1. #IEC2015THAILAND Perspective Views of Empowerment and Protectionism of In-service Teachers about Using Social Media in Education YOSHIDA, Masami Chiba University, Chiba, Japan Welcome your comment and opinion to

2. #IEC2015THAILAND Introduction Up-dated Media Information Literacy (MIL) by UNESCO Empowerment of democratic society by MIL Increasing problematic online activities of students and victims of cyber crime. Strong interest of in-service teachers in Protectionism Study targeting on in-service teachers Case of MIL: Under developed ICT infrastructure and pervasive terminals To value their decision in balance between empowerment and protectionism Opinions of graduate students as reference

3. #IEC2015THAILAND UNESCO’s MIL Purposes 1.◎ Information/Media/Technology for intentional learning 2.◎ Information for problem solving 3.◎ Information for decision making 4.■ Information/Media/Technology for entertainment 5.■ Information/Media/Technology for intercultural dialogue, peace and development democratic society, etc. Recognized importance in curriculum level in Japan （◎：yes, ■：no)

4. #IEC2015THAILAND Discussion of Empowerment and Protectionism

5. #IEC2015THAILAND Empowerment and Protectionism ProtectionismEmpowerment 1) Emphasis on critiquing media and other information providers Complements critical competencies with other competencies to understand and advocate for media and information for open development 2) Limits access to content deemed to be bad Allows access to be able to assess the content themselves and take an informed decision to reject or accept 3) Focus on copyright of scientific and educational resources Advocacy through MIL for open education resources and open access to scientific information 4) Focus on security Ensure MIL competencies to understand that they cannot have 100% privacy. Enable civil society groups to be involved in related decision making 5) Limits access to technology Gives full access to the technology to interact with individuals and media and other information providers as well as other social institutions 6) Emphasis on regulations and laws All citizens, not just lobby groups, can advocate for necessary and required regulations and laws 7) Danger of overregulatingBalance regulation with empowerment through MIL 8) Emphasis on systems and processesEmphasis on MIL competencies to have choices about systems and processes 9) Sees citizens as passiveCitizens as active part of decision making 10) Protecting citizens from potentially harmful information/content temporarily Ensuring competencies to be themselves critical of information and media with a more long-term approach 11) Emphasis on state policing of media and other information providers, including those on the Internet Emphasis on literate citizens who can assist to improper use of media, while they themselves are ethical content users 12) Potential of restrictions on rights of individuals and groups MIL enables the full benefits of human rights 13) Danger of overemphasis on the potential negatives of media including those on the Internet Focus on the opportunities to access media, while empowering citizens to guard against potential risks

6. Unfamiliar Domain Balance regulation with empowerment through MIL Emphasis on MIL competencies to have choices about systems and processes Citizens as active part of decision making Ensuring competencies to be themselves critical of information and media with a more long-term approach Emphasis on literate citizens who can assist to improper use of media, while they themselves are ethical content users MIL enables the full benefits of human rights Focus on the opportunities to access media, while empowering citizens to guard against potential risks

7. #IEC2015THAILAND METHOD

8. #IEC2015THAILAND Questionnaire Subjects Graduate student 17: collected on 12 May, 2015, 17, Faculty of Education, Chiba University In-service teacher 33: collected on 27 June, 2015, in- service teachers in Chiba prefecture, Japan Questionnaire: 13 selected paired comparison items Calculation: Geometric Mean

9. #IEC2015THAILAND Intensity used in Paired Comparison Intensity of importance Definition 1Equal importance 3Somewhat more important 5Much more important 7Very much more important 9Absolutely more important

10. #IEC2015THAILAND RESULT

11. Geometric Mean (Geometric Standard Deviation) ItemGraduate StudentsIn-service Teachers 12.2 (3.12)1.60 (3.49) 20.84 (5.09)* 0.26 (2.64) 35.01 (1.80)2.01 (3.58) 41.99 (4.78)1.27 (4.70) 55.43 (1.49)2.23 (3.37) 62.12 (2.92)0.82 (4.22) 73.29 (2.26)0.96 (3.69) 82.33 (3.31)1.42 (3.88) 93.97 (2.67)* 3.30 (2.10) 102.23 (2.59)0.86 (3.72) 111.53 (3.23)1.08 (2.85) 122.58 (3.04)1.33 (3.43) 131.30 (4.65)1.12 (4.83)

12. #IEC2015THAILAND Comparison Graduate StudentsIn-service Teachers

13. #IEC2015THAILAND Neutrality of Teachers Graduate students: rather Empowerment In-service teachers: Neutral No.2 was Protectionism even in +σ : Limit access of students No.9 was Empowerment even in -σ : Citizens are active part of DM Rather negative opinions were seen in No. 2, 6, 7, and 10. Results were no relation with importance in our curriculum level.

14. #IEC2015THAILAND DISCUSSION

15. #IEC2015THAILAND Discussion: Empowerment > Protectionism Limited relation with MIL purpose The result was Empowerment ≑ Protectionism Much more studies about concrete educational methods for Protectionism should be developed Particularly, nature of students under pervasive ICT network society Need focus more on SNS, online communication, privacy and security Students should know potential threats of cyberspace and social media. Needs to install additional MIL area in Japan ????

16. #IEC2015THAILAND Future Studies In crease subjects of in-service teachers to clarify the result Weight comparison among items Value relations between our daily problematic cases of students and in-service teachers’ selections of protectionism.

17. #IEC2015THAILAND YOSHIDA Masami Professor of Graduate School of Social Sciences and Humanities, Chiba University, Japan