The Study on the Implementation of Media Literacy Education for the Elementary School Teachers in New Taipei City

• Main Authors: Lee Wei-Hua, 李維華
• Other Authors: Tseng Jiin-Dar
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/85488219708942336767

碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === The Study on the Implementation of Media Literacy Education for the Elementary School Teachers in New Taipei City Abstract The study aims to explore the implementation of media literacy education by elementary school teachers in New Taipei City. The three research areas are the teachers’ awareness of media literacy, integration of media literacy, and professional development for media literacy. The subjects were elementary school teachers in New Taipei City. Survey questionnaires and interviews were used to collect data. The questionnaires, entitled ‘New Taipei City elementary school teachers to implement new media literacy education questionnaire’, were sent out to 785 teachers of 68 schools. In total 684 valid responses were received, yielding an 87% response rate. The interviewees comprised six teachers and two professional scholars. Through quantitative and qualitative analysis, the study yielded the following results: (1) Most of the teachers had a high level of media literacy awareness, with ‘analyzing media organizations’ being the most understood, and ‘appraising media representation’ being relatively less understood. (2) Teachers generally are able to integrate media literacy into their teaching, especially in using and searching for teaching materials, though there was some room for improvement. The implementation of learning assessment was found to be more challenging for teachers and in need of improvement. (3) The level of teachers’ participation in the professional development of media literacy education was low. In terms of teachers’ professional development of media literacy education, personal growth was the most frequently used strategy, followed by experts’ demonstration teaching, and peer learning. (4) Teachers who are male, have 6 to10 years of working experience, have postgraduate degrees, or who have participated in related workshops have higher level of media literacy awareness as compared to those teachers working in remote areas or in a medium-sized schools. (5) Teachers who are male, have a postgraduate degree, have administrative work experience, or have participated in related workshops, are more active with integrating media literacy into their teaching, and the location and the size of the schools have no bearing on this aspect. (6) Teachers who are male, have 6 to 10 years of working experience, or have participated in related workshops, are more active in professional development of media literacy education, and the location and the size of the schools have no bearing on this aspect. (7) The difficulty most commonly encountered by elementary school teachers in integrating media literacy into their teaching is a lack of time, while the lack of promotion and information about related workshops were the main problems when teachers participated in professional development of media literacy education. Based on the findings, suggestions are offered for educational administrators, schools administration departments, elementary school teachers and the researchers who will undertake research in this field.