Page 166 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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inko Lazzarich and Marija Vlahović
media content. Unlike older teachers today’s students are growing up in the
world of new technologies.
As part of the individualization of the teaching process, good teachers
strive to adapt the methods and forms of work to each student. If a person
does not have the needed sensitivity for a particular student, no technology
will help him. In addition to the modern furnishing of schools with techni-
cal aids and universal computerization we must not ignore a human factor.
The process of teaching is not only a mechanical transfer of knowledge, but
a multidisciplinary skill that requires knowledge, effort and creativity, result-
ing in a specific atmosphere in teaching. This atmosphere is not created by
a computer but by a teacher with his students. ‘Teachers and students cre-
ate aura in their classrooms daily [. . .] In the era of technical playback over
the internet, therefore, there is no need to be afraid of reducing the role of a
teacher: the aura is unique and can only be created by a man. On the other
hand, the internet definitely provides a level of access to information that
no single being can reach. In order to get the best of the machine and man,
therefore, the tasks that we put in front of them need to be balanced in a way
that everybody does the one that is the best for them.’ (Jandrić 2013, 14)
Teaching Media Culture
The basic functions of the media are information, education and entertain-
ment. The media provide the opportunity for creative application in teaching
Croatian language and Fine arts. Although media is used in education, me-
dia culture is not sufficiently represented in the school system.³ Students ac-
quaint themselves with the world of media within the subject of the Croatian
language, but this is a negligible number of hours per month as the mother
tongue program is filled with content from the language, literature, language
expression and extracurricular reading. Many methodists think that media
culture should be an independent subject in the entire educational vertical.
The question is whether the teachers in the classroom and subject teach-
ing are sufficiently educated and trained for this area. Because of the tech-
nical incompleteness of many schools, the teaching of media culture is not
implemented systematically. The incompetence in teaching has over time re-
sulted in the unsatisfactory state of media culture in schools that are mostly
lagging behind modern trends of modern technology. But the situation is not
³ In the primary education system, media culture or media education is just indicated in the na-
tional school curriculum. While the elements of media culture can be found in the Teaching
Curriculum and Program for Primary Schools, in the National Framework Curriculum media ed-
ucation is characterized as a cross-topic, optional subject, or an extracurricular activity.
166
media content. Unlike older teachers today’s students are growing up in the
world of new technologies.
As part of the individualization of the teaching process, good teachers
strive to adapt the methods and forms of work to each student. If a person
does not have the needed sensitivity for a particular student, no technology
will help him. In addition to the modern furnishing of schools with techni-
cal aids and universal computerization we must not ignore a human factor.
The process of teaching is not only a mechanical transfer of knowledge, but
a multidisciplinary skill that requires knowledge, effort and creativity, result-
ing in a specific atmosphere in teaching. This atmosphere is not created by
a computer but by a teacher with his students. ‘Teachers and students cre-
ate aura in their classrooms daily [. . .] In the era of technical playback over
the internet, therefore, there is no need to be afraid of reducing the role of a
teacher: the aura is unique and can only be created by a man. On the other
hand, the internet definitely provides a level of access to information that
no single being can reach. In order to get the best of the machine and man,
therefore, the tasks that we put in front of them need to be balanced in a way
that everybody does the one that is the best for them.’ (Jandrić 2013, 14)
Teaching Media Culture
The basic functions of the media are information, education and entertain-
ment. The media provide the opportunity for creative application in teaching
Croatian language and Fine arts. Although media is used in education, me-
dia culture is not sufficiently represented in the school system.³ Students ac-
quaint themselves with the world of media within the subject of the Croatian
language, but this is a negligible number of hours per month as the mother
tongue program is filled with content from the language, literature, language
expression and extracurricular reading. Many methodists think that media
culture should be an independent subject in the entire educational vertical.
The question is whether the teachers in the classroom and subject teach-
ing are sufficiently educated and trained for this area. Because of the tech-
nical incompleteness of many schools, the teaching of media culture is not
implemented systematically. The incompetence in teaching has over time re-
sulted in the unsatisfactory state of media culture in schools that are mostly
lagging behind modern trends of modern technology. But the situation is not
³ In the primary education system, media culture or media education is just indicated in the na-
tional school curriculum. While the elements of media culture can be found in the Teaching
Curriculum and Program for Primary Schools, in the National Framework Curriculum media ed-
ucation is characterized as a cross-topic, optional subject, or an extracurricular activity.
166
