PRÁGER, Libor and Václav ŘEŘICHA. The Gap of Misunderstanding (Learning in literacy-based school and social media environment). Hradec Králové Journal of Anglophone Studies. Hradec Králové, 2018, roč. 5, No 1, p. 127-136. ISSN 2336-3347.
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Basic information
Original name The Gap of Misunderstanding (Learning in literacy-based school and social media environment)
Authors PRÁGER, Libor (203 Czech Republic, guarantor, belonging to the institution) and Václav ŘEŘICHA (203 Czech Republic).
Edition Hradec Králové Journal of Anglophone Studies, Hradec Králové, 2018, 2336-3347.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
WWW URL
RIV identification code RIV/47813059:19240/18:A0000355
Organization unit Faculty of Philosophy and Science in Opava
Keywords in English Marshall McLuhan; learning; digital environment; social media; PIRLS; TIMSS; PISA; millenials; generation "What"; motivation; performance measurement
Tags Reviewed
Changed by Changed by: doc. PhDr. Michaela Weiss, Ph.D., učo 48912. Changed: 2/4/2019 11:31.
Abstract
In today's school, the gap of misunderstanding between teachers and students is widening. Teachers criticize students and students complain that school fails to involve them, for students school is no longer a major center of learning. This change was anticipated by McLuhan in his essay The Future of Education in 1967. He had hypothesized that the new media synonymous with the new technologies were changing the perception of young students from visual to auditory impacting their cognitive abilities and consequently, the ways they learn. This article is an attempt to document and analyze the present misunderstanding between teachers and young students with McLuhan´s media theory. The introductory chapters interpret the recent surveys quantifying the misunderstanding. They provide, among others, an experienced teachers’ comparison of the conduct of students at the beginning of their teaching career with the current generation of pupils with regard to their class behaviour, reading and writing skills, and general cognitive skills. The closing chapters examine the effects of the environment of social media that change the cognitive abilities and consequently the ways of learning of contemporary students. The involving instantaneous social interaction and its effects are considered on the background of teaching in the literacy-based contemporary school.
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