Media literacy in Hungarian public education

Abstract

Based on the data of a large-sample school research called Hungarian Digital Childcare Strategy commissioned by Digitális Jólét Nonprofit Kft. the authors try to find an answer for the following questions: what educators mean by media literacy in today's Hungarian schools; how they interpret the role of teachers in the 21st century and what risks they see in the use of new media. The large-sample online survey was conducted between 6^. November and 31. December in 2018 on the basis of a nationally representative sample (school type, size and settlement type) of institutions. All in all 1020 educators responded of which 178 were heads or deputies of institutions; 842 classroom teachers of which 46 were media teachers. In addition to quantitative research, focus group discussions also took place with media teachers and university lecturers. The study points out that media literacy is most often seen by teachers as a critical-selection skill. Also their answers convey worries fuelled by excessive media use. The more disadvantaged are the pupils, the less equipped are their teachers with modern pedagogical approach and technical knowledge. Half of the educators teach in outdated learning environment applying frontal teaching method. For many of them, entering the 21st century world simply means using interactive whiteboard for illustration. Schools are helpless when facing those risks of using the internet that affect learners’ psyche. The school counters the emotional elements, although one of the best areas for personal development and community experience could be media education. Based on conflicting answers a rather uncertain, less reflective pedagogical society ambivalent to the tools of new media emerges. However, a small group of media teachers seems to stand out from this group. Their approach and practice can be a good starting point for a 21st century pedagogical paradigm shift.