Understanding teachers' perceptions of geomedia: Concerns about students’ critical literacy
Pellikka, Anne; Nylèn, Tua; Hirvensalo, Virpi; Hynynen, Laura; Lutovac, Sonja; Muukkonen, Petteri (2024-04-23)
Elsevier
23.04.2024
Anne Pellikka, Tua Nylèn, Virpi Hirvensalo, Laura Hynynen, Sonja Lutovac, Petteri Muukkonen, Understanding teachers' perceptions of geomedia: Concerns about students’ critical literacy, Teaching and Teacher Education, Volume 144, 2024, 104607, ISSN 0742-051X, https://doi.org/10.1016/j.tate.2024.104607
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202404293003
https://urn.fi/URN:NBN:fi:oulu-202404293003
Tiivistelmä
Abstract
This study examines Finnish geography teachers' (n = 16) perceptions of the significance of geomedia and geomedia teaching. Thematic analysis was applied. The findings reveal teachers' concerns about students' cursory critical geomedia literacy as well as the potential of geomedia to enhance students' management of information overflow. Teachers' perceptions of digital geomedia teaching were diverse. The significance teachers associated with geomedia was not aligned with their perceptions of digital geomedia teaching. This study suggests that diversity and incoherence regarding teachers’ perceptions of geomedia should be addressed in teaching and teacher education research internationally.
This study examines Finnish geography teachers' (n = 16) perceptions of the significance of geomedia and geomedia teaching. Thematic analysis was applied. The findings reveal teachers' concerns about students' cursory critical geomedia literacy as well as the potential of geomedia to enhance students' management of information overflow. Teachers' perceptions of digital geomedia teaching were diverse. The significance teachers associated with geomedia was not aligned with their perceptions of digital geomedia teaching. This study suggests that diversity and incoherence regarding teachers’ perceptions of geomedia should be addressed in teaching and teacher education research internationally.
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