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Unit 5. Education and the media tecnologia - Coggle Diagram
Unit 5. Education and the media
The Media and its sociocultural influence on childhood
We believe that talking about the trinomial violence, the media and childhood is referring fundamentally to television, among other reasons for being the medium
Another idea that we must assume from the beginning is that human phenomena are very complex, and their simplification often leads us to trivialize them and not to reflect on them from a scientific and rational perspective.
C. Another reference is that we live in a violent society, we do not know if more or less than before, both we observe the phenomenon from a quantitative or qualitative perspective, but what is clear is that we found out before the violent events: wars, raped women, or prostituted children.
The media generally reflect the cultural model in which our society operates and the values that prevail in it.
Unfortunately, there is a lot of talk about violence, but the reality is that we know rather little, and less has been studied.
And finally, in our information society, social communication media play an important role as socializing instruments in our contemporary society, with a strong impact on the configuration of values, beliefs and attitudes of the people who operate in it.
The media and its sociocultural influence on youth
The mass media decides which issues deserve public attention: from politics to economics, nutrition, sex and love, violence, drug addiction, war, sports, natural disasters, religion; all this legitimized by being presented by the mass media.
The mass media have become the pole of attraction for the whole family, thanks to satellites. For all the above, it is not surprising that teachers and professors care about the balance of personality
The faculties of knowledge and social capacities limit, for their part, the elements of information that young people can obtain with their exposure to the media, as well as the positive or negative use that they will make with what they have learned there.
Social and cultural limitations also influence the length and content of the broadcasts and publications used by the media and that young people consider appropriate family habits and the degree of integration of the group
In no case should the importance of the group of "peers", the peers of the same age, be overlooked, providing growing support to young people, reinforcing their feelings of security and prestige and giving them the opportunity to prove themselves. , to carry out experiences and to grasp the political consequences of cooperation and coexistence.
Characteristics and educational uses of audiovisual communication media
Following the line of current socio-cultural paradigms, we will say that our ways of perceiving and thinking are impregnated with the use that has been made of cultural mediators; Thus, we will find that didactically it can be visual thinking that guides verbal memory, or verbal memory that guides visual thinking.
What should not be lost sight of is that the psychological instruments or mediators used in education should serve as mediators to order and position the information so that the learner does not remain petrified in the perception of the here and now, but rather facilitate the development of the symbolic language on which scientific thought and knowledge are built.
In this context, as Virgilio Tosi points out, we would be moving away from the educational objective when audiovisual resources are used to capture the interest of distracted students, or when their use is nothing more than the mechanical production of the expository class, or when its use is not linked to dialectical contact in the classroom.
The integration of the media in the school curriculum
The media are considered as fundamental and essential resources for the practical development of the school curriculum. They constitute support resources for teaching.
The Ministries of Education and Science of the different countries express the need to progressively incorporate media education into the school curriculum.
The mode of incorporation of the media into the school curriculum varies according to the countries, but the conception of the media as channels and languages of communication is the majority (the media are incorporated within the area of Language).
In most of the countries studied, media education is taught within the curriculum for Primary and Lower and Upper Secondary (6-16 years).
