Development of Media Education in Ukraine: Current State and Modern

Requirements

Iryna M. Naumuk

1 a

and Nataliia V. Valko

2 b

Bogdan Khmelnitsky Melitopol State Pedagogical University, 20 Hetmanska Str., Melitopol, 72300, Ukraine

Kherson State University, 27 Universytetska Str., Kherson, 73003, Ukraine

Keywords:

Media Education, Media Literacy, Media Competence, Media Culture, Future Computer Science Teachers.

Abstract:

In order to perform professional functions in the modern educational media space, the future computer sci-

ence teacher must have skills of working with information and communication technologies, be aware of the

methods of teaching educational material using media, be able to develop critical and analytical thinking and

apply multimedia technologies in the educational process. The article focuses on the peculiarities of the in-

troduction media education in Ukraine and highlights the importance of media education development. The

authors emphasizes the importance of media education and media literacy, which open up many opportunities

for both students and teachers. As a result, the teacher develops the ability to assess information security,

competently use sources of information, assess the reliability, see the correlation of information and knowl-

edge, and properly organize the information process. Media education opens up great opportunities, helps to

develop intellectual and creative potential, as well as critical thinking. The article describes the criteria for the

future computer science teachers’ media competence development.

1 INTRODUCTION

It goes without saying that our time is called the epoch

of the information revolution. Rapid development of

new technologies is causing an avalanche of informa-

tion. Humanity is constantly evolving. In addition,

the pace of change is steadily accelerating. It is be-

coming increasingly important for both the individual

and the country to be able to respond to these changes

so as not to stay away from the progress.

But, of course, it does not mean that people need

to hide in a shell and isolate themselves from informa-

tion ﬂows. Nowadays, it is simply impossible. They

need to be able to work with information. This is

the focus of media literacy classes, which have been

a part of the school curriculum in the United States,

Great Britain, Germany, Australia, and Northern Eu-

rope for several decades. Finally, Ukraine has joined

this movement. We have to prepare children for the

successful development of the world. Today the most

important component of this mastery is the ability

to work competently with information (Ivanov and

Volosheniuk, 2012).

https://orcid.org/0000-0001-6804-9191

https://orcid.org/0000-0003-0720-3217

Problems of media education and media literacy

attract the attention of representatives of various sci-

ences (Bondarevskaya et al., 2017; Yankovych et al.,

2019; Tereshchuk et al., 2019; Krylova-Grek and

Shyshkina, 2020; Pokulyta and Kolotylo, 2021). The

reason of it is not only that media literacy is an im-

portant component of the information society, but also

that it has an interdisciplinary nature. To understand

the processes, taking place in the modern media en-

vironment, young people, including teachers, should

have special knowledge, communication and infor-

mation skills, ability to critically analyze (i.e. have

media literacy), which can be formed through orga-

nized and focused media education.

According to the logical conclusions of modern

researchers of media education, there exists a need to

develop a new more modern concept that combines

media and information literacy. It should be borne

in mind that media education policy has quite obvi-

ous national features. After all, the current course of

modernization of media education is impossible with-

out a media-competent person who is knowledgeable

about information on current events, phenomena, and

trends. In Ukraine, the development of media edu-

cation policy is impossible without a scientiﬁc anal-

ysis of the situation, clariﬁcation of concepts, devel-

Naumuk, I. and Valko, N.

Development of Media Education in Ukraine: Current State and Modern Requirements.

DOI: 10.5220/0010928600003364

In Proceedings of the 1st Symposium on Advances in Educational Technology (AET 2020) - Volume 2, pages 73-84

ISBN: 978-989-758-558-6

opment of modern concepts, standards, and markers.

The most important criterion for the effectiveness of

media education development is the level of compe-

tence of those who take responsibility for its imple-

mentation. Unfortunately, in this ﬁeld, which scien-

tists are actively working on, there appear some prob-

lems: we need a massive increase in the competence

of heads of departments and agencies, ofﬁcials of var-

ious levels, administrative staff in the ﬁeld of media,

mass communications and information culture.

The study of this issue is impossible without the

contribution of scientists who focused their research

works on identifying the fundamentals of media ed-

ucation and media literacy. For our research the

works (Buckingham, 2020; Considine, 2002; Master-

man, 2013; Nazarov et al., 2020; Onkovich, 2013;

Sharikov, 2021) are of great value. Research works

of ascertaining character, which contain information

on the perception of media texts in different coun-

tries and by different age categories, on the criteria

and levels of audience development are done by Lev-

shina (Levshina, 1978), Tyner (Tyner, 2020) etc.

2 FEATURES OF THE

INTRODUCTION OF MEDIA

EDUCATION IN MODERN

SOCIETY

Nowadays, a person is required not to master some

special information, but to be able to navigate in-

formation ﬂows, be mobile, learn new technologies,

self-learn, search for and use missing knowledge or

other resources. In this regard, there appears an is-

sue of studying the development of media educa-

tion, which main task is “to prepare new generation

of people for the life in modern information condi-

tions, for high-quality perception of information and

mastering communication methods through technical

means and modern information technologies” and to

develop Soft skills (sociability, self-presentation, abil-

ity to work in a team). It is worth noting that in most

Ukrainian higher education institutions, media edu-

cation still remains fragmented, which actualizes the

desire to implement an effective media education sys-

tem in Ukraine which is able to provide the improve-

ment of the educational process and guarantee the Eu-

ropean quality of higher education. Media education

contributes to the establishment of democracy, educa-

tion of media literate individuals who are able to think

critically, develop creative skills and are ready to live

in a modern information society (Sheina, 2017).

The key skills, that are now considered to be a ba-

sis of education and should be embedded in the cur-

ricula, are available to every modern person. After all,

humanity is developing rapidly, replacing many hard

skills by robotics, neural networks, and artiﬁcial in-

telligence. There is a tendency that sooner or later in

many areas of their activity people will be replaced

by artiﬁcial intelligence. Neural networks, which are

able not just to communicate with a person, answering

questions, but to joke in response and even anticipate

the continuation of the dialogue; works of art created

by artiﬁcial intelligence, cars with full autopilot – all

these factors become a reality that cannot be ignored.

In the future all the physical capabilities of a man can

be replaced by a robot, but artiﬁcial intelligence lacks

some human skills (the robot cannot think emotion-

ally), so a person still has some preferences such as

emotions and skills of professional communication.

This means that media education, as a process that al-

lows you to immerse yourself in the training of key

skills, is an educational process that is most relevant

today. For example, some leading European schools

have integrated the Soft skills into the learning pro-

cess. There is a focus on serious theoretical and prac-

tical training in all areas of media education, which

makes educational process an exciting and effective

one.

The relevance of media education depends on the

rapid development of informatization and globaliza-

tion which have made our perception of the world de-

pendent on how it is presented by the media. Unfortu-

nately, the latter doesn’t respond properly to the grow-

ing responsibility: the information is poorly checked,

it contains elements of manipulation and fraud. In

these conditions, media education is a way for peo-

ple to develop the ability to protect themselves from

unscrupulous media information.

Media education as an intellectual and commu-

nicative network can be researched from several

points of view. In particular, on the one hand, we

can talk about the peculiarities of the network of mass

media (global, state, regional, etc.). However, on the

other hand, a network of purely media education is

being more and more discussed, as it covers an in-

creasing scope of information and educational space

and is aimed at personal development. Many schol-

ars consider media education as a process of learning,

mastering media literacy. Media literacy is the ability

to use, analyze and evaluate media products. Some re-

searchers deﬁne “media literacy” as a key concept of

media education, while the concepts of “media liter-

acy” and “media education” are considered by many

educators and researchers to be synonyms. In fact,

media literacy makes it possible to use media sources

more effectively, which generally increases not only

AET 2020 - Symposium on Advances in Educational Technology

media competence but also competence in its broader

sense (Onkovyc, 2008).

Fedorov (Fedorov, 2014) gives the following def-

inition of media education: it is a process of per-

sonal development with the help and on the material

of the media in order to form a culture of communica-

tion with the media, develop creative, communicative

skills, critical thinking, skills of perception, interpre-

tation, analysis and evaluation of media texts, to ac-

quire different forms of self-expression with the help

of media techniques.

Media education should be resulted in an increase

of the level of media literacy, which is a set of mo-

tives, knowledge, skills and abilities that contribute to

the selection, use, critical analysis, evaluation, design

and dissemination of media texts of various forms,

genres; it also promotes the ability to analyze com-

plex media processes in the society.

Media education is a part of the basic rights of ev-

ery citizen in every country of the world to freedom

of expression and access to information; an instru-

ment for the development and observance of democ-

racy. Media education is related to the study of all

media communications and includes the printed word,

graphics, sound and moving images delivered by any

technology. Media education provides an opportunity

to understand the methods of mass media used in the

society, and to master the skills of using these media

in communication with others (Ivanov and Voloshe-

niuk, 2012).

One of the most reputable media educators and

media theorists Masterman (Masterman, 1993) has

substantiated seven reasons for the priority and rel-

evance of media education in the modern world:

1. High level of media consumption and saturation

of modern society with mass media.

2. Ideological importance of the media, and its im-

pact as an industry on the public consciousness.

3. Rapid growth in the amount of media informa-

tion, strengthening mechanisms for its manage-

ment and dissemination.

4. Intensiﬁcation of media penetration into the main

democratic processes.

5. Increase in the importance of visual communica-

tion and information in all areas.

6. Need to teach schoolchildren/students with a fo-

cus on compliance with future requirements.

7. Growth of national and international processes of

information privatization.

Onkovych (Onkovych, 2007a) notes that the

stakeholders of media education should not be lim-

ited only to students: media literacy is also needed by

adults. In addition, she reasonably draws attention to

the need for independent media education. In her the-

oretical concept Onkovych (Onkovych, 2007b) puts

forward the ideas of media didactics.

Since children and young people are most exposed

to information, adults (in particular, teachers and par-

ents) must be able to manage the process of a child’s

entry into the information world. In order to do this,

the adults themselves have to ﬁrst learn to use infor-

mation ﬂows properly, to master the means of com-

munication. Only under these conditions teachers and

parents will be able to effectively prepare children

and youth for conscious, competent, and most impor-

tantly, safe use of information resources. They should

also develop the culture of information users.

Therefore, today media education is a rather seri-

ous and deep issue of education development in gen-

eral, it is a part of the educational process aimed at

the formation of media culture in the society, prepa-

ration of individuals for the interaction with the mod-

ern media system – and not only with traditional me-

dia (printed word, radio, cinema, television), but also

with the latest technologies (communication via com-

puter and the Internet) (Naidenova, 2013).

Accordingly, the education system faces the task

of forming and developing students’ competencies

that allow them to effectively interact with numer-

ous information sources and ﬂows, analyze the in-

formation received, assess its reliability and useful-

ness in solving various life problems. Media educa-

tion has to achieve this goal. Concept of implemen-

tation of media education in Ukraine deﬁnes media

education as “a part of the educational process aimed

at the formation of media culture in the society, prepa-

ration of individuals for safe and effective interac-

tion with the modern media system, including both

traditional (printed word, radio, cinema, television)

and new (computer-mediated communication, Inter-

net, mobile telephony) media” (Institute of Social and

Political Psychology of the National Academy of Ped-

agogical Sciences of Ukraine, 2018). Therefore, the

immediate task of media education is the formation of

such important skills as structuring and analysis of in-

formation received from various sources, determining

the reliability and quality assessment, highlighting the

most important aspects of media messages.

The introduction of media education in Ukraine

is also due to the urgent task of our country’s entry

into the single European educational and information

space. It should also be noted that it is in European

countries (along with Canada, the United States and

Australia) that the issue of media education is tradi-

tionally given the most attention.

Media education in Ukraine is currently at the be-

Development of Media Education in Ukraine: Current State and Modern Requirements

ginning of an active phase of its development. In June,

1999 according to the resolution of the Academic

Council of I. Franko Lviv National University, Insti-

tute of Ecology of Mass Information was founded.

Its founders consider media ecology as a synthesis of

philosophical-academic and purely applied directions

of work connected with neutralization of pathogenic

information streams. Research topics required an in-

terdisciplinary approach and were mainly focused on

the training of media professionals. Ten years later,

in 2009, at V.N. Karazin Kharkiv National Univer-

sity a new Department of media communications was

opened and an experimental Master’s program was

launched.

Nowadays, media ecology is increasingly being

introduced into teaching practice in higher and sec-

ondary schools. There are also positive changes in

conceptual approaches that meet European and global

trends: if at ﬁrst the attention of domestic experts

was focused on the “detrimental impact of the media

and the Internet”, now positive approach is becom-

ing more common, which primarily involves learn-

ing to interact effectively with various types of infor-

mation (including protection against possible negative

impact).

Since 2010, the already mentioned Concept of im-

plementation of media education in Ukraine (Insti-

tute of Social and Political Psychology of the Na-

tional Academy of Pedagogical Sciences of Ukraine,

2018) came into force. Its aim is “to promote the de-

velopment of an effective media education system in

Ukraine in order to ensure comprehensive preparation

of children and youth for the safe and effective inter-

action with the modern media system, development

of their media awareness, media literacy and media

competence in accordance with their age and indi-

vidual characteristics”. By 2020, the concept envis-

ages the implementation of the experimental phase,

the gradual introduction of media education and stan-

dardization of requirements (2014–2016) and further

development of media education and completion of

its mass implementation (2017–2020).

Priority areas for the development of an effective

media education system in Ukraine include “the cre-

ation of a school media education system, which pro-

vides for the development of psychologically sound

primary school curricula for integrated education,

promoting the integration of media education ele-

ments into various subjects syllabi, design of op-

tional media education programs for adolescents” and

comprehensive training of the teaching staff (Institute

of Social and Political Psychology of the National

Academy of Pedagogical Sciences of Ukraine, 2018).

In this regard, it is worth noting a very positive

trend – the introduction of media education in the do-

mestic education system is planned in close connec-

tion with existing courses. The provisions of the Con-

cept have already been quite actively implemented in

practice. A positive fact is that media education is

implemented in cooperation with the Ministry of Ed-

ucation and Science of Ukraine, scientists of the Na-

tional Academy of Educational Sciences of Ukraine

and representatives of professional public organiza-

tions, especially the Academy of Ukrainian Press,

which, in particular, did a great part of the work on

the textbook “Media Education and Media Literacy”

(Ivanov and Volosheniuk, 2012), which was specially

designed to provide an appropriate course in higher

education institutions and in the system of postgradu-

ate teacher training.

Based on the research of scientists, the stages of

formation of future computer science teachers’ media

competence in the process of their professional train-

ing in pedagogical universities have been identiﬁed.

The ﬁrst stage includes the formation of motives

and value orientations, and consists of the following

operations: motivation to action, understanding the

signiﬁcance of the problem, identiﬁcation of motives

and their consolidation.

The second stage involves the development of fu-

ture computer science teachers’ ability to compre-

hend the content of the media competence forma-

tion. It consists of theoretical, research-reproductive

and interpretive-creative periods. Theoretical pe-

riod performs an informational, orientation and de-

velopmental function and is aimed at mastering the

general content of media competence through such

forms as lectures, seminars, consultations, inter-

views, explanations, problem-based presentations of

the material and such teaching aids as syllabi and

videos. Research-reproductive period is character-

ized by an unconscious manifestation of media com-

petence. So that students will be able to outgrow this

phenomenon, the teacher uses such forms as practi-

cal classes, lectures, seminars, consultations, train-

ings, explanations, learning experience, project works

and such teaching aids as publications, videos, vari-

ous media texts, etc.

Interpretive-creative period of the stage of mas-

tering the content of the formation of future com-

puter science teachers’ media competence performs

developmental, educational and training functions. It

is carried out in order to gain experience in working

with the media through the use of such forms as prac-

tical and laboratory classes, future computer science

teachers’ independent work in the process of their

studying the professional-oriented disciplines, meth-

ods of modeling, problem and business games, etc.

AET 2020 - Symposium on Advances in Educational Technology

The third stage deals with monitoring the process

of formation of future computer science teachers’ me-

dia competence during the period of their training.

The fourth stage, evaluative-corrective, involves

the collection and accumulation of data on the level

of media competence formation with further process-

ing and analysis of data in order to identify the need

for corrective actions.

In order to identify the effectiveness of the intro-

duction of media education and formation of future

computer science teachers’ media competence, it is

necessary to single out the components, criteria, lev-

els and indicators of the formation of future computer

science teachers’ media competence.

It should be noted that in the scientiﬁc literature

the problem of criteria is solved ambiguously. Kaza-

kova (Kazakova, 1999) shows a lack of generally ac-

cepted criteria for “effective pedagogy” or the ways

to determine the teachers and students’ “quality of

work”, criteria for the effectiveness of each stage of

personality development.

Chechel (Chechel, 1998) has deﬁned the criteria

as follows: “These are the properties of the object

which provide it with an interconnected system of

characteristics; that is why they become a subject for

evaluation. It is possible to detect such a system,

only on the condition of using a system-structural ap-

proach”. The following requirements are set for the

criteria:

a) objectivity;

b) stability and sustainability;

c) recurrence in the subject;

d) the ability to establish the degree of conformity of

the subject to its ideal.

Gal’perin (Gal’perin, 2012), Podlasyi (Podlasyi,

1982), Usova (Usova, 2002) etc. have established

various criteria for the formation of educational and

cognitive skills. “Since each activity consists of a

system of elementary actions and operations, compo-

sition and quality of operations, awareness of them,

completeness and coagulation can be identiﬁed as the

main criteria common to all cognitive skills” (Usova

and Bobrov, 1987).

Scientists, who have studied the formation of pro-

fessional skills, identify different criteria: Andrukhiv

(Andrukhiv, 2008) – value-semantic, action-related,

and cognitive criteria; Kuchugurova (Kuchugurova,

2006) – awareness of actions and their correctness;

Suvorova (Suvorova, 1999) – degree of awareness of

the actions performed, quality of actions performed,

ability to apply skills in a new changed environment;

Sukhodolsky (Sukhodolsky, 2008) – criteria of axiol-

ogy, variability, motivation.

Taking into account the analysis of research done

by media educators (Sysoieva, 2011; Bondarenko,

2003), it should be noted that the classiﬁcation of lev-

els of media competence can be even more detailed.

One of these options is proposed by Khilko (Khilko,

2001):

1) recreational and hedonistic level of media percep-

tion (limited by entertaining motivation, aesthetic

comprehension of the image);

2) household level (household, utilitarian motivation

and corresponding characters);

3) aesthetic level (personal motivation, aesthetic

comprehension of the image);

4) interpretative level (revealing the personal mean-

ing and spiritual content of the piece of work, a

vivid expression of inner vision);

5) microsocial level (manifested in the connection

with the microenvironment, psychological moti-

vations of the characters are given, connection

with the perception of works by a particular au-

dience is established);

6) macrosocial level (provides a critical analysis of

the problem and its deployment in time and space,

orientation for the society);

7) level of artistic image awareness (detailed de-

scription of the screen image, its components, se-

lection of semantic units of the story);

8) level of the author’s concept understanding (the

ability to draw conclusions about what idea the

author wanted to convey, based on the system of

artistic perception of the piece of work);

9) level of personal concept emergence (au-

tonomous) and the formation of autonomous

vision: individual conclusions on the problem

touched upon by the author and polemical

dialogue with the author’s concept.

After analyzing the scientiﬁc and pedagogical lit-

erature, we have come to the conclusion that there

are several recurring criteria among mentioned above:

motivational (motivation to develop the skills, aware-

ness of the importance of these skills in the structure

of the professional activity), action-related (level of

skills necessary for professional activity, professional

literacy, ability to transfer skills to changing situa-

tions), personal (formation of professionally signiﬁ-

cant traits of personality, character traits).

Based on this, let’s take these criteria as a founda-

tion, but clarify them taking into account the speciﬁcs

of organizational and pedagogical activities. Assess-

ment of the future teacher’s work is complicated by

the creative nature of this activity.

Development of Media Education in Ukraine: Current State and Modern Requirements

In addition, the outcomes of the formation of fu-

ture computer science teachers’ media competence

will be manifested later in the professional activity.

Educational and pedagogical activities require a

system of knowledge on the means and methods of

resisting the manipulation of various media resources,

patterns of behavior which are necessary for the suc-

cessful pedagogical activity, especially for computer

science teachers, because their work is inextrica-

bly linked to modern information technology. Thus,

among the criteria for the formation of future com-

puter science teachers’ media competence, we should

mention action-related and interpretative-creative cri-

teria – a system of knowledge on the ways and means

of resisting media manipulation, application of crit-

ical thinking skills when working with information

of various types and selection of a system of nec-

essary actions. The criteria of effectiveness include

indicators that reﬂect the objective side of the activ-

ity outcomes and the subjective attitude of students to

this activity. The system of criteria should be uniﬁed,

i.e. all indicators included in it in terms of content

and mathematical expression, should not oppose each

other (Friedman, 1999).

Successful implementation of various activities

requires the orientation of the personality for the

value-oriented attitude, interest, awareness of per-

sonal and social signiﬁcance. As a result, the next

criterion for the formation of future computer science

teachers’ media competence is a motivational one.

Cognitive criterion combines a system of knowl-

edge on the features of the media and reﬂects the the-

oretical side of students’ learning; ability to identify

the causes and patterns, which will increase the ef-

ﬁciency of the educational process; ability to reveal

contradictions that give rise to the research problem;

ability to get innovative experience in order to ﬁnd

ways and means to increase the efﬁciency of the edu-

cational process; ability to observe, analyze and gen-

eralize; awareness of professional self-development

and personal self-improvement which include profes-

sionally important qualities; ability to perceive the

media, which the level of formation of media compe-

tence depends on; ability to ﬁnd, use, deliver, and put

into practice the theoretical and practical knowledge.

Friedman (Friedman, 1998) notes that “any men-

tal activity should have these three components

(in particular, need-motivational, operational-active,

reﬂexive-evaluative), and the most important task of

education is to teach students to organize their own

activity as a full-ﬂedged, mental, in which all three

components are balanced, sufﬁciently developed, re-

alized and fully implemented”.

In order to identify the criteria for assessing the ef-

fectiveness of students’ learning, we consider it nec-

essary to take into account the main areas of per-

sonality, namely: needs-motivational, operational and

criterial-evaluative. Let’s try to give a brief descrip-

tion of the selected areas.

The needs-motivational sphere of personality is an

integral quality characterized by a set of social guide-

lines; value orientations, interests that form the basis

of motives.

The operational sphere of the individual’s activity

is an integral quality characterized by a set of com-

mon and special knowledge, skills and abilities.

The next criterion that helps to identify the out-

comes and analyze your own activity is a reﬂexive

one. It is necessarily included into human activ-

ity and is aimed at understanding your own actions

and deeds. Reﬂection-based self-analysis and self-

assessment provide control, ability for self-cognition,

ability to analyze your own actions, deeds, motives,

correction and self-improvement; it actively culti-

vates the individuality and creative potential (Skrip-

nichenko, 1989).

Thus, on the basis of the analyzed scientiﬁc and

pedagogical literature and in accordance with the

speciﬁcs of pedagogical activity of computer sci-

ence teachers, we have identiﬁed the following cri-

teria for the formation of future computer science

teachers’ media competence (ﬁgure 1): motivational;

interpretative-creative; cognitive; action-related; re-

ﬂexive.

It is possible to speak about the process of for-

mation of future computer science teachers’ media

competence on the basis of comparison of indicators

and levels of media educational abilities and skills re-

ceived at the initial and ﬁnal stages of the experiment.

The classiﬁcation of indicators of personality’s

media competence has been designed by us (ﬁgure 2).

When developing the classiﬁcation of the formation

of future computer science teachers’ media compe-

tence, we also took into account the characteristics of

high and low levels, presented in (Potter, 2018).

Characteristics of a high level of media compe-

tence formation (Potter, 2018): ability to get the main

meaning of the media text; analysis: identiﬁcation

of the main elements of the media text; comparison:

identiﬁcation of similar and unique fragments of me-

dia text; assessment of the value of the media text

or its fragment; judgments based on the comparison

against certain criterion; abstracting: ability to pro-

vide a short, clear and accurate description of the me-

dia text; generalization; deduction: use of general

principles to explain certain information; induction:

derivation of general principles based on the observa-

tion of single pieces of information; synthesis: ability

AET 2020 - Symposium on Advances in Educational Technology

Figure 1: Criteria for the formation of future computer science teachers’ media competence.

to reassemble elements into a new structure.

Characteristics of a low level of media compe-

tence development (Potter, 2018): low level of intel-

ligence (in terms of problem solving and creativity),

feeling that “everything goes in its turn”; weak mem-

ory when a person sometimes is able to remember

only very important things (for example, the night be-

fore the exam); thematic dependence, lack of insight,

i.e. lack of understanding of what is important in the

messages; need for a mentor, assistant, handbook, or

guide while studying; low level of tolerance to the am-

biguity of media texts, uncertainty; weak conceptual

differentiation when having a few categories of mes-

sages; negative attitude to new messages that do not

correspond to the usual categories, or simpliﬁcation

of this media text – transferring it to the easiest cat-

egory; high impulsiveness of quickly made decisions

with sacriﬁce of accuracy.

Let’s ﬁnd out what indicators characterize each of

the selected criteria (ﬁgure 2):

• Indicators of the motivational criterion are: a high

level of motivation to learn and awareness of pos-

itive motivation lead to the active use of methods

of critical analysis in professional activity; need to

master media competence and understand its role

in achieving professional success; motivation to

develop skills that allow you to operate with any

information freely and correctly (receive, analyze,

synthesize), cognitive need; formation and man-

ifestation of personal qualities (persistence, pur-

posefulness, endurance, self-control, emotional-

ity) and professionally important qualities (con-

structive (ability to set the goal and objectives

of the educational process taking into account

current trends in media development and dis-

semination; ability to identify such forms and

methods of educational work that will help to

achieve the goal), cognitive (desire to be engaged

in continuous professional development and self-

improvement, analysis of pedagogical experience,

wish to expand the range of your own knowledge,

ability to freely navigate in the content of the ed-

ucational process).

• Indicators of the cognitive criterion are: the

amount of knowledge acquired, ability to identify

the causes and patterns, which will increase the

efﬁciency of the educational process using media

technology; awareness of acquired knowledge;

ability to reveal contradictions and resist various

manipulations and as a result to create a research

problem; ability to predict the outcomes of learn-

ing and plan the activities of students, which will

contribute to the achievement of the outcomes;

ability to study and analyze the activities of me-

dia educators, different types and genres of media

texts, in order to ﬁnd ways and means to increase

the effectiveness of the educational process.

• Indicators of the interpretative-creative criterion

are: the ability to apply a critical analysis of the

media and various media texts functioning in the

society; ability to apply existing knowledge in the

context of any particular media text; ability to

Development of Media Education in Ukraine: Current State and Modern Requirements

Figure 2: The system of criteria for the formation of future computer science teachers’ media competence.

draw parallels during critical analysis; develop-

ment of creative potential in various aspects of ac-

tivities related to the media (gaming, art, research,

etc.).

• The indicators of the action-related criterion are:

the level of mastering a set of actions that allow

you to critically analyze existing media, distribute

and design your own media texts; ability to put

the acquired knowledge into practice; desire for

self-education in the ﬁeld of media.

• Indicators of the criterial-evaluative criterion are:

the ability to identify the effectiveness of the me-

dia product and feasibility of its use; ability to

subjectively evaluate the results of your own ac-

tivities; ability to assess the compliance of used

pedagogical technologies (technologies for crit-

ical thinking development, information technol-

ogy, distance learning technology, etc.) to modern

requirements.

Levels of effectiveness of learning can be theo-

retically substantiated according to a ﬁve-point scale:

negative (very low), passive (low), moderately active

(satisfactory), active-productive (high) and creative

(very high). But in fact it is possible to limit it to a

three-point scale of a level of formation of future com-

puter science teachers’ media competence: low (con-

ditionally marked as I); medium (II) and high (III).

Taking into account the conclusions of scientists,

developed criteria and qualitative characteristics of

future computer science teachers’ media competence

according to three levels (high, medium, low), we

have developed the characteristics of each level.

AET 2020 - Symposium on Advances in Educational Technology

K1 – motivational criterion.

• The high level of the motivational criterion

formation is characterized by future teach-

ers’ increased interest in the use of media

technologies in teaching computer science

lessons; high activity and independence in

pedagogical activity, orientation for creativ-

ity, predominant analytical activity, experi-

ence of positive emotions while participating

in educational process; predominance of in-

ternal motives over the external ones.

• The following features are typical for the

medium level: teachers demonstrate an occa-

sional interest in the use of media technolo-

gies in teaching computer science lessons;

motives do not correspond to individual pos-

sibilities and desires, episodic instructions

for creative activity; lack of positive emo-

tions in the process of pedagogical activity.

• The following indicators are typical for the

low level: future teachers have a lack of

formed intentions; values that do not re-

ﬂect the objective content of the work are

predominant ones; utilitarian motivation to

master media technologies prevails; teachers

demonstrate vagueness of interests and incli-

nations.

K2 – cognitive criterion.

• The high level of cognitive criterion is char-

acterized by the following: awareness of ba-

sic terms, theories, basic facts of the media

education history, creativity of media ﬁgures,

a clear understanding of the process of mass

communication and media impact in the real

world context; compliance of the content of

basic professional training with the current

state and prospects of subject area develop-

ment and interaction with the media; design

of individual learning trajectories by students

(Spirin, 2010).

• The following features are characteristic for

the medium level: awareness of some ba-

sic terms, theories, some facts of the media

development history, mass communication,

media impact, creativity of individual media

ﬁgures.

• The following indicators are typical for the

low level: lack of awareness (or minimal

knowledge in this area) of basic terms, the-

ories, facts of the history of media develop-

ment, mass communication, media impact,

creativity of media ﬁgures.

K3 – action-related criterion.

• Future computer science teachers with a high

level of the action-related criterion develop-

ment clearly demonstrate the need to real-

ize their abilities in the educational process;

they have a high degree of critical analysis;

the purpose and tasks of the classes are char-

acterized by creative approach; such teach-

ers use action-related approach in teaching

computer science, their teaching is charac-

terized by the predominance of active teach-

ing methods; they have practical skills of

independent choice, design and distribution

of media texts of different types and genres,

practice active self-education in the media

sphere.

• The future computer science teachers with a

medium level of action-related criterion have

an unclear need to apply the abilities and

acquired knowledge in the educational pro-

cess; activity in mastering important knowl-

edge and skills is not enough demonstrated;

such teachers are able to select and design

media texts of different types and genres only

with the help of expert consultations.

• Future computer science teachers with a low

level of this criterion rarely use any methods

to intensify their work; their practical skills

of selection and design of media texts, skills

of self-education in the media sphere are not

well developed or they demonstrate unwill-

ingness to develop them.

K4 – interpretative-creative criterion.

• The teachers with a high level of formation of

interpretative-creative criterion are charac-

terized by: the ability to apply critical think-

ing technologies taking into account various

factors in the analysis of various media texts

and media sources; ability to analyze, syn-

thesize and design their own media texts tak-

ing into account the aspects of space and

time; they are able to abstract the material,

make comparisons and make their own criti-

cal assessment of the media of any complex-

ity.

• The medium level of the interpretative-

creative criterion formation is characterized

by the following features: the ability to apply

technologies of critical analysis of the media,

taking into account key factors based on the

average development of critical thinking.

• The following indicators are characteris-

tic for the low level of formation of the

interpretative-creative criterion: tendency to

Development of Media Education in Ukraine: Current State and Modern Requirements

external inﬂuence, lack of skills and abilities

of critical analysis, lack of critical thinking

skills.

K5 – criterial-evaluative criterion.

• Students, future computer science teachers

with a high level can freely operate their abil-

ities and use them properly in their profes-

sional activities; they are capable of self-

assessment and self-criticism; they are able

to correlate requirements with their personal

features, carry out self-diagnostics and are

ready for self-development.

• Students with a medium level of formation

of the criterial-evaluative criterion are char-

acterized by the following indicators: the av-

erage level of orientation in their own abili-

ties, their self-esteem is not always stable but

adequate.

• Students, future computer science teachers

with a low level of formation of the criterial-

evaluative criterion have a low level of orien-

tation in their own abilities; their self-esteem

is low, they do not use methods of self-

diagnosis; they tend to minimize their own

capabilities, do not believe in themselves.

Therefore, media competence is a set of mo-

tives, abilities, knowledge and skills (indicators: mo-

tivational, cognitive, action-related, interpretative-

creative, criterial-evaluative) that promotes selection,

critical analysis, design, evaluation and dissemination

of various media texts and complex processes of me-

dia functioning.

Along with the signiﬁcant positive experience of

introducing media education in Ukraine at the current

stage, there are also signiﬁcant problems. First of all,

it is insufﬁcient methodological support of media ed-

ucation in secondary schools – for instance, if there

is a curriculum and a textbook for higher education,

this issue still remains unsolved for secondary school.

This problem becomes even more relevant if we take

into account that the most effective way to develop

media skills is to integrate them into existing sub-

jects and courses, which obviously requires adjust-

ment of relevant syllabi, teaching aids and method-

ological materials, additional teacher training. There

are also more general problems on the way to the

development of modern media education in Ukraine.

This is the inertia of the education system, which in-

herited from the Soviet era the insufﬁcient attention to

the development of critical thinking, especially while

doing the social science courses. At the same time,

ﬁrst successful steps in terms of introduction of media

education in Ukraine, as well as active participation

of scientists and representatives of the professional

community in this process, give grounds to expect

further successful development of media education in

our country.

3 CONCLUSIONS

Nowadays, the learning process is a work with a large

number of information sources, which are difﬁcult to

understand without the ability to work with media in-

formation. It is widely accepted around the world that

educational institutions should teach students to have

a critical attitude to the information provided by the

media. One of the ways to involve students in the

full understanding of media information is media ed-

ucation – education by means and based on the ma-

terials of various media sources. Media education

opens great opportunities for the children’s develop-

ment, their intellectual and creative potential, abili-

ties, critical thinking.

Moreover, media education opens up many new

opportunities for teachers in terms of use of creative

approach in the organization of the educational pro-

cess.

The media revolution is just beginning. To help

our children navigate the world of media, we need to

become media literate ourselves. But we do not have

time to master media literacy. Therefore, it is very im-

portant to do it together with children, to get to know

media together, to “read” and critically comprehend

media texts together, to create your own media prod-

ucts together. To achieve this goal it is important to

qualitatively train a computer science teacher.

The media education of the future computer sci-

ence teacher can be considered as a resource that

can increase the effectiveness of teaching students of

secondary schools. Therefore, the future computer

science teacher should teach secondary school stu-

dents to work with the latest information resources,

and most importantly prepare them for the integra-

tion into the global information space. It should

be noted that readiness for professional activity con-

sists of indicators of pedagogical readiness and media

competence. Therefore, to assess the effectiveness

of the formation of future computer science teach-

ers’ media competence, the following criteria have

been developed: K1 – motivational (the desire to

master and apply knowledge and skills); K2 – cog-

nitive (system of knowledge that reﬂects the theo-

retical side of students’ learning, features and out-

comes of the educational process, advantages and

disadvantages, organization of cognitive activity);

K3 – action-related (practical and operational appli-

AET 2020 - Symposium on Advances in Educational Technology

cation of acquired knowledge); K4 – interpretative-

creative (reﬂects the objective side of the activity

outcomes); K5 – criterial-evaluative (self-analysis

and self-assessment provide control, ability for self-

cognition, ability to analyze their own actions). Each

of the criteria is diagnosed separately, and based on

the information obtained we can identify the level of

media competence.

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