The presented dissertation addresses main issues of film education. It deals with the fact, that film has become a subject of education in the Czech Republic and other European countries in the last years. Thus, it has also had its place in the Czech Framework Education Programme for elementary and grammar schools (gymnasia) since 2010, as Film and Audiovisual Education, a complementary subject of the Art and Culture educational area. This dissertation inserts this actuality into the historical context and reflects on the situation, that calls for a reconsideration of curricular matters of both artistic and media area: the importance of film as an artistic form, that has been an irreplaceable component of human culture for more than hundred years, as well as the omnipresence of the audiovisual medium in the society. The dissertation treats complex educational goals of Film and Audiovisual Education: it approaches the film education as an opportunity to develop so called film literacy and illuminates its meaning; it pursues the development of important personal traits of the pupils that the film teaching can bring. It maps out the main educational content, which can be divided into several categories, narrowly tied and reflecting the most important aspects of film art: film language, film narration...

Master thesis Media education of elementary school children, was written because of the need to analyze the current situation of media education. Media education at Czech schools is based on normative materials released by the government - Rámcový vzdělávací program and Doporučené očekávané výstupy. The theoretical part of this study introduces these the above mentioned materials and other legislative documents. It also brings a summary of historical development of media education and a list of the most important education materials, which were written in the past twenty years. For more than ten years Czech schools have been influenced by normative materials, which define how media education should be taught. The aim of this thesis is to focus on primary school children at the age of 9 to 11 years. A practical part of this study brings a detailed look at one class in a Prague based school. Interviews with pupils were based on outputs from normative materials Doporučené očekávané výstupy. The author's aim was to verify if children's knowledge of media corresponds to the said materials. Part of the in-depth interviews are samples of audiovisual materials and other activities.

This paper describes how teachers of media view and construct their subjects. Eight teachers have been interviewed about their views and opinions about the media environment, their goals for media education as well as their opinions about the different course plans used in media education. The term Media Literacy works as a theoretical starting point for the study, since Media Literacy is the goal for most media education. The teachers’ answers have been analyzed by using three different approaches to media education: protection, promotion and empowerment. These three approaches cannot be entirely separated from each other because they constantly interact. The results of the study show that the interviewed teachers use an empowering approach in their own goals for media education, but the protection approach dominates their reasons for educating pupils about media. However, each teacher had their own way to construct their subjects. Another conclusion drawn from the study is that more interaction between teachers and media education research would be a good way to improve the quality and development of the media education.

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Der vorliegende Beitrag beschäftigt sich mit der lernerorientierten Entwicklung von mobilen Bildungsmedien am Beispiel einer ePortfolio-Lösung und eines Kompetenzchecks für die duale Ausbildung. Nach dem Ansatz des Design Based Research (DBR) werden diese Bildungsmedien zur Verbesserung der Ausbildungsqualität in gewerblich-technischen Berufen in engem Dialog mit den zukünftigen Anwendern1, den Ausbildern, Auszubildenden, Lehrern und Meistern entwickelt und erprobt. Das Ziel der forschenden Entwicklung ist die Stärkung des lernenden Individuums im Prozess der Aneignung und Reflexion von Wissen und Können. Bei der Entwicklung der hier vorgestellten ePortfolio-Lösung wird aufgezeigt, wie qualitative Methoden aus dem Ansatz der agilen Softwareentwicklung (User Stories, Crowdtesting) den DBR-Ansatz im Hinblick auf eine gesteigerte Nutzerakzeptanz implementiert werden können.

[pt] A pesquisa que fundamenta esta tese teve como objetivo analisar possíveis relações entre letramentos midiáticos de professores e suas práticas pedagógicas no ensino remoto emergencial (ERE) na pandemia de Covid-19. Na ausência de consenso em torno de um modelo conceitual para os letramentos midiáticos, foi construída uma proposta de matriz conceitual para os letramentos midiáticos em diálogo com autores do campo da mídia-educação e dos estudos críticos sobre tecnologia e educação, adotada como lente analítica dos dados produzidos nesta pesquisa. O trabalho de campo contou com duas etapas: a) aplicação de questionário junto a professores de diferentes regiões do país; b) realização de entrevistas semiestruturadas com professores que responderam ao questionário e se dispuseram a participar também dessa etapa. As 259 respostas válidas nos questionários foram submetidas à análise descritiva e de associação através do teste qui-quadrado. As entrevistas realizadas com 32 professores buscaram compreender como eles concebiam os letramentos midiáticos; que habilidades consideravam possuir nessa área e se havia relações entre os letramentos midiáticos e as práticas pedagógicas empregadas no ensino remoto emergencial (ERE). Nas respostas ao questionário, a maioria dos professores que estavam realizando o ERE afirmou ser bastante habilidoso no que diz respeito ao uso de mídias no ensino. Nas entrevistas, os participantes relataram que a experiência do ERE propiciou um maior conhecimento sobre o uso pedagógico das mídias, o que possivelmente favoreceu o sentimento de mais competência nessa área. A análise das entrevistas indicou que a maioria concebe os letramentos midiáticos como uso de mídias com fins instrumentais (como habilidade técnica) e didáticos (para ensino do conteúdo curricular). Foram identificadas preocupações relacionadas à vigilância e controle do trabalho docente e apreensão com a privacidade e com a exposição. As entrevistas indicaram, ainda, que o conhecimento sobre aplicações pedagógicas das mídias foi construído principalmente na troca entre pares. Considerando a experiência com o ERE, propõe-se que políticas de formação voltadas para ampliação dos letramentos midiáticos de professores incluam entendimento crítico sobre o funcionamento dos sistemas midiáticos e seus aspectos sociais, econômicos, culturais, políticos e históricos e sejam estruturadas a partir de redes de professores, com base na troca de saberes. / [en] The research underpin this thesis aimed to analyze possible links between media literacy of teachers and their pedagogical practices in emergency remote education (ERE) during the Covid-19 pandemic. In the absence of consensus around a conceptual model for media literacies, a proposal was built in dialogue with authors in the field of media education and critical studies on technology and education, adopted as an analytical lens of the data produced in this research. The field work consisted of two stages: a) application of a questionnaire with teachers from different regions of the country; b) conducting semi-structured interviews with teachers who answered the questionnaire and agreed to participate in this stage as well. The 259 valid responses were submitted to descriptive and association analysis using the chi-square test. The interviews carried out with 32 teachers sought to understand how they conceived media literacy; what skills they considered to have in this area and whether there were links between media literacy and the pedagogical practices employed in emergency remote education (ERE). In the responses to the questionnaire, most teachers who were taking the ERE stated that they were quite skilled with regard to the use of media in teaching. In the interviews, the participants reported that the ERE experience provided them with greater knowledge about the pedagogical use of the media, which possibly favored the feeling of more competence in this area. The analysis of the interviews indicated that most of them conceive media literacy as the use of media for instrumental purposes (such as technical skills) and didactic purposes (for teaching curriculum content). Concerns related to surveillance and control of teaching work and concerns about privacy and public exposure were identified. The interviews also indicated that knowledge about pedagogical applications of the media was mainly built on exchanges between peers. Considering the experience with the ERE, it is proposed that training policies aimed at expanding the media literacy of teachers include a critical understanding of the functioning of media systems and their social, economic, cultural, political and historical aspects. This action shall be structured out of teachers networks, based on the exchange of knowledge.

<p dir="ltr">This thesis explores the dynamic evolution of cartoons as a medium of public pedagogy, focusing on the portrayal of morality, the changing landscape of moral narratives across networks or studios through time, and its intricate influence on relationships. Cartoons, spanning from the American classic era of Looney Tunes and Scooby-Doo, Where Are You! to the contemporary phenomena of The Dragon Prince and Miraculous: The Tales of Ladybug & Cat Noir, act as potent agents of social education. Understanding cartoons as an accessible form of public pedagogy, this research examines the moral dichotomy of good and evil archetypes depicted in these animations. By analyzing the diverse approaches of networks and studios across time, this thesis uncovers the nuances of moral storytelling, revealing the intricate interplay of social values and creative choices. Furthermore, the thesis investigates the portrayal of relationships within these moral contexts, emphasizing the impact of animated narratives on societal perceptions of interpersonal connections.</p>

The aim of this diploma thesis, which is entitled "Media Education in schools - critical-analytic or production approach", is to map the current state of practice of media education in a sample of secondary schools (gymnasiums) in central Bohemia. Our goal is to provide readers with broader theoretical insight into the concept of media literacy (as a goal of any media education), to capture a brief history of development of the perspective on the role of media education, as well as to examine how media education is incorporated within the Czech system of secondary education, and also to reflect on its possible forms of implementation. Last but not least, the intent of the thesis is to describe two basic approaches to media education, both of which are directed to development of media literacy. Our research led by a combination of questionnaires and interviews with educators suppose to be used as a tool that should help us to bridge the theory with an image of factual practice. The research part primarily aims to provide insight into framework of the current practice of teaching media education in secondary schools in central Bohemia, and through interpretation of the main remarks points to (at least) basic issues which teachers of media education must deal with.

This diploma thesis deals with the ethical aspect of parental mediation and children's privacy on the internet. The aim of the work is to, using a qualitative research, assess how Czech parents perceive the privacy of their children on the internet, what ethical boundaries their media- educational approach has and what moral dilemmas they may possibly face. Furthermore, what Czech parents think of technical restrictions in the form of apps, software, locks and covert monitoring of the child. For data collection, the author chose in-depth interviews with parents of children aged 9-17. The work is divided into theoretical and empirical part. The theoretical part engages in placing parental mediation in a broader context, and discusses in detail styles of parental mediation, with emphasis on the restrictive approach, its technical tools and covert monitoring. Subsequently, it deals with the topic of ethics, privacy and trust in parental mediation. In the empirical part, the author presents and justifies the chosen methodology, sample, and describes the progress of data collection. The key chapter "data analysis" answers the main and partial research questions, and the results are processed and interpreted. The results of the research show that some Czech parents do have ethical dilemmas in parental...

The paper addresses issues of media education in blind high-school students, especially in the topical context of digital media. The theoretical part devotes to problems of education of visually impaired persons. Next, concern the subsumption of media education as a cross- sectional subject into Czech primary and high-schools education. This part is also concerned with specific digital media and extensive opportunities of its utilization for visually impaired persons. In the experimental part of the paper, discrete components of digital literacy of sightless high-school students are analysed. The method of focused (semi-structured) interviews was selected. Interviews were executed with ten visually impaired high-school students and subsequently analysed with the help of qualitative content analysis. The aim of the paper is to give a notice on dependence of blind people to digital media and its specifics and, in this conjunction, emphasise the importance of media education.