DEVELOPING A CHILD'S AUTHENTIC LEARNING EXPERIENCE THROUGH MEDIA: TEACHERS' APPROACH

Authors

  • Rasa Braslauskienė Klaipėda University
  • Reda Jacynė Klaipėda University
  • Rosita Vaičiulė Klaipėda University

DOI:

https://doi.org/10.17770/sie2021vol2.6219

Keywords:

authentic learning experience, experiential education, media

Abstract

The article analyses the development of an authentic experience for primary school students as a result of experiential learning. Possibilities of developing children’s authentic experience through media are discussed, as the ability to find, perceive and critically assess and use information and media content, as well as to express oneself, are one of the most important human abilities in the 21st century. The article presents a qualitative research of the attitudes of primary education teachers about the development of a child’s authentic experience by using media. The following research revealed that the method of accumulating authentic experience has a positive effect on students’ learning motivation, allows to develop critical, creative thinking, constructs a real connection with teaching materials and practice, enables students to operate actively, independently, and be responsible for their own learning. The research highlighted the advantages and disadvantages of developing an authentic learning experience through media.

 

Downloads

Download data is not yet available.

Author Biographies

  • Rasa Braslauskienė, Klaipėda University
    prof.dr.,Klaipeda University Department of Pedagogy
  • Reda Jacynė, Klaipėda University
    Assoc.prof.dr., Klaipeda University Department of Pedagogy
  • Rosita Vaičiulė, Klaipėda University
    dr., Klaipeda University Department of Philosophy, Art History and Communication

References

Anderson D., Hartwig, E. A. (2016). Authentic Assessment: A Critical Tool for Early Childhood Educators. New York Early Childhood Professional Development Institute. Retrieved from: https://earlychildhoodny.org/blog/authentic-assessment-a-critical-tool-for-early-childhood-educators/

Bitinas, B. (2013). Rinktiniai edukologinai raštai. 2 T. Vilnius: Edukologija.

Braslauskienė, R., Norvilienė, A., Šmitienė, G., Vismantienė, R. (2018). Patirtinis ugdymas(is) vaikystėje: šiuolaikinės medijos ir informacinių komunikacinių technologijų galimybės. Klaipėda: Klaipėdos universiteto leidykla.

Breunig, M. (2005). Turning Experiential Education and Critical Pedagogy Theory into Praxis. Journal of Experiential Education, Vol. 28, No. 2, 106–122.

Buckingham, D. (2000). The Making of Citizens: Young People, News and Politics. London: Routledge.

Carlson, A. (2002). Authentic learning: What does it really mean? Western Washington University. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042814046308/pdf?md5=bfe9b00e1b37670ce9cc556f466eb528&pid=1-s2.0-S1877042814046308-main.pdf

European Agency for Special Needs and Inclusive Education (2014). Inclusive Education in Europe: Putting Theory Into practice. International Conference. First Results. Retrieved from: https://www.european-agency.org/sites/default/files/International%20Conference-%20First%20resultst_0.pdf

French, G. (2007). The Framework for Early Learning: a Background Paper:Children's Early Learning and Development Executive Summary. Technological University Dublin. Retrieved from: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1011&context=aaschsslrep

Gaučaitė, R., Kazlauskienė, A., Masiliauskienė, E. ir kt. (2012). Mokymosi mokytis strategijos. Autentiškas mokymasis: būdai, aplinkos, šaltiniai, metodai. Šiauliai: Šiaulių universiteto leidykla.

Global Challenge Insight Report, (2016). The Future of Jobs Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. World Econimic Forum. Retrieved from: http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

Grizzle, A. (2011). Media & Information Literacy: The UNESCO Perspective. In School 2.0. A global perspective. The Journal of Media Literacy. Vol. 57, p. 1-2.

Indrašienė, V., Matonytė, A., Penkauskienė, D. ir Suboč, V. (2010). Kritinio mąstymo ugdymo principų integravimas į Lietuvos bendrojo ugdymo sistemą. Šiuolaikinių didaktikų centras.

Iucua, R. B., Marina, E. (2014). Authentic Learning in Adult Education. Social and Behavioral Sciences. Vol. 142, p. 410 – 415. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042814046308/pdf?md5=bfe9b00e1b37670ce9cc556f466eb528&pid=1-s2.0-S1877042814046308-main.pdf

Jančiauskaitė, R. (2016). Medijų informacinio raštingumo teikiamos galimybės geresniam užsienio kalbų mokymuisi. Mokinių mokymosi gerinimas: į pagalbą mokytojui. Metodinė priemonė (red. J. Navickaitė). Vilnius: Ugdymo plėtotės centras.

Jonassen, D., Howland, J., Marra, R.M., Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc. Retrieved from: https://www.pearson.com/us/higher-education/product/Jonassen-Meaningful-Learning-with-Technology-3rd-Edition/9780132393959.html

Mims, C. (2003). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal, 6 (1). Retrieved from: https://www.researchgate.net/publication/228395999_Authentic_Learning_A_practical_introduction_and_guide_for_implementation

Monkevičienė, O., Sakadolskis, E. A., Bruzgelevičienė, R., Jakavonytė-Staškuvienė, D., Salienė, V., Toleikytė, N., Zaleskienė, I., (2014). Ugdymo paradigmų iššūkiai didaktikai: kolektyvinė monografija. Vilnius: Lietuvos edukologijos universiteto leidykla.

Moon, J. A. (2005). A Handbook of Reflective and Experiential Learning. Theory and Practice. Taylor & Francis e-Library. Retrieved from: http://perpustakaandeajulia.weebly.com/uploads/1/8/2/6/18261275/a_handbook_of_reflective_and_experiential_learning_-_theory_and_practice.pdf

Petty, G. (2006). Šiuolaikinis mokymas. Praktinis vadovas. Vilnius: Tyto alba.

Schwab, K. (2016). The Fourth Industrial Revolution: what it means, how to respond. World Economic Forum. Retrieved from: https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/

Šupšáková, B. (2016). Media Education of Children and Youth as a Path to Media Literacy. Communication Today, Vol. 7, No. 1. Retrieved from: https://www.communicationtoday.sk/download/12016/SUPSAKOVA-%25E2%2580%2593-CT-1-2016.pdf

Vaščenkienė, O. (2012). Šiuolaikinio mokymosi apibrėžimas. Kompetencijų ugdymas:metodinė knyga mokytojui. Retrieved from: https://sodas.ugdome.lt/metodiniai-dokumentai/perziura/3402

Vosniadou, S. (2011). How children learn. International Academy of Education. International Bureau of Education. Retrieved from: http://www.ibe.unesco.org/sites/default/files/resources/edu-practices_07_eng.pdf

Voukelatou, G., (2019). The Contribution of Experiential Learning to the Development of Cognitive and Social Skills in Secondary Education: A Case Study. Education Sciences. No. 9(2), 127.

Warren, J., Hof, K., McGriff, D., Morris, L. (2012). Five Experiential Learning Activities in Addictions Education. Journal of Creativity in Mental Health. No. 7(3), 272–288.

Žydžiūnaitė, V., Sabaliauskas, S. (2017). Kokybiniai tyrimai: principai ir metodai. Vilnius: Vaga.

Downloads

Published

2021-05-28

How to Cite

Braslauskienė, R., Jacynė, R., & Vaičiulė, R. (2021). DEVELOPING A CHILD’S AUTHENTIC LEARNING EXPERIENCE THROUGH MEDIA: TEACHERS’ APPROACH. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 96-112. https://doi.org/10.17770/sie2021vol2.6219