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• W2212383007 abstract "This paper aims to make a contribution to debates on media education and the educational value and opportunities of e-learning initiatives by involving teachers’ voices. The introduction of digital media and technologies in classrooms has been a much-debated topic. Throughout academia, in media studies in particular, the value of media education and the development of digital media literacy amongst young people have been widely addressed and critically scrutinised (e.g., Jenkins, 2005; Livingstone, 2004). Moreover, teachers are increasingly invited to include digital practices in their teaching in order to engage their ‘digital native’ pupils (e.g., Parker, 2010). Parallel to the expanding digitisation of the educational field and teaching practices, increasing amounts of audiovisual content and cultural heritage are becoming widely available (e.g. European Commission, 2009). These evolutions create manifold opportunities for media and cultural institutions when it comes to distributing content and developing e-learning tools in particular. In Flanders (North-Belgium), both digital culture and media education are attaining full development and have become hot policy topics.Scholars have, however, challenged theories of knowledge and pedagogy with relation to the introduction of new media and technologies and have pointed to the significance of a meaningful, thought-out use thereof (Hobbs, 2006; 2008). Moreover, cultural (audiovisual) content has been ascribed a distinct, intrinsic status, i.e., requiring consumption, guidance, knowledge and skills to be able to comprehend and appreciate it (e.g., Bourdieu, 1979; Stavlot, 2005), and as such requiring additional efforts from educators and teachers.Drawing on own research evidence and experiences obtained in the Flemish research project Epics (E-learning Platforms In the Cultural heritage Sector), we aim to address the following questions: What are teachers’ wants, needs and expectations when it comes to using digital media and cultural (audiovisual) content in classrooms? What are the challenges they experience? In what ways can cultural (audiovisual) institutions and cultural, media and educational policy areas anticipate? Which are the lessons all actors involved can learn?We set out a multi-method qualitative research design in which a mixed (age, gender, subject) group of 19 teachers spread over 2 hands-on demo sessions in a test lab setting (n=9 and n=10) were observed and asked to assess a selected online e-learning environment in a pre-structured evaluation form. Directly after, both participant groups were interviewed in a focus group context on their experiences with the presented e-learning tool and the classroom use of digital media and on their views on the educational use of cultural (audiovisual) content.We have found that teachers frequently and happily include digital media in their teaching. They prefer short audiovisual clips and fragments because these can easily bring lessons up to date and enable the personalisation of teaching practices. However, the majority of participants is conceptually confused about the notions ‘media’, ‘cultural content’ and ‘cultural heritage’ and has indicated to feel inadequately trained to educate young people in the use of digital media. Moreover, some participants have expressed reservations on e-learning environments, mainly because of the limited interaction facilities with pupils and the lack of clarity about the (legal) status of own content in environments where commercial players (e.g., educational publishers) prevail. Thus, some of our research findings question teachers’ media literacy and challenge existing thoughts on media practices in classrooms. We propose concrete recommendations to all involved actors to facilitate cross-sector collaboration, respond to curricula and support pedagogies. ReferencesBourdieu, P. (1979). La distinction. Critique social du jugement. Paris: Les Editions de Minuit.European Commission. (2009). Numeric: Study findings and proposals for sustaining the framework. UK: Chartered Institute of Public Finance and Accountancy.Hobbs, R. (2006). Non-optimal uses of video in the classroom. Learning, Media and Technology, 31(1), 35-50.Hobbs, R. (2008). Debates and challenges facing new literacies in the 21st century. In Sonia Livingstone and Kristin Drotner (Eds.), International Handbook of Children, Media and Culture (pp. 431-447). London: Sage.Jenkins, H., Puroshotma, R., Clinton, K., Weigel, M. & Robison, A.J. (2005). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago: The MacArthur Foundation.Livingstone, S. (2004). Media literacy and the challenge of new information and communication technologies. Communication Review, 7, 3-14.Parker, S. (2010). Teaching Tech-Savvy Kids: Bringing Digital Media Into the Classroom, Grades 5-12. California: Corwin Press.Stavlot, U. (2005). Essays on culture and trade. Stockholm: Institute for International Economic studies." @default.
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• W2212383007 title "Bridging frontiers or back to the drawing board? Developing e-learning tools for cultural heritage and media education" @default.
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