ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model

ABSTRACT

According to Buckingham (2015 87), in all these years, "there were times when it seemed that media education would become a fundamental right for all youths. According to Cwaik (2020), the adoption of new technology goes way ahead of the understanding of its impact. ICTs, media education, and teacher training ICTs have made their way into the classroom as a learning resource not because of their indisputable advantages or teachers' demands, but as a result of the dominant discourse on technology, according to which they are essential, "transparent", and a sign of modernity. Considerable research has been done on the presence and evolution of media education/literacy in education systems in Europe (Frau-Meigs et al., 2017;Hartai, 2014;McDougall et al., 2018);Latin America (Trejo-Quintana, 2016;Mateus et al., 2019;Soares, 2020);North America (CML, 2020;Hoechsmann & Wilson, 2019;MLN, 2020;Semali, 2017);Russia (Fedorov & Levitskaya, 2017);Australia (Dezuanni, 2019);and Africa (Egere, 2019). Since the press came to be known as the "Fourth Estate", and because of its interrelationship with the other three estates, communication education has been necessary;today, it is a must.