1. Media education in Estonia: reasons of a failure and success
Kadri Ugur
Institute of Social Studies
University of Tartu

2. Educational system of Estonia
Mandatory education starts at 7 years and lasts 9 years or until pupil is 17
Primary and secondary education is free of charge
High scores in PISA and TIMSS tests
Tertiary education is free for students (2013)
88% adults have high school diploma or equivalent

3. Estonian youth in the internet
EU Kids Online II
All children in Estonia use Internet
96% have broadband connection at home
50% of our kids have had problems because of being too long online
40% of children have experienced bullying or other online risks
Digital literacy is a little higher than in European average
Parental mediation is reactive, not proactive

4. ML in Estonian curricula
Cross-curricular theme since 2002
Traditions to teach creating media texts as a part of classes of mother tongue
Possibility to teach 35 hours in gymnasium level as voluntary subject
2011 national curriculum
CCT “Media education” => “Information environment”
Mandatory course “Media and influences” in gymnasium level Estonian

5. ME in school praxis
Everything depends on school’s will and teacher’s competency
No reports about reality of media education
Teacher’s understanding about media literacy varies greatly
Pupils are introduced to the media they do not use
Newspapers, TV-news, talk radio

6. Research program
“Implementation strategies of cross-curricular themes in Estonian schools”
Based on old national curricula
Representative sample of 10 schools
Several research instruments
Analysis of school’s curricula
Interviews with schools’ stuff
Teachers’ survey
Pupils’ survey
Lesson observations (only media education)

7. Results
Teachers interpret cross-curricular themes as natural part of educational process and do not reflect on their own actions or words.
Teachers do not feel ready to deal with media education.
Pupils are interested for media, but critical about the ways media is mentioned at school.

8. Why did we fail?
In 2011, media education as CCT was in weaker position than other CCT-s.
No prove of positive change since
Research did not explicitly reveal reasons of failure
Combination with other research results allows to make suggestions

9. Reason 1: lack of cognitive models
During pre-service education teachers have got no training for implementing CCT-s
How does teaching CCT differ from “time consuming chit-chat about what the kids saw in TV”
Attitudes towards media vary in generations and in persons
Is media worth of our attention?

10. Reason 2: overloaded curricula
System of assessment supports good factual knowledge, not critical thinking
Schools are rated by the results of standardized assessment
Teacher concentrate on what they assume will be asked in the tests

11. Reason 3: lack of critical reading competency
Traditional approach to texts is normative, not critical
Methodological mousetrap – if you teach kids to critically listen and read media, they will use that skill on you
Teacher’s inner insecurity

12. Reason 4: traditions
Literacy = reading and writing and that we can already
Media educations = writing news story + using internet
If we have one “media crazy” teacher at school, other teachers are “safe”
Media is connected to language, not to social sciences or arts

13. Reason 5: school culture
Teacher’s cooperation is not supported
What happens in the classroom is defined by teacher’s choice and ability, not by pupil’s needs
The walls between subjects are too strong

14. Reason 6: different media usage
Generational gaps, differences in media usage
No reflection habits
Prejudices and misbelieves about media
Verbal vs visual processing?

15. Reason 7: text books Media is “handled” in text books of many subjects
Mostly in out-dated key
Simplified concepts are spread constantly
Teachers are not able to correct printed misunderstandings
Media has changed since last textbook issue!

16. Course “Media and influence”
Gymnasium level Estonian
One compulsory + one semi-voluntary practical course
hours
Teachers are NOT PREPARED to teach this course
Verbal vs audiovisual media, media production etc

17. Good practices
Schools have some free lesson resource and some freedom in curriculum development
Media is taught as voluntary subject in several schools by professionals
Under the name “media” you may find great variety of content
From history of journalism to multimedia production

18. Good vibes
Many media professionals are interested in teaching at schools
Courses at bachelor level
Media education in secondary school
Focused on media as cross-curricular theme
Media education in gymnasium
Focused on 35hour course
Media didactics
Focused on media production and supportive editing

19. School media Long traditions of school newspapers and radio
NMK (Youth’s media club) production camps
Other forms of non-formal education
Separate projects and competitions for motivated students

20. Changing teacher education
Communication skills are trained, not lectured
Mediated communication is considered
Media didactics is still missing in pre-service training
Audiovisual training techniques are used
Possible positive influence

21. In-service training Association of Media Educators
NGO
Lack of resources and devoted people
New national curricula = endless amount of courses for teachers

22. “Circle of life” or the way out?
Reflection of teaching practices and media literacy
Research of media usage practices; educational studies
Political decisions on national level
Curriculum development, methodology, teacher education
Media education in the context in formal education and lifelong learning

23. Suggestions
Media education must be built up based on pupils’ needs and media experiences, not from teachers’ competence or existing text books.
Creating cognitive schemas during pre-service training of teachers

24. Sources National curricula http://www.hm.ee/index.php?1512622