Media Literacy in Secondary Schools
A State of Affairs in
Flanders and the
Brussels Capital
Region
Katie Goeman
Bram Pynoo
Factsheet
MICTIVO
Monitor for ICT integration in Flemish education
Researchers
Promoters
Bram Pynoo, Stephanie Kerckaert
Jan Elen, Katie Goeman & Johan van Braak
Type of research Policy preparation & follow-up research
Commissioned
Department of Education, Flemish Ministry of Education and
by
Training
Duration
April 2012 – October 2013
Main objective
Mapping ICT integration and its determinants at the system level
Target
population
Actors
Method
Primary, secondary & basic education
Pupils, teachers and principals
Online survey research, representative sampling of schools
Reports
www.mictivo.be
Evers et al. (2009), Pynoo et al. (2013)
COMPONENT
Indicator
Principal
Teacher
Pupil
1. ICT infrastructure and ICT policy
Hardware
Software
ICT policy
Professional development
x
x
x
x
x
x
x
x
-
x
x
-
x
x
x
x
x
x
x
x
x
x
-
x
x
x
x
x
x
-
2. ICT competencies
Computer attitudes
Pedagogic-didactic competencies of teachers
ICT competencies of pupils
Computer experience
Media literacy
3. ICT use at the micro level
General use (T)
General use (P)
Social media
Digital games
4. ICT perceptions, concerning:
Importance of ICT for education
The effects of ICT use
ICT infrastructure
ICT continuing education
x
x
x
x
x
x
x
x
x
-
Definition
MEDIA LITERACY
The unity of knowledge, skills and
attitudes necessary for citizens to live
consciously and critically in a complex,
changing and mediatised society. It is
the ability to use the media actively
and creatively in a manner that is
directed at social participation (Concept
paper media literacy, 2012).
Focus on ICT and internet use (see
Van Deursen & Van Dijk, 2009; van
den Berg, Jager & Gillebaard, 2010)
… to what extent students and teachers
employ print, audiovisual and
computer-based media in an active
way, to what degree are they able to
gauge opportunities and risks and to
reflect about how media influence their
actions…
Measurement (SOCIAL) MEDIA USE
❖
Media use (never to a couple of times/day)


❖
passive (14 items): pupils do not create any content – reading a
newspaper, following twitter messages, listening to radio, etc.
active (11 items): pupil create or edit content – making pictures, wite
an article, create a video, write a post, etc.
Motives for media use (teachers)

motivation – support – class discussion – entertainment – other
Measurement MEDIA LITERACY
❖
Attitude: chat, internet/discussion forum
(2 items, totally disagree > totally agree)
❖
Knowledge: password, advertising, viruses, references
(7 items, totally disagree > totally agree)
❖
Skills : information and strategical skills (5 items) &
responsible internet use (3 items)
Study I (80%)
Headmasters
Study 2 (10%)
+ Teachers
Data collection
Study 3 (10%)
+ Pupils
STRATIFIED
SAMPLING
(20% of the total
population of schools or
school groups )
Response rates
MICTIVO 1
MICTIVO 2
Schools (N)
190
217
Headmasters
155
217
Teachers
377
1377
Pupils (1st > 7th year)
1311
2534
Respondents (N)
1843
4128
Hardware@school
Ratio PC/100 pupils
Ratio PC/100 pupils
(PC <4 years old)
56,5
33
The European benchmark of 1
computer per 4 pupils is reached.
A relatively high proportion of the
computers is old: 1/2 in special
and 1/3 in regular secondary
education.
On average 6.7 interactive
whiteboards – in 5 years time from
0% to 40%.
28% of the secondary schools
possess tablet PCs.
Social media use TEACHERS (in %)
How frequent do you employ social media to…
Missing
1
2
3
4
5
6
7
8
Let pupils look up information.
3.3
61.8
25.7
6.5
1.7
0.7
0.2
0.1
7.8
Let pupils cooperate with fellow pupils of one’s own
school.
3.0
75.0
15.4
4.2
1.7
0.5
0.2
0.0
5.5
Let pupils cooperate with pupils of another school.
1.7
92.5
4.1
1.1
0.5
0.5
0.0
0.0
1.8
Have pupils of one’s own school chatting or posting
about an assignment or learning content.
2.5
82.9
9.8
3.4
1.2
0.2
0.1
0.0
3.2
Have pupils chatting or posting about an assignment
or learning content with pupils of another school.
2.6
84.0
9.3
2.7
1.0
0.2
0.2
0.0
2.8
To communicate with pupils.
1.7
76.7
12.0
5.8
2.8
0.7
0.3
0.0
2.3
To support pupils with a disability.
1.2
85.3
8.2
3.1
1.2
0.5
0.4
0.0
1.2
1.8
77.6
13.7
4.3
1.5
0.8
0.3
0.1
2.5
1.7
78.0
11.8
5.1
2.1
0.8
0.5
0.0
1.6
Let pupils test their knowledge.
1.4
89.6
6.1
1.9
0.7
0.1
0.2
0.0
1.2
Monitor pupuls’ performance.
1.8
81.0
6.7
5.2
3.1
1.2
0.8
0.1
1.8
Let pupils process new learning content
independently.
Let pupils make exercises.
1 = never, 2 = a couple of times/year, 3 = one or more times/month, 4 = weekly, 5 = a couple of times/week, 6 = daily, 7 = a couple of times/day
8 = within a particular project
Social media use PUPILS
AVERAGE
1 (never) > 7 (a couple of times/day)
USE DIFFERENCES
according to gender
USE DIFFERENCES
according to year of schooling
2,7
girls > boys (!)
6th year > 1st – 3rd year, 5th year
5th year > 1st year
4th year >1st and 2nd year
Passive
Active
Look at slides or photos
82.3%
Make a photo
35.9%
Read a newspaper
73.0%
Write an article for a
newspaper
26.3%
Watch a movie
75.8%
Edit a photo
26,3%
Watch a documentary
69.4%
Create a video
17.8%
Read a magazine
74.5%
Write a letter for a
newspaper or a magazine
11.8%
Media use type
TOP 5
Main objective
Newspaper
Illustration
Magazine
Illustration
Documentary
Illustration
Film
Illustration
Letter
Illustration
Radio
Illustration
TV journal
Illustration
Blog
Slides or photos
Games
Motivation of pupils
Illustration
Motivation of pupils
Animation
Illustration
Reclame
Illustration
Video clips
Motivation of pupils
Soaps
Illustration
Twitter
Motivation of pupils
within teacher group:
single factor selected
Search
Media literacy
Privacy / Higherorder
Skills
(2 factors)
SCALE ANALYSIS PUPILS
(EFA > CFA & Cronbach’s alpha)
Media
literacy
Knowledge and attitude
(1 factor)
Regular
Special
AVERAGE
1 (totally disagree) > 6 (totally agree)
3.6
3.6
K & A DIFFERENCES
according to gender
men > women n.s.
K & A DIFFERENCES
according to age
n.s.
K & A DIFFERENCES
according to year of schooling
n.s.
n/a
K & A DIFFERENCES
according to education type
BSO > ASO
n/a
Knowledge and
attitudes
TEACHERS
Regular
Special
AVERAGE
1 (never) > 7 (a couple of times/day)
2.4
1.9
K & A DIFFERENCES
according to gender
men > women n.s.
K & A DIFFERENCES
according to age
n.s.
K & A DIFFERENCES
according to year of schooling
n.s.
n/a
K & A DIFFERENCES
according to education type
TSO > ASO
n/a
Search skills
TEACHERS
Regular
Special
AVERAGE
1 (never) > 7 (a couple of times/day)
2.2
2.3
K & A DIFFERENCES
according to gender
men > women n.s.
K & A DIFFERENCES
according to age
n.s.
K & A DIFFERENCES
according to year of schooling
n.s.
K & A DIFFERENCES
according to education type
BSO > TSO >
n/a
ASO
Higher-order skills
TEACHERS
n/a
AVERAGE
1 (never) > 5 (always)
4.7
K & A DIFFERENCES
according to gender
girls > boys
K & A DIFFERENCES
according to year of schooling
lowest scores in 2nd grade
Knowledge and
attitudes
PUPILS
AVERAGE
1 (never) > 5 (always)
2,7
SKILL DIFFERENCES
according to gender
n.s.
SKILL DIFFERENCES
according to year of schooling
6th year > 1st, 2nd, 3rd, 4th year
5th year > 2nd, 4th year
Search skills
PUPILS
Conclusions
❖
Traditional versus new media use
❖
Time for action!

hardware

professional development

structural changes

teacher education
More information
www.mictivo.be
Katie Goeman Lecturer, researcher and project leader for educational
innovation
[email protected]
Bram Pynoo project manager didactics and ICT ENW AUGent
[email protected]