Abstract

Media convergence and massive usage of Internet-connected devices, distinguishing features of our current society, cause changes in the way that new generations learn and access knowledge. In addition, emerging new digital skills are necessary for the Z generation to face the challenges of a digital society. This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this generation. The results show that the acquisition of digital competences is not inherent to use, but require specific instruction. Otherwise, there is a danger of creating a digital divide, not due to frequency of use or access to connected devices but to lack of instruction on how to use them. The absence of significant variance in the overall level of digital competence among Primary School students of different grades reflects, to some extent, that this level is largely acquired by informal activities with ICTs in an informal context, rather than by developing competences in a school context that affords gradual and progressive skills acquisition. The results show the need to address digital competence in schools, focusing on the systematic development and enhancement of its component areas to move beyond the informal level and reach the academic level, thus facilitating digital natives’ access to future employment.

Abstract

In this study, interviews were conducted with teachers of media literacy to determine the needs of media literacy teaching in the classroom. As a result, we see that teachers need in-service training for classes in media literacy; the media literacy lesson is adequate in terms of content but inadequate as an activity. Students indicated significant changes in their perceptions of media after taking these lessons. A «Media Literacy Level Scale» and a «Media Literacy Attitude were applied to determine students’ level and attitude. The information on students was obtained through the «Private Information Form». As a result, a positive, low-level and significant relationship was found between the students’ attitude levels on media literacy lessons and their media literacy levels. The study’s conclusion is that there is no significant difference between the media literacy classes taken by the primary school second grade students and their attitudes and levels on media literacy. Also, no significant difference was found between the educational levels of the parents of these second graders and their attitudes and levels on media literacy. However, there was a significant difference between the students’ daily newspaper reading habits and the frequency of listening to the radio and their attitudes on media literacy classes and media literacy levels.

Abstract

French school system has always taken the cinema’s educational dimension into account . Nevertheless, the full integration of films in the cultural and educational activities of French pupils only dates back to the 1980s. Indeed, films are part of the syllabus as an optional course in the last three years of secondary school. Besides, from primary school onward, a whole system which enables pupils to become familiar with the cultural and artistic dimension of films has been set up thanks to the collaboration of the Ministries of Education and Culture.

Abstract

What is presented below is part of an investigation entitled “The potential of secular education in primary school” (2010, ISCEEM, Toluca, Mexico) based on the theory of the new cultural paradigm of Alain Touraine, as well as contributions of the main representatives of secularism such as Henri Peña, Jean Bauberot and Roberto Blancarte. For this article some reflections are presented regarding the theme of secularism in Mexican public education, its meaning, its interpretations, the cultural battles around it and, above all, its potentialities in citizen education in basic education. Its objective is to address the five most relevant aspects that secular training can provide and that, by far, exceed the benefits that any clericalism could grant in public education. It is concluded that said secularism promotes equality and the common good that are also the basis of democracy; In addition, promoting freedom of conscience enables agents to make decisions based on criticism and reflection, essential for democracy.

 

Abstract

There is an obvious social alarm concerning the media, specially the TV. In order to check out the users´ perception of this phenomenon, investigation was set up with Primary school kids, and their parents. This investigation has revealed that there are some correlations between the investigated sample and the general social perception of any media. Communication itself explains some of these correlations: the identification of all the media with TV and a peculiar idea about the educational power of this means of communication.