Short educational ICT-interventions increase knowledge and behaviour in media literacy

Bergamin, Per and Werlen, Egon (2014) Short educational ICT-interventions increase knowledge and behaviour in media literacy. In: 10th Annual BESA Conference 2014, 26th - 247th June 2014, Glasgow, Great Britain.

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Media literacy is a critical issue when learning within technology enhanced learning environments (Buckingham, 2013; Hobbs & Jensen, 2009; Simon, Kosnik, Rowsell, & Williamson, 2013). It is still debated controversial how to integrate it in curricula. Within our research we have noticed, that also short interventions, if they are interesting enough for learners, have positive effects on their media literacy. In this context we have evaluated the media courses offered to secondary students by a Swiss telecom provider to improve their media skills. Five modules teaching about “The fascination of digital media”, “Law on the Internet”, “Social Networks”, Surfing safely”, and “Cyber mobbing” were investigated. Each module consists of 45 minutes teaching by an external specialist. To measure media literacy we used three factors of the competence model of (Gnahs, 2010): Knowledge, Motivation (Interest) and Skills. The objective of the survey was to measure the efficacy of these short interventions and to observe if knowledge and desired behaviour is still elevated after one month. A questionnaire was built up, testing some crucial knowledge of the content and skills that where of fife modules and to measure the above mentioned factors. The course group (n=175) and the control group (n=284) filled in the questionnaire at two points of measurement (before and a month after the media courses). The students are from 31 classes in 16 school of fife Swiss Cantons. The mean age is about 14 years. In the course group 55% are males, in the control group 47%. We calculated indexes for each module and a general index. The general index increased significantly in the course group compared to the control group. The effect can be estimated as moderate. The values of the single modules increased also in a moderate range with the exception of the module “Law on the Internet” with a high effect. Another interesting outcome is, that students with a low index before the course got the highest increase. Gender and grade showed no influence on the results. This evaluation shows, that it is possible to improve media skill s of secondary school students also with short educational interventions. That is an amazing and promising result. A repetition of the one-month effects and an evaluation of the long - term effects of the media courses over four to six months are under progress.

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