The Technology of Media Culture usage in the Educational Environment: Development of Creative Self-Actualization
Elena Petrovna Olesina1, Tatyana Valentinovna Gorodilina2
1Elena Petrovna Olesina, Federal State Budget Scientific Institution “Institute of Art Education and Cultural Studies of the Russian Academy of Education”, Moscow, Russia.
2Tatyana Valentinovna Gorodilina, Secondary School 1253, Moscow, Russia.
Manuscript received on 11 August 2019 | Revised Manuscript received on 18 August 2019 | Manuscript published on 30 August 2019 | PP: 2819-2826 | Volume-8 Issue-10, August 2019 | Retrieval Number: J95980881019/2019©BEIESP | DOI: 10.35940/ijitee.J9598.0881019
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The article looks at the experience of building a media environment at school as a system of self-education and self-development for modern teenagers. The authors present a model of development of teenagers’ creative self-actualization in the media educational environment, the technology of media culture use in the educational environment and an original diagnostic methodology for determination of the degree of development of school students’ creative self-actualization based on assessment of independent work carried out by teenagers (media projects creation) taking into account emotional and semantic visualization of information and the symbolism of associative-semantic connections to evaluate the quality of the conducted work. As a result of the performed experiment, the authors identified personal characteristics shown by school students in the course of their work on media projects and developed a typology of dominant activities that includes four types of individual characteristics observed in school students: analytical, informational, proactive and synthetic types. Based on this typology the authors have determined the relevance and necessity for differentiation of work with teenagers of different ages in various forms of media educational environment and development of their individual educational paths. Correspondingly, a four-stage mechanism of introduction of a teenager into a media educational environment has been suggested providing for the integration of art into the educational environment. The article presents the results of a pilot project that was carried out in state budgetary educational institutions located in Moscow: School no. 1253, School no. 171, School no. 89 and in the children’s creative center Trubetskoy Estate in Khamovniki. The article is intended for scientists, teachers, pedagogues and methodological experts who deal with the issues of media education.
Index Terms: Media Education, Activity Development, Personal Competencies, Value-Semantic Regulation, Sense-Generating Function of Motive, Personal Meaning.
Scope of the Article: Recent Trends & Developments in Computer Networks