Volume 03 Issue 10-2023
155
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
In this work, the concept of media competence of pedagogues and the scientific theoretical basis of its
development are discussed.
K
EYWORDS
Media, media literacy, digital technologies, media competence, education.
I
NTRODUCTION
Media competence of future pedagogues in higher
education institutions is the ability to work
purposefully
with
information
in
their
professional activities, to use digital technologies
to convey information to the audience, and to
obtain results.
As a result of the rapid development of digital
technologies, the term "media" appeared. The
term "media" is derived from the Latin language
(from the word media, medium) and means a
guide, an intermediary [1]
Media is a correct and circular communicative
communication system in society, it is a space that
creates temporary interaction with people,
interests them, and distracts them [2].
Media education - helps to understand the basic
laws, helps to learn the language of media
information in simple directions, contributes to
the growth and development of students' artistic
Journal
Website:
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Copyright:
Original
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may be used under the
terms of the creative
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attributes
4.0 licence.
Research Article
THE CONCEPT OF STUDENTS' MEDIA COMPETENCE AND THE
SCIENTIFIC BASIS OF ITS DEVELOPMENT
Submission Date:
October 07, 2023,
Accepted Date:
October 12, 2023,
Published Date:
October 17, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-10-25
Pardayev Asror Ikromovich
Finland Pedagogical Institute Of Uzbekistan
Volume 03 Issue 10-2023
156
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
potential, reception, study and competent
analysis of media texts. represents the
educational process aimed at forming skills [1].
Media education teaches individuals to interpret
and create messages and select increasingly
appropriate media for communication. Media
education allows people to exercise their right to
information, which not only helps their personal
growth, but also increases their social (life)
participation and interactivity. In this sense,
media education prepares for democratic
citizenship and political understanding. It is
necessary to develop media education as a part of
the concept of education throughout a person's
life.
Based on the above, the introduction of media
education into the process of professional
development will consist of increasing the levels
of media competence and media literacy of
pedagogical personnel.
The media competence of a teacher is
multifaceted and is based on the improvement of
pedagogical skills. This is not an old theory, but
the level of competence should be aimed at a
person's lifelong learning and the ability to
interpret media information.
Western media pedagogues interpret the concept
of "media literacy" (media literasu) as follows:
"Media Literacy" helps the pedagogue's
communication with the audience to look at the
media with a critical point of view to the students
and to understand the content of the media in
their lives. A media-literate student explains that
he should have a critical and analytical approach
to evaluating media texts, a critical distance in
relation to mass culture, and resistance to
manipulation [2].
"Media literacy" is the ability to interpret/analyze
and create media texts.
"Media literacy" is the ability to receive, analyze,
evaluate and transmit information in various
forms.
"Media literacy" is the process of preparing a
media literate person to perceive, create, analyze
and evaluate media texts by understanding the
social-cultural and political context of the media
operating in coded and representational systems
in the modern world.
The main features of media competence in media
education are as follows:
according to the motivational indicator of media
competence: broad genre, thematic, emotional,
geoseological,
hedonistic,
intellectual,
psychological, creative, moral, aesthetic motives
with mass media and media texts;
according to the attitude indicator: frequent
contacts with various mass media and media
texts;
for the information indicator: to know most basic
terms, mass media and media education theories,
specific features of the media language, genre
conventions, the main evidence of the history of
the development of the mass media, the work of
mass media workers, etc.;
Volume 03 Issue 10-2023
157
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
on the perceptive indicator: identification with
the author of the media text while maintaining the
main components of "primary" and "secondary"
identification (except for the simplified
identification of reality with the content of the
media text): that is, the ability to correlate with
the author's position , in particular, to make it
possible to predict the media-event process;
on the interpretive/evaluative (analytical)
indicator: the ability to critically analyze the
process of media activity in society, taking into
account various factors based on highly
developed critical thinking;
according to the indicator of practical activity:
practical skills of independent selection,
creation/distribution of media texts of various
genres and genres, skills of active self-education
in mass media;
according to the creative indicator: a vivid
expression of creativity in various types of
activities related to mass media (perceptual,
game, artistic, research, etc.).
In some studies, media competence is considered
as a synonym of media literacy.
The concept of media competence (media
somretense) is considered a new term entering
education, and it includes the meanings of being
able to transmit and evaluate media information
in various forms, learn, convey.
In foreign pedagogy, the term media competence
(German: Mediyenkomretenz, English: media
somretense, etc.) is already actively used.
In Germany, media competence means
competent, independent, creative and socially
responsible attitude towards the media.
"Media
competence"
is
the
interaction
(cooperation) with the information community,
embodied as an integral part of a person's media
culture, which includes valuable, technological
and personal-creative components and leads to
the development of subjects of interaction
(cooperation). ) is understood as a dialogue
method [2].
In general, "media competence" is understood as
an integrative quality that is manifested in the
readiness to analyze the complex processes of
media activity in society, the selection, use,
critical analysis, evaluation, creation and
transmission of media text in different forms and
genres.
Media competence is considered an important
component of the process of self-renewal of
pedagogic personnel and depends on the targeted
activity of the subjects of the educational process.
The following characteristics are characteristic of
a person with a high level of media competence:
striving to obtain new information;
striving for personal competence in various
spheres of life and the world of media culture;
searching for necessary scientific materials for
mastering new knowledge;
to be in constant communication with media
products;
Volume 03 Issue 10-2023
158
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
to have the ability to independently create and
distribute media texts (independently or together
with a group) in the media world;
to be able to carry out bright activities related to
the media (playful, artistic, research, etc.).
So, the general pedagogical principles of
personnel training for digitization of education
can be given as follows:
- the invariance of the basic training in relation to
the professional direction, its orientation to
information, communication, general cultural
aspects, compatibility with the current level of
development of the information society;
- specialization of the training of pedagogic
personnel, i.e. orientation to the introduction of
the possibilities of digital technologies in a
specific subject;
-differentiation of training of pedagogic
personnel, orientation to his personal advantage,
professional needs and characteristics.
In order to implement the principles of
professional and specialized training of
pedagogues and differentiated approach in
practice, the following should be reflected in the
development of the curriculum structure:
- the state of the process of digitalization of
society in educational programs;
- theoretical foundations of digitalization of
education;
- the main organizers of the activities of the
pedagogical staff on the use of digital technologies
in a specific subject in educational programs;
- methodological support of independent
educational activities.
Digital technologies are technologies that
"digitize" information, that is, it is presented in a
universal digital form. In this, we can include
technologies that allow digital technologies to
create, store and distribute information.
Digital technology tools facilitate and enrich the
perception of indirect learning.
In the educational process, digital technology
tools can be used to show media materials or
process them technologically in order to form the
teacher's media competence. Digital technology
tools are used in the process of semantic,
pedagogical and methodological processing of
media texts, in the process of their analysis and
creation. As a result, digital technology tools are a
means of creating and analyzing media text,
which makes it possible to highlight the following
types of them: 1) software; 2) educational
environment; 3) media techniques. Thus, the use
of digital technologies helps to form the media
competence of a teacher of professional
education
Currently, the teaching of subjects using digital
technologies is gaining importance. Educators
use the computer not only to prepare methodical
materials for the lesson, but also to use the
necessary computer programs in teaching the
subject, using it as a tool for individual work with
Volume 03 Issue 10-2023
159
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
students. The convenience of the interface
included in computer software tools provides an
opportunity for pedagogues to effectively master
modern information technologies. Thus, the
possibilities of digital technologies can be
effectively used in the development of
personalized education and in the formation of
creative abilities of students.
Another important aspect of the reasonable use of
digital technologies in the educational process is
the creation of a computer model of real
processes and experiments. Computer-assisted
data processing, modeling, and display of results
often replaces the need for expensive
experimental equipment, in some cases (atomic
and
quantum
physics,
semiconductors,
chemistry,
biology,
astronomy,
medicine
modeling of processes related to such sciences) is
considered the only way to demonstrate these
processes.
Digital technologies are new, such as teaching
phenomena and processes in the micro- and
macroworld, complex devices, biological systems
based on the use of computer graphics and
modeling, presenting physical, astronomical,
chemical, biological processes that occur at a very
high or low speed in a convenient time scale.
helps to solve didactic problems.
Therefore, one of the promising directions of
introduction of digital technologies in education
is computer modeling of events and processes.
Computer models are a great help to harmonize
the content of the traditional lesson and for the
teacher to display many effects on the computer
screen, to organize new, non-traditional
educational activities for students.
In the conditions of digitization of education, at
the modern stage of the application of digital
technologies, needs arise that cannot be satisfied
not only by traditional educational technologies,
but also by electronic education.
As the main components of the process of
transition to digital technologies, modern
technologies that implement work with
governments, namely mobile social networks,
cloud technologies. sensor networks, the Internet
of Things, and artificial intelligence technologies
can be cited as examples.
The above-mentioned technologies together
allow to create "smart" objects and processes
(smart state, smart house, smart city, healthcare,
transport and entrepreneurship).
Digital technologies are manifested in the
following systemic changes:
implementation of virtualization processes in
education:
The emergence of the Internet of Things and
distance learning:
blockchain technologies and various processes
carried out by means of it;
As a result of the analysis of the theory of the
introduction of digital technologies into
pedagogical educational processes, the creation
of a comprehensive pedagogical system of
digitalization of the processes of training and
Volume 03 Issue 10-2023
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International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
155-160
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
improving the qualifications of pedagogical
personnel is based as a necessary condition for
the improvement of professional activity. In order
to meet such needs, the training of personnel with
highly developed media competence in the
educational system has become the demand of
the time.
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