How will you teach media education?

For arguments about the need for media education to be persuasive, the question of how the content
of media education differs from other education and how media education methods differ from
other education must be preempted. In foreign countries, media education is conducted as an
independent subject, or combined with English, art, or social studies. In the U.K., Europe and the
U.S., it is more likely to be incorporated into other subjects. That's because other subjects are more
important than media education, just like in Korea.

With regard to the methodology of media education, Masterman, 1980 presents 'dialogue between
students and teachers' as an essential prerequisite. He criticizes that the existing education law is an
authoritative and injective method based on the pecking order between students and teachers, which
has contributed to maintaining the capitalist system.

This traditional teaching method was described by Brazilian pedagogic P. Freire as a concept of
"banking education." In other words, as a way of accumulating knowledge through narration and
explanation in the hierarchical structure between teachers and students, Prairie saw these teaching
methods as a mirror of the repressive social structure.

A list of more specific features of 'storage education' presented by Frey is as follows (Masterman,
1980).

① Teachers teach and students learn.

② The teacher knows everything and the student knows nothing.
③ Teachers think and students are made to think.
④ The teacher talks and the student listen submissive.
⑤ Teachers lecture and students are lectured.
⑥ The teacher forces what one chooses and the student follows.
⑦ Teachers take action and students have fantasies about behavior through the actions of
teachers.

Alternative teaching methods should be aimed at making students make voluntary efforts to become
critical media consumers, media stakeholders, and to this end, equal dialogue between teachers and
students, or discussion, should be centered. The whole classroom situation is important, but the
linguistic situation of the conversation between teachers and students among them is a very
powerful influence on what students say and what teachers perceive. To this end, teachers should
not be authoritarian, and the pecking order between teachers and students needs to be broken.

More specifically, the important factors in alternative teaching methods are as follows (Craggs,
1992).

① The role of a teacher: A teacher plays the role of an organizer who organizes and organizes
classes, not a teacher.
② Organize group activities: Conversations, discussions and evaluations between groups can
be made through group activities that are similarly classified as social structures.
③ Activation of simulated practice: Through simulation, students can understand the
production decision structure in which media text is created by becoming media producers
themselves.
④ Evaluation Debate: Allow students to learn how to control the media experience in their
lives, how to approach the media, and how to enjoy the media by taking time to discuss the
practical courses during the production practice.
⑤ The avoidance of competition and the activation of cooperation: The core of media
education is to draw students' opinions, so learning in the process is more important than
the completeness of the production work. Rather than competition for teacher evaluation,
the government should ensure that the attention is focused on respect and cooperation
among students.