Game creation to promote media and information literacy (MIL) skills in basic education teachers
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Data
2020
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Editora
Edições Universitárias Lusófonas
Resumo
No âmbito do GamiLearning (2015-2018), um projeto de investigação-ação com o objetivo de promover as dimensões crítica e participativa da Literacia Mediática e Informacional (MIL), através de experiências colaborativas com jogos digitais, foi desenvolvido um workshop para professores do Ensino Básico em Portugal. O workshop tinha como principal objetivo desenvolver competências em MIL, através da criação colaborativa de jogos digitais. Para documentar esta prática, foi desenvolvido um questionário para autoavaliação pelos professores dos seus níveis de literacia mediática, da sua motivação para integrarem a formação, das suas atitudes sobre os videojogos, e da sua posição sobre a educação para os media no contexto formal de ensino. Um grupo de 21 professores do Ensino Básico completou a formação presencial, suportada por uma plataforma colaborativa online – o SAPO Campus. Os resultados quantitativos demonstram aumentos estatisticamente significativos (p < .05) na auto-perceção de competências de literacia mediática dos professores, sobretudo na criação de media e gestão das identidades digitais. Os resultados qualitativos enquadram uma reflexão dos professores sobre a relevância da criação de media digitais na motivação dos estudantes e na promoção da MIL. As barreiras à adoção de práticas pedagógicas que incluem a criação de media foram também alvo da reflexão dos professores.
Within the scope of GamiLearning (2015-2018), an action-research project with the aim of promoting the critical and participative dimensions of Media and Information Literacy (MIL) through collaborative experiences involving digital games, a workshop was conducted with Basic Education teachers in Portugal. The main goal of the workshop was to develop MIL skills, through the collaborative creation of digital games. To document this practice, a questionnaire was designed for teachers’ self-evaluation of their levels of MIL, their motivation to integrate the training activity, their attitudes towards videogames and their position on media education in the formal teaching context. A group of 21 Basic Education teachers attended the face-to-face training, supported by an online collaborative platform – SAPO Campus. The quantitative results showed statistically significant increases (p < .05) in the self-perception of the teachers’ media literacy skills, especially in media creation and digital identity management. The qualitative results frame a reflection on the relevance of creating digital media in students’ motivation and in the promotion of media literacy competences. The barriers to the adoption of pedagogical practices which include media creation were also object of teachers’ reflection.
Within the scope of GamiLearning (2015-2018), an action-research project with the aim of promoting the critical and participative dimensions of Media and Information Literacy (MIL) through collaborative experiences involving digital games, a workshop was conducted with Basic Education teachers in Portugal. The main goal of the workshop was to develop MIL skills, through the collaborative creation of digital games. To document this practice, a questionnaire was designed for teachers’ self-evaluation of their levels of MIL, their motivation to integrate the training activity, their attitudes towards videogames and their position on media education in the formal teaching context. A group of 21 Basic Education teachers attended the face-to-face training, supported by an online collaborative platform – SAPO Campus. The quantitative results showed statistically significant increases (p < .05) in the self-perception of the teachers’ media literacy skills, especially in media creation and digital identity management. The qualitative results frame a reflection on the relevance of creating digital media in students’ motivation and in the promotion of media literacy competences. The barriers to the adoption of pedagogical practices which include media creation were also object of teachers’ reflection.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, LITERACIA, LUDOLOGIA, APRENDIZAGEM, JOGOS DE COMPUTADOR, PROFESSORES, EDUCATION, LITERACY, LUDOLOGY, LEARNING, COMPUTER GAMES, TEACHERS
Citação
Sousa , C P G E & Costa , C 2020 , ' Game creation to promote media and information literacy (MIL) skills in basic education teachers ' , Revista Lusófona de Educação .