Научная статья на тему 'MEDIA EDUCATION: THE PROBLEM OF TEACHER'S DIGITAL SUBJECTIVITY'

MEDIA EDUCATION: THE PROBLEM OF TEACHER'S DIGITAL SUBJECTIVITY Текст научной статьи по специальности «Гуманитарные науки»

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Ключевые слова
melia education / digital subjectivity / teacher / digitalization of education / digital teacher / media teacher.

Аннотация научной статьи по Гуманитарные науки, автор научной работы — E.N. Krolevetskaya, A.A. Krolevetskaya

The article examines the changes in the role of a teacher in a modern digital society and the need to integrate media education into the educational process. The emergence of digital technologies and the media space requires new competencies from teachers, including the ability to work with information, transfer knowledge to the digital space, as well as use a variety of media tools for teaching. A modern teacher should be flexible, able to adapt his methods to the digital realities and interests of students, as well as be able to filter information and create educational content that competes with entertainment. Media education plays an important role in shaping the subjectivity of a teacher in the digital age, helping to develop skills in working with media texts, critical thinking and media literacy

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Текст научной работы на тему «MEDIA EDUCATION: THE PROBLEM OF TEACHER'S DIGITAL SUBJECTIVITY»

MEDIA EDUCATION: THE PROBLEM OF TEACHER'S DIGITAL

SUBJECTIVITY

E.N. Krolevetskaya

Russian State Agrarian University - Moscow Timiryazev Agricultural Academy,

Moscow

A.A. Krolevetskaya

Lomonosov Moscow State University, Moscow

ABSTRACT.

The article examines the changes in the role of a teacher in a modern digital society and the need to integrate media education into the educational process. The emergence of digital technologies and the media space requires new competencies from teachers, including the ability to work with information, transfer knowledge to the digital space, as well as use a variety of media tools for teaching. A modern teacher should be flexible, able to adapt his methods to the digital realities and interests of students, as well as be able to filter information and create educational content that competes with entertainment. Media education plays an important role in shaping the subjectivity of a teacher in the digital age, helping to develop skills in working with media texts, critical thinking and media literacy.

Keywords: melia education, digital subjectivity, teacher, digitalization of education, digital teacher, media teacher.

The high level of uncertainty, complexity, ambiguity, dynamism of the ongoing political, economic and social processes inevitably changes the role of the teacher, subjects his professional competencies, functionality, and value bases of pedagogical activity to revision. The traditional role of the teacher as a "translator of knowledge to the younger generation" in a technological and multipolar society is being transformed into a flexible set of polishes and a palette of professional trajectories of the teacher.

The modern labor market gives him the opportunity to find and realize himself not only as a subject teacher or a classroom teacher, but also as a mentor, manager, researcher, digital and media educator, and entrepreneur in the field of education. Therefore, such teacher competencies as multicultural, prognostic, managerial, leadership, team, entrepreneurial, information and technical, animator, psychological (facilitator, mentor), smart and media competencies become relevant. In our opinion, such competencies are based on the teacher's ability to be a subject of professional

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activity, ready to master a flexible repertoire of professional skills, roles and trajectories

The digitalization of modern society, the transition of the main types of activities to the virtual space of the Internet, the intensive development of artificial intelligence technologies and self-learning neural networks actualizes the problem of changing human subjectivity and its specifics in new conditions. The multidimensionality and multilayering of the modern media space contributes to the splitting of personality's ideas about himself and forms specific "Images of Self", each of which has its own status, social role and functions in a certain community [4]. Digitalization, characterized by the virtualization of social communications and all forms of social relations, assumes that in a "virtual communicative situation" a person has the freedom to choose self-presentation, has unlimited possibilities of constructing his own personality, which entails the transformation of his subjective manifestations.

According to many modern scientists [2; 3; 8], digitalization of education makes significant changes in the semantic space of a person, his worldview, and the system of personal values. In the digital educational environment, the personality is transformed into a symbolic, virtual subject, the conditional division of the subject into many virtual subjects, the personality acquires the property of polysubjectivity [5]. The role of a teacher in the digital space is also changing, he becomes a translator not only of knowledge, but also of behavioral models. By entering the digital space, the teacher becomes more vulnerable, as his work becomes visible to more people, and the behaviors that he will use to cope with various controversial situations in the digital environment will act as authoritative examples, role models.

Media education, as part of the educational process, plays an important role in shaping the subjectivity of a teacher in the context of the digital age. Media education is a comprehensive approach to learning based on the use of mass communication and information technology. It is aimed at developing media literacy, critical thinking and the ability to work with a variety of media formats. According to the views of A.V. Fedorova [10], media education is a process of education and personal development based on the material and with the help of mass communication (media), the purpose of which is to develop creative, communicative abilities, form a culture of communication with the media, skills of interpretation, analysis, evaluation of media text, self-expression using media technology.

Ensuring the relevance of education implies the need to include elements of practical interaction with digital realities. Any interaction with information in the modern world is connected with the media space, since most of the assimilation of new information occurs through media sources. One of the main tasks of media

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education is to teach how to interact with information published in the media space by someone and published directly by the student. And in this case, if media education is associated with learning to work with any kind of relevant information, then the teacher himself must be able to competently broadcast information and his image into the media space. It should be noted that the competent translation of the teacher's image in the media is very important for the implementation of digital interaction with students, taking into account the development of new types of communications.

Media education in conjunction with digital pedagogy inevitably transforms the subjective position of a teacher, transforms a teacher into a "digital teacher" and a "media teacher" who is able to act as a subject of diverse relationships, interaction in real and virtual environments [6], to be "an active creator of information culture, spontaneously producing new economic, political and cultural meanings" (G. Jenkins). A digital teacher is a representative of digital pedagogy who possesses the knowledge, skills and skills of safe work in the field of digital technologies, implements IT competencies and a system for transferring them to a new generation, and a media teacher is an intermediary between information flows and educational subjects with media literacy skills.

He is able to organize a dialogue in a special media language and build a logic of text perception using methods and techniques that meet modern realities. According to N.A. Simbirtseva, a media educator is a media cultural person who is able to enter into dialogical relations with students at the modern technological level, offer creative solutions and encourage interest in creativity, who is able to teach this to others [9].

A modern teacher engaged in media education should be able to adapt his approaches to learning, taking into account digital realities, the use of Internet resources and neural networks. He should be able to analyze the behavior of students based on their interests and needs, and respond flexibly to changes in the educational environment. Media education introduces new teaching methods and requires teachers to master the skills of digital didactics and the use of network communications. Today, teachers should be able to work with various digital tools, create educational materials, apply infographics and virtual reality in the educational process.

It is worth noting that the media teacher enters into an unequal battle with a huge variety of content that offers the student a modern media space. And in order to become a full-fledged part of this space, able to hold the attention of the audience, a media educator needs to be clearly aware of his niche and his zone of influence. The content that the teacher will broadcast in the media (provided that he positions

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himself online as a teacher) will occupy an educational niche. It is difficult for educational content to compete with entertainment content for the attention of the audience, but the competent representation of the educational process in the media and the use of media tools by teachers-translators contributes to the attractiveness of this content and education in general. For a media educator, the skill of filtering information is also very important, which is becoming more important in a world with an overabundance of various materials. Selecting the right sources and the ability to distinguish reliable sources from untested ones are the main skills of a teacher working in the digital media space. With an increase in the amount of information, the value of its competent filtering increases. This is one of the main skills that media education should develop.

In this regard, media education contributes to the formation of a teacher's digital subjectivity, allowing him to effectively use digital technologies in the educational process, adapt to changes in the information space and develop professional skills. The digital subjectivity of a teacher presupposes the ability to analyze digital resources, create educational materials using media formats and communicate effectively in a digital environment.

According to a number of researchers [1; 7], in the near future, the role of the teacher in the digital educational process will expand: an integrator-mediator between the virtual and real world, a network teacher-curator (curator of an online platform), an instructor in Internet navigation, an analyst-corrector of the digital footprint, a web psychologist, a methodologist-architect of digital learning tools, a developer of educational (gaming) environments. These roles will require expanding the range of information and communication technologies that a digital teacher will have to master: electronic identity technologies, speech recognition technologies, virtual reality, augmented reality, the Internet of Things, distributed registry technologies (blockchain), "digital twin" technologies, additive technologies (3D printer). The task of media educators is complicated by the rapid development of artificial intelligence, with which all subjects of educational relations will have to learn to interact.

Thus, the specificity of the teacher's subjectivity in modern conditions is largely determined by the processes of digitalization, the development of neural networks, artificial intelligence, and the rapid complication of the media space. It is characterized by broader opportunities for self-identification and self-presentation of personality, developed skills of digital sociality, competence of interaction and building relationships in a hybrid educational environment. And in this regard, the professional training of a future teacher in a modern university should be seriously focused on the professional trajectories of a "digital teacher" and a "media teacher".

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REFERENCES:

1. Blinov, V.I. Pedagogical concept of digital vocational education and training : monograph / V.I. Blinov, I.S. Sergeev, E.Y. Yesenina, etc. - Moscow : Publishing House "Delo" RANEPA, 2020. - 112 p.

2. Buzhinskaya, N.V. Organization of online interaction of participants in the educational process in a digital educational environment / N.V. Buzhinskaya, E.S. Vaseva, N.V. Shubina // Proceedings of the Volgograd State Pedagogical University. - 2019. - № 8 (141). - Pp. 44-49.

3. Zeer, E.F. Digital generation in the context of forecasting the professional future / E.F. Zeer, N.G. Tserkovnikova, V.S. Tretyakova // Education and Science. - 2021. -Vol. 23, No. 6. - pp. 153-184.

4. Koroleva, N.N. The influence of communication on the Internet on the personal characteristics of users / N.N. Koroleva // Proceedings of the A. I. Herzen Russian State Pedagogical University. - 2004. - Volume 4, No. 9. - pp. 168-179.

5. Krolevetskaya, E.N. The concept of the development of the future teacher's polysubjectivity in the educational environment of the university : dis... Doctors of Pedagogical Sciences / E.N. Krolevetskaya. - Belgorod, 2023. - 524 p.

6. Krolevetskaya, E.N. "Digital teacher" as a trajectory of professional development of a future teacher / E.N. Krolevetskaya // Bulletin of the Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov. Pedagogical and psychological sciences. - 2021. - №46 (65). - Pp. 71-82.

7. Makotrova, G.V. The Internet for a student researcher : studies. manual / G.V. Makotrova, E.N. Krolevetskaya. Belgorod : BelSU Publishing House, 2010. - 184 p.

8. Mammadova, N.M. Man in the era of digitalization: on the verge of real and virtual / N.M. Mammadova // The age of globalization. - 2021. - №3 (39). - Pp. 74-85.

9. Simbirtseva N.A. Media pedagogy as a priority area of modern education / N.A. Simbirtseva // Pedagogical education in Russia. - 2018. - No.5. - pp. 21-27.

10. Fedorov, A.V. Media education of future teachers / A.V. Fedorov. - Taganrog : Kuchma Publishing House, 2005. - 314 p.

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