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Perspective Views of Empowerment and Protectionism of In-service

Teachers about Using Social Media in Education

YOSHIDA, MasamiChiba University, Chiba, Japan

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Introduction

• Up-dated Media Information Literacy (MIL) by UNESCO• Empowerment of democratic society by MIL

• Increasing problematic online activities of students and victims of cyber crime.• Strong interest of in-service teachers in Protectionism

• Study targeting on in-service teachers• Case of MIL: Under developed ICT infrastructure and

pervasive terminals

• To value their decision in balance between empowerment and protectionism

• Opinions of graduate students as reference

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UNESCO’s MIL Purposes

1. ◎ 　 Information/Media/Technology for intentional learning

2. ◎ 　 Information for problem solving

3. ◎ 　 Information for decision making

4. ■ 　 Information/Media/Technology for entertainment

5. ■ 　 Information/Media/Technology for intercultural dialogue, peace and development democratic society, etc.

Recognized importance in curriculum level in Japan （◎： yes, ■ ：no)

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Discussion of Empowerment

and Protectionism

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Empowerment and Protectionism

Protectionism Empowerment

1) Emphasis on critiquing media and other information providers

Complements critical competencies with other competencies to understand and advocate for media and information for open development

2) Limits access to content deemedto be bad

Allows access to be able to assess the content themselves and take an informed decision to reject or accept

3) Focus on copyright of scientific and educational resources

Advocacy through MIL for open education resources and open access to scientific information

4) Focus on securityEnsure MIL competencies to understand that they cannot have 100% privacy. Enable civil society groups to be involved in related decision making

5) Limits access to technologyGives full access to the technology to interact with individuals and media and other information providers as well as other social institutions

6) Emphasis on regulations and lawsAll citizens, not just lobby groups, can advocate for necessary and required regulations and laws

7) Danger of overregulating Balance regulation with empowerment through MIL

8) Emphasis on systems and processesEmphasis on MIL competencies to have choices about systems and processes

9) Sees citizens as passive Citizens as active part of decision making

10) Protecting citizens from potentially harmful information/content temporarily

Ensuring competencies to be themselves critical of information and media with a more long-term approach

11) Emphasis on state policing of media and other information providers, including those on the Internet

Emphasis on literate citizens who can assist to improper use of media, while they themselves are ethical content users

12) Potential of restrictions on rights of individuals and groups

MIL enables the full benefits of human rights

13) Danger of overemphasis on the potential negatives of media including those on the Internet

Focus on the opportunities to access media, while empowering citizens to guard against potential risks

Unfamiliar Domain

Balance regulation with empowerment through MIL

Emphasis on MIL competencies to have choices about systems and processes

Citizens as active part of decision making

Ensuring competencies to be themselves critical of information and media with a more long-term approach

Emphasis on literate citizens who can assist to improper use of media, while they themselves are ethical content users

MIL enables the full benefits of human rights

Focus on the opportunities to access media, while empowering citizens to guard against potential risks

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METHOD

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Questionnaire

• Subjects• Graduate student 17: collected on 12 May, 2015, 17,

Faculty of Education, Chiba University

• In-service teacher 33: collected on 27 June, 2015, in-service teachers in Chiba prefecture, Japan

• Questionnaire: 13 selected paired comparison items

• Calculation: Geometric Mean

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Intensity used in Paired Comparison

Intensity of importance Definition

1 Equal importance

3 Somewhat more important

5 Much more important

7 Very much more important

9 Absolutely more important

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RESULT

Geometric Mean(Geometric Standard Deviation)

Item Graduate Students In-service Teachers

1 2.2 (3.12) 1.60 (3.49)

2 0.84 (5.09) * 0.26 (2.64)

3 5.01 (1.80) 2.01 (3.58)

4 1.99 (4.78) 1.27 (4.70)

5 5.43 (1.49) 2.23 (3.37)

6 2.12 (2.92) 0.82 (4.22)

7 3.29 (2.26) 0.96 (3.69)

8 2.33 (3.31) 1.42 (3.88)

9 3.97 (2.67) * 3.30 (2.10)

10 2.23 (2.59) 0.86 (3.72)

11 1.53 (3.23) 1.08 (2.85)

12 2.58 (3.04) 1.33 (3.43)

13 1.30 (4.65) 1.12 (4.83)

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Comparison

Graduate Students In-service Teachers

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Neutrality of Teachers

Graduate students: rather Empowerment

In-service teachers: Neutral

• No.2 was Protectionism even in +σᵍ : Limit access of students

• No.9 was Empowerment even in -σᵍ : Citizens are active part of DM

• Rather negative opinions were seen in No. 2, 6, 7, and 10. Results were no relation with importance in our curriculum level.

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DISCUSSION

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Discussion: Empowerment > Protectionism

• Limited relation with MIL purpose

• The result was Empowerment ≑ Protectionism

• Much more studies about concrete educational methods for Protectionism should be developed• Particularly, nature of students under pervasive ICT

network society

• Need focus more on SNS, online communication, privacy and security• Students should know potential threats of cyberspace

and social media.

• Needs to install additional MIL area in Japan ????

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Future Studies

• In crease subjects of in-service teachers to clarify the result

• Weight comparison among items

• Value relations between our daily problematic cases of students and in-service teachers’ selections of protectionism.

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YOSHIDA MasamiProfessor of Graduate School of Social

Sciences and Humanities, Chiba University, Japan