Teachers’ Perspectives on Media Educational Practices in Elementary School Classrooms

Abstract

This thesis reports on a qualitative case study that explores the perceptions of seven elementary school teachers on the concept of media educational practices in the classroom. This study explores the opinions of selected elementary school teachers concerning media educational practices in the elementary classrooms. These perspectives may assist learners to explore their self-identities, develop critical thinking, express and practice creativity, represent their social position, and foster critical consciousness. The study participants included seven elementary school teachers who have adopted various modes of media educational practices in their teaching praxis utilizing technology and their conceptualizations of media education. One primary research question was addressed: What are elementary school teachers’ understandings of critical media education in the classroom? Three sub-questions have been used to inform the primary research question in three categories of contexts, processes, and outcomes. Through data collected by a semi-structured interviewing method, this study describes and analyzes personal teaching experiences of elementary teachers to provide a deeper understanding of the context of media education, the instructional process for developing critical thinking and creative expression, and the criteria for measuring competencies in media education outcomes. This research highlights teachers’ perspectives on the successes and challenges associated with their efforts to implement media literacy into school curricula; and on the importance of cross-curricular integration of media educational practices in elementary classrooms. The findings of this study provide insights into the importance of cross-curricular integration of media educational practices associated with critical thinking and creative expressions in elementary classrooms. These practices play a significant role for both students and teachers in becoming change agents in a dynamic teaching and learning environment that promotes critical thinking, creativity, and positive transformation for self and community.