La competencia mediática en la educación infantil en Ecuador
Abstract
There is no denying that one of the main means of information for students is ICT, but what level of media training do they have? Do they notice or debate the messages received? How to take advantage of the contact with ICT in education? These, among others, are the questions raised by teachers in front of empty courts, forgotten games and the lack of basic urban norms; hence, the issue of media competence is a concern that emerges in several countries, as students become digital natives, ICTs modify the structures of educational centers, encourage student motivation, etc. In this sense, this research is born that aims to identify the media competence of high school and second grade children of Basic General Education in Ecuador. A questionnaire was applied to 3775 students, this instrument takes as reference three of the 6 dimensions proposed by Ferrés (2007). The results show that the language dimension has high competence since children identify media codes and demonstrate the ability to use them. In the Aesthetics dimension they develop high competence because they identify innovation, originality, style and audiovisual trends. In the Technology dimension, students demonstrate a medium competence in the management of technological tools and use them mainly for entertainment.
Downloads
References
Bustos, A., & Coll, C. (2010). “Los entornos virtuales como espacios de enseñanza y aprendizaje. Una perspectiva psicoeducativa para su caracterización y análisis”, Revista Mexicana de Inves-tigación Educativa.
De la Torre, A. (2009). “Nuevos perfiles en el alumnado: la creatividad en nativos digitales compe-tentes y expertos rutinarios. RUSC”, Universities and Knowledge Society Journal, 6(1), 9.
Ferrés Prats, J. (2007). “La competencia en comunicación audiovisual: dimensiones e indicadores”, Comunicar, 29 (XV): 100-107.
Ferrés, J., Piscitelli, A. (2012). “La competencia mediática: Propuesta articulada de dimensiones e indicadores”, Comunicar, 19(38).
Glaw, F., Hübner, E., Schönstedt, C., Kullak-Ublick, H. (2019). Competencia Mediática. Barcelona: Ing edicions.
Martens, H. (2010). “Evaluating Media Literacy Education: Concepts, Theories and Future Direc-tions”, The Journal of Media Literacy Education, 2:1
Marín-Gutiérrez, I., Díaz-Pareja, E., Aguaded, I., (2013). “La competencia mediática en niños y jóve-nes: La visión de España y Ecuador”, Revista Chasqui No. 124.
Pedreira, M., Rodríguez Rosell, M., Zubizarreta, A., Renés, P. (2018). “La autonomía mediática del alumnado de Educación Infantil y Bachillerato: el caso español”, Revista Mediterránea de Co-municación, 9.
Pérez Ortega, I. (2016). “La competencia mediática en el currículo escolar: ¿ espacio para innova-ciones educativas con tecnologías de la información y la comunicación?”, Innovación educativa, 16(70): 61-83.
Pérez-Rodríguez, A., Ramírez García, A., García-Ruiz, R. (2013). La competencia mediática en edu-cación infantil. Análisis del nivel de desarrollo en España. Disponible en Web: http://www.scielo.org.co/pdf/rups/v14n2/v14n2a18.pdf [Consulta: 12 de agosto de 2019].
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1, On the Horizon, 9(5)
Torres-Toukoumidis, A., Romero-Rodriguez, L. (2018). Gamificación en Iberoamérica. Experiencias desde la comunicación la educación. Ecuador: Editorial Universitaria Abya-Yala.
UNESCO (2007). Agenda de París o 12 Recomendaciones para la Educación en Medios. Disponible en Web: www. ifap.ru/pr/2007/070625ba.pdf [Consulta: 12 de agosto de 2019].
UNESCO (2017). Alfabetización mediática e informacional. Disponible en Web: https://tinyurl.com/yygnoxcp[Consulta: 23 de agosto de 2019]
Copyright (c) 2021 Margoth Iriarte Solano, Diana Rivera-Rogel, Dra., Stephany Celly (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal, accept the following terms:
a. Authors will retain their copyrights and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA Recognition License). 4.0) that allows third parties to share the work as long as its author and its first publication are indicated in this journal.
Under this open access license, readers (users) can:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material
Under the following terms:
-
Attribution — Users must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
NonCommercial — Users may not use the material for commercial purposes.
-
ShareAlike — If remix, transform, or build upon the material, users must distribute your contributions under the same license as the original.
- No additional restrictions — Users may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
b. Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work (eg: deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
c. Authors are allowed and recommended to disseminate their work through the Internet (e.g. in institutional telematic files or on their website) before and during the submission process, which can lead to interesting exchanges and increase citations of the published work. (See The effects of open access).
