Abstract

One of the main challenges facing the information society is the decline of citizen participation. Despite the ease of communication, citizens close into themselves within their small familiar and social context, turning their backs on world problems and becoming more and more isolated. For decades, information offered through the media, especially from television, is influenced by the large economic powers, who organize world information so that the citizens read it, understand it, assimilate it and use it in a controlled fashion. When it comes to the media, citizens take on a passive, alienated, without implication and with one non participative posture. Faced with the need for citizens to become aware of their responsibilities, television and other media should adopt a commitment to raise the citizen out of his or her apathy, proposing and suggesting active and participatory attitudes. Television channels should become aware of their educational function.

Abstract

The work that we presented is a part of one activity with students of third of Pedagogy studies of the Faculty of Sciences of the Education of the University of Seville. This consists in the accomplishment of three audio-visual studies of case related to the subject of Educative Technology. But concretely, three vídeos were produced in DVD with the thematic of the educative television, so commented today in day because to the great proliferation of programs sweepings that exists in our television. We have used the vídeo with the intention of which the students developed what we think that must be a competition of pedagogy: programmer of learning scenes. For this reason, they have created short recordings as a comic to illustrate what is correct to do with the television and what no, trying to teach to the people with television and in the television. Under defence of the reforms of the qualifications inside the European Space of High Education, are defined the competitions of the future pedagogue: to know how and to know are designed the educative resources, by means of the concept of study of cases and with all the steps that must follow to elaborate a didactic vídeo (the technical script, the literary one, the leaf of filming, the recording, the edition etc.) the students have demonstrated to be perfectly enabled when finalizing their works. This investigation has tried to demonstrate like the work with educative resources and educative materials, in concrete the vídeo, it favours the learning of the students, motivates them to work in group. Also we try to describe, no only the advantages, but also the problems or disadvantages that working entails following this dynamic of work, working with lack of knowledge and skills design, production, postproduction and evaluation of audiovisual resources. Also, we have show that as the acquired learning by the students through audiovisual studies of case, like their evaluations, is not an easy task, not has a unique answer. In this task, we think that a series of alternatives must come together to select by the professor in function of the objectives that persecutes the course and of the modality and type of learning in which we are practicing. Is peculiar as the students rise throughout the vídeos questions about the diverse behaviours that usually occur, for example, at home when the children want to see a certain program or a series, and the parents forbid it. Questions that parents and educators become all the days are: how the television must see the parents with their children?, what things can do and what must do with the television?, what things cannot do with the television?, the television is objective?, how can be solved to the lack or the absence of objectivity of the television?, why or so that is used the television in the classrooms?, what is the educative television?

Abstract

In this paper we describe the Swedish media education landscape and Brigitta Qvarsell‘s perspective on the influence of technological development in media education in Swedish context. Results of data collection about the media consumption by children and young Swedish people are also included. The conclusion remarks the need for a new area with ethnographic and semiotic basis: media educology.

Abstract

The majority of the Spanish society is worried about the crisis of traditional values. They make television responsible of this situation and they claim deep changes to transform it in an active agent of social change. The author considers that television can assume that responsibility if all citizens support television giving his responsible agreement to the modifications that politicians are doing to the audiovisual media law of Spain. The article analyses those changes and the need of a clear conscience of the public-media administrators about their social compromise to develop the cultural and educative role of television.

Abstract

Public television and private TV channels in Spain have educational programs, not as many as it would be necessary, for children and for adults. However, one of the biggest problems for these kind of programs are the time they are on television, that is to say, there are many specific programs that the TV viewer cannot watch because it is working hours for adults or school hours for children or even they are scheduled late at night.

Abstract

At the beginning of 2007 four experts on educational television carried out some research on the relationship between pre-university education and educational television. This research aimed at showing the diverse situations regarding the «didactic progress of television» from the answers and comments of more than a hundred teachers of different pre-university levels from several regions of Spain. This paper tries to spread the results of the afore mentioned research to show the poor situation of educational television in Spain. It offers a brief account of diverse educational TV experiences around the world and makes a modest proposal for a new model of educational television that could be useful for teachers.