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media competence - kindergarten


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media competence - kindergarten

  1. 1. New technology and popular culture in KINDERGARTEN Elisabeth Schallhart Austria, University of Innsbruck
  2. 2. family/home – kindergarten <ul><li>children use lots of different media and media products </li></ul><ul><li>children as owners and consumers </li></ul><ul><li>want to speak and work out their experiences </li></ul><ul><li>children will need special skills in future </li></ul><ul><li>… </li></ul><ul><li>only a few media and media products </li></ul><ul><li>media is not included in every day´s work </li></ul><ul><li>sometimes aren´t allowed to bring their experiences into kindergarten </li></ul><ul><li>kindergarten teachers don´t know about popular culture and using new technologies </li></ul><ul><li>… </li></ul>
  3. 3. Learn for Life… <ul><li>Children who attend the kindergarten should learn skills which should be useful for their life. If kindergarten teachers exclude media and media products in their everyday work, they also forget that this is something children should get to know and that this is not what children are used to do at home. Children nowadays are often very competent users of media and get many experiences from new technologies and media products. It could be a good way in kindergarten to get to know childrens interests. If kindergarten teachers would work on the children´s „funds of knowledge“ could help to get the feeling, that these media experiences also are good once. </li></ul>
  4. 4. What media competence means to me: <ul><li>all abilities to handle with media </li></ul><ul><li>process, which is learnt from childhood on </li></ul><ul><li>part of ´life long learning` </li></ul><ul><li>many different systems to define ´media competence` </li></ul>
  5. 5. media competence Stefan Aufenanger, Germany <ul><li>cognitive dimension </li></ul><ul><li>moral Dimension </li></ul><ul><li>social Dimension </li></ul><ul><li>affective Dimension </li></ul><ul><li>aesthetic Dimension </li></ul><ul><li>Dimension of action </li></ul><ul><li>all dimensions should be built up </li></ul>
  6. 6. media competence – 3 parts <ul><li>MC of children Piaget </li></ul><ul><li>MC of kindergarten teachers Bourdieu </li></ul><ul><li>MC of the institution learning organization </li></ul>
  7. 7. media competence – 3 parts: <ul><li>Piaget: The theorie of assimiliation and akkomodation could help us to understand, how important it is to build on the children´s interests, so that experiences become skills. </li></ul><ul><li>Bourdieu: The theorie of „habitus“ tells us, that kindergarten teachers will never get the same media competence as children will get. Less media and technologies, a different way of learning, social differences… are important reasons. Kindergarten teachers should become sensitive for the differences of media competence. </li></ul><ul><li>All three types of media competence are connected and close together. If one part is disregarded, the other parts cannot be formed as they should. </li></ul>
  8. 8. kindergartenproject <ul><li>What I did: </li></ul><ul><li>qualitative research </li></ul><ul><li>3 kindergarten teachers were included </li></ul><ul><li>prepared lesson (about favourite TV shows) + 14 days for free play </li></ul><ul><li>interviews </li></ul><ul><li>discussion on atlas.ti </li></ul>
  9. 9. To find out… <ul><li>if kindergarten teachers got a sense what media is and how important they are in children´s life </li></ul><ul><li>if kindergarten teachers became interested using new technologies, integrate popular culture </li></ul><ul><li>if there is a way to improve the kindergarten teacher´s media competence </li></ul>
  10. 10. … my impression <ul><li>children loved to play with the television and speak about their favourite shows </li></ul><ul><li>each child had experiences with television, everybody was included </li></ul><ul><li>need to work together with home/parents </li></ul><ul><li>need for new paedagogy (teacher – student – system) </li></ul><ul><li>got interested, but couldn´t improve their knowledge about media </li></ul>
  11. 11. improve mc of kindergarten teachers <ul><li>mc and methods, how to teach </li></ul><ul><li>for kindergarten teachers at work – building on their skills and improve for educational work </li></ul><ul><li>cognitive apprenticeship – part of constructive learning - knowledge in use </li></ul>