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interessante per la parte su Gamification

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interessante per la parte su Gamification

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Vol. 13 No. 2 (2022): MEDIA EDUCATION - Studi, ricerche e buone pratiche

Julio-César Mateus ,

Tessa Jolls ,

Daniel Chapell ,

Sara Guzman

more info

Julio-César Mateus
Universidad de Lima

Tessa Jolls
Center for Media Literacy

Sara Guzman
Medios Claros

media education ,

media literacy ,

educommunication ,

Core Concepts ,

Peru

Abstract

This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru. To understand the study's results in this 10-year comparison, the context surrounding the study is examined, including Peru's approach to national standards and curriculum and the Center for Media Literacy's frameworks for media literacy. Although technology, especially social media, advanced dramatically during this 10-year period, students continued to demonstrate that they doubt the media. However, the paradigm that has prevailed in Peru has been to provide technology to schools instead of promoting media literacy in the curriculum or in teacher training, ignoring Latin American tradition of educommunication. After initial promising results for students' understanding Core Concepts of media literacy, later results in 2019 show that these Concepts were not retained, nor was teacher training reinforced. The combination of more teacher training and incorporating media literacy into the national curriculum can be powerful drivers for introducing media literacy into the education system of Peru. This article, based on survey results from three Lima-based private schools, contends its importance and urgence, over all in the context of global Covid-19, which has forced school lockdowns for almost two years, increasing Peruvian children's exposure and interaction with media.

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Media Literacy in Peru: Reflections and comparisons on a 10-year journey

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Vol. 13 No. 2 (2022): MEDIA EDUCATION - Studi, ricerche e buone pratiche Julio-César Mateus , Tessa Jolls , Daniel Chapell , Sara Guzman more info Julio-César Mateus Universidad de Lima Tessa Jolls Center for Media Literacy Sara Guzman Medios Claros media education , media literacy , educommunication , Core Concepts , Peru This paper compares the results of a media literacy test taken in 2009 and 2019 at three schools in Lima, Peru.

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Abstract

What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations.

Autovalutazione e automiglioramento come sviluppo inclusivo della scuola

Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un'istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l'educazione inclusiva secondo l'approccio dei Disability Studies; l'autonomia e la leadership per l'inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall' Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.

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Self-assessment and self-improvement as inclusive school development

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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive?