedagogical beliefs, subject cultures, and mediation practices of students’ use of digital technology. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(1). https://doi.org/10.5817/CP2015-1-6

Kirwil, L. (2009). Parental mediation of children’s Internet use in different European countries. Journal of Children & Media, 3(4), 394-409. https://doi.org/10.1080/17482790903233440

KMK (Ed.) (2012). Medienbildung in der Schule—Beschluss der Kultusministerkonferenz vom 8. März 2012. [Media education at school—Resolution of the Kultusministerkonferenz from 8. March 2012]. http://bit.ly/2Z5l3VX

Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. https://doi.org/10.1007/s12528-016-9120-2

Lee, S.J. (2013). Parental restrictive mediation of children’s Internet use: Effective for what and for whom? New Media & Society, 15(4), 466-481. https://doi.org/10.1177/1461444812452412

Livingstone, S., & Haddon, L. (2009). EU kids online: Final report. LSE, EU Kids Online. https://bit.ly/39do2Pu

Livingstone, S., & Helsper, E.J. (2008). Parental mediation of children’s Internet use. Journal of Broadcasting & Electronic Media, 52(4), 581-599. https://doi.org/10.1080/08838150802437396

Livingstone, S., Haddon, L., Görzig, A., & Ólafsson, K. (2011). Risks and safety on the Internet: The perspective of European children. Full findings. EU Kids Online. http://bit.ly/35Deqwt

Livingstone, S., Ólafsson, K., Helsper, E.J., Lupiáñez?Villanueva, F., Veltri, G.A., & Folkvord, F. (2017). Maximizing opportunities and minimizing risks for children online: The role of digital skills in emerging strategies of parental mediation. Journal of Communication, 67(1), 82-105. https://doi.org/10.1111/jcom.12277

Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy - Analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24(1), 911-928. https://doi.org/10.1007/s10639-018-9809-0

Mendoza, K. (2009). Surveying parental mediation: Connections, challenges and questions for media literacy. Journal of Media Literacy Education, 1(1), 28-41. http://bit.ly/2PA5vGF

Nathanson, A. I. (2002). The unintended effects of parental mediation of television on adolescents. Media Psychology, 4(3), 207-230. https://doi.org/10.1207/s1532785xmep0403_01

Nikken, P., & Jansz, J. (2014). Developing scales to measure parental mediation of young children’s Internet use. Learning, Media & Technology, 39(2), 250-266. https://doi.org/10.1080/17439884.2013.782038

Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24(11), 3423-3435. https://doi.org/10.1007/s10826-015-0144-4

Partnership for 21st Century Learning (Ed.) (2015). P21 framework definitions. https://bit.ly/2QAPSik

Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. https://doi.org/10.1016/j.compedu.2011.12.013

Pöttinger, I., & Meister, D.M. (2014). School’s out? Informal and formal media education—An international perspective. In S. Aßmann, D.M. Meister, & A. Pielsticker (Eds.), School’s out? Informelle und formelle Medienbildung. Kopaed. http://bit.ly/2Ws1hog

Shin, W., & Lwin, B. (2017). Parental mediation of children’s digital technology use in Singapore. Journal of Children & Media, 11(1), 1-19. https://doi.org/10.1080/17482798.2016.1203807

Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14. https://doi.org/10.1016/j.compedu.2015.10.006

Smahelova, M., Juhová, D., Cermak, I., & Smahel, D. (2017). Mediation of young children’s digital technology use: The parents’ perspective. Cyberpsychology, 11(3). https://doi.org/10.5817/CP2017-3-4

Tejedor, S., & Pulido, C. (2012). Challenges and risks of Internet use by children. How to empower minors? [Retos y riesgos del uso de Internet por parte de los menores. ¿Cómo empoderarlos?]. Comunicar, 39, 65-72. https://doi.org/10.3916/C39-2012-02-06

Thüringer Ministerium für Bildung, Jugend und Sport (Ed.) (2018). Statistisches Informationssystem Bildung: Personal nach Alter und Durschnittsalter. [Statistical education information system: Staff by age and average age]. http://bit.ly/36OmkU1

Trültzsch-Wijnen, C., Murru, M.F., & Papaioannou, T. (2017). Definitions and values of media and information literacy in a historical context. In D. Frau-Meigs, I. Velez, & J.F. Michel (Eds.), Public policies in media and information literacy in Europe: Cross-country comparisons (pp. 91-115). Routledge. https://doi.org/10.4324/9781315628851-3

UNESCO (Ed.) (2013). Global media and information literacy assessment framework: Country readiness and competencies. http://bit.ly/2PWFal8

Wernstedt, R., & John-Ohnesorg, M. (2008). Soziale Herkunft entscheidet über Bildungserfolg Konsequenzen aus IGLU 2006 und PISA III. [Social background decides about success in education. Consequences from the IGLU 2006 and the PISA III]. Friedrich-Ebert-Stiftung. http://bit.ly/2Ss3xKc

Wolling, J., & Berger, P. (2018). Die Vermittlung von Medienkompetenz in allgemeinbildenden Schulen: Zentrale Ergebnisse eines Evaluationsprojekts. [Fostering media literacy in general education schools: Central results of an evaluation project]. Ilmenau Universitätsverlag. https://doi.org/10.22032/dbt.34913