Abstract
Introduction. Study of the problem of developing media competence of future teachers is relevant. Application of modern media within the educational process enables the preparation of teachers who are capable to use media resources effectively and to educate media-literate generation of students who are prepared for life within the constant information flow. Cognitive component of media competence is important particularly; it includes knowledge and understanding of the functions and capabilities of educational media resources. Novelty of this study lies in its identification of cognitive component of media competence of future teachers, which is revealed in knowledge and understanding of use of educational media in teaching.
Methods. This study involved 107 students aged 17–19. Test for identifying the level of the information component of media competence (A. V. Fedorov, modified by S. S. Gamisoniya and O. V. Galustyan) and test of assessing teachers' media literacy (I. V. Zhilavskaya) were used.
Results. Level of cognitive component of media competence of student of the experimental group increased during the formative phase of the experiment and became high predominantly. It is submitted that the majority of the experimental group students obtained knowledge and understanding of basic and specific functions and capabilities of educational media resources; they acquired structured and systematic understanding of the potential use of educational media information and products in teaching; they acquired ability and skill to analyze and to evaluate feasibility of using basic and specific media resources during the lessons. The majority of the control group students retained middle level and low level of cognitive component of media competence.
Discussion. Study of cognitive component of media competence includes theoretical foundations and practical approaches of developing teachers' knowledge and skills for effective use of media resources. Its development within blended learning environment fosters the students’ critical thinking and ability to use media content for educational purposes. The study concludes that it is necessary to integrate media education into curricula and to use interactive teaching methods.
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