The use of media for education comes across with moving images in different platforms. It comes when they interact with video films and television programs. The main objectives of having television teaching are to help students have familiar ideas with the television and also to encourage media literacy (Gray, 2005).
Firstly, media literacy depends on one’s understanding. Media plays a crucial role in a sense of reality to media reality related to the real world. Mass media helps people to make sense of the world, influence people’s ideology, and to educate citizens in preparing them for such offers critically. However, television teaching has a harmful effect because it circulates wrong information in advertising and some explicit programs (Gray, 2005). A key line in media literacy is being divided. There are some people who believe that the mission of this teaching is to offer protection, and some pupils think that it is a participatory approach where students are centered.
Secondly, media education teaching becomes a means of deprogramming small children to unhealthy habits of media addiction and bad habits that are in the media. The teacher should also be very careful in what he or she is teaching. This is because he or she speaks and accidentally reveals the truth of reality and the students witness it, it automatically gives an assent. Therefore, approaches are necessary when teaching media especially of television (Valdman, 1966).
Thirdly, it is essential for the teacher to offer cultural studying in media teaching and to make the students active participants in the media class. It shows that the teacher is respecting the students rather than dismissing the content outright which may be dangerous to the pupils. Cultural teaching involves interrogating, evaluating and analyzing media content and relating them to real life experiences.
However, media education cannot be passed if there are inadequate levels of resources, funding and research equipment. Media objectives are passed to people of all ages given that the rate of media is constantly changing mostly television.
Intertextuality engineers media changing. Intertextuality’s core process is genre. Style depends on how one has constructed and experienced it. Defining the style in simple terms, it is the grammar of the text that may be foreign, and it requires one to learn without the help of the teacher. However, many television producers hinder production of new genres so the genres that are there remain predictable and readily known (Egan, 1991). Intertextuality is also said to be decontextualizing a text through transforming it into a new text.
Nevertheless, reading the television media takes a lot of time because it involves a lot of contexts. It involves reading texts and genres that make the reader study a lot of points. Television is surrounded by a lot of items that entail of an introduction, bumping into and concluding through one another (Gray, 2005). Moreover, programs produced today talk more about television production that also assists students. To conclude, media literacy is a very vital thing that should be taught to help people because it is growing to be a technological world.
References
Gray, J. (2005). Television teaching: Parody, The Simpsons, and media literacy education. Critical Studies in Media Communication, 22(3), 223-238.
Valdman, A. (1966). Trends in language teaching.
Egan, M. W. (1991). Effective Television Teaching: Perceptions of Those Who Count Most… Distance Learners.
Download texture: 51 Untruths I’ve Learned From Television. Becomingminimalist. Retrieved from: http://www.becomingminimalist.com/51-untruths-ive-learned-from-television/
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