Integrating online media platforms to enhance pedagogical skills among aspiring educators: a psychological management perspective

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Astana IT University

Integrating online media platforms to enhance pedagogical skills among aspiring educators: a psychological management perspective

Saken D.E.

Mansurova A.K.

Astana, Kazakhstan

Abstract

There is a ne ed to change the way that education is approached because of the increase in the use of digital media among youth. This article, which focuses on the professional development of educators, examines how digital media may enhance the quality of education and the efficacy of teaching. The study looks into how prospective educators choose to use digital media platforms utilizing both quantitative and qualitative methodologies. According to survey data, people prefer visual learning, including popular platforms like YouTube, Google Classroom, and Tik-Tok. The study acknowledges the wide range of experience levels among educators and recommends customized training and support programs.

Keywords: digital media platforms, education technology, pedagogical skills, psychological management, aspiring educators, online learning, educational technology integration, teacher training, student engagement.

Аннотация

Интеграция онлайн-медиаплатформ для повышения педагогических навыков начинающих педагогов: психологическая перспектива управления

Сакен Д.Е., Мансурова А.К., Astana IT University

Необходимо изменить подход к образованию из-за роста использования цифровых медиа среди молодежи. В этой статье, посвященной профессиональному развитию педагогов, рассматривается, как цифровые медиа могут повысить качество образования и эффективность преподавания. В исследовании рассматривается, как будущие педагоги выбирают цифровые медиа-платформы, используя как количественные, так и качественные методологии. Согласно данным опроса, люди предпочитают визуальное обучение, включая такие популярные платформы, как YouTube, Google Classroom и Tik-Tok. В исследовании признается широкий диапазон уровней опыта среди педагогов и рекомендуются индивидуальные программы обучения и поддержки.

Ключевые слова: цифровые медиа-платформы, образовательные технологии, педагогические навыки, психологическое управление, начинающие педагоги, онлайн-обучение, интеграция образовательных технологий, подготовка учителей, вовлечение студентов.

The number of young people using digital media has increased steadily in recent years [1]. The accessibility of the Internet has given a very strong stimulus to the widespread use of digital technologies, including in educational activities [2,3]. In this regard, it is necessary to adapt education to changing conditions and demands. It is essential for future professionals to familiarize themselves with the possibilities of digital education and to master them during their studies. However, young professionals may still lack the skills and competencies needed for quality work [4]. One method of professional development for educators is the use of digital media platforms for educational purposes. Digital media are defined as "forms of electronic communication (such as digital media websites and microblogs) through which users create online communities to share information, ideas, personal messages, and other content" [5]. There are several core digital competencies for educators that include digital content creation [6,7]. According to the survey [2], the percentage of teachers whose training included the use of digital tools for educational purposes varies from country to country. For example, 62.7% in Cyprus, 51.4% in Hungary, 70.4% in Malta, while in Italy, Portugal and Spain the figure is les s than 50%. It is noted that teachers traditionally have extensive knowledge of their subjects and much les s knowledge of IT and digital pedagogy.

Considering these challenges, the integration of digital media platforms into the pedagogical process becomes a very promising direction. Thus, these media platforms of fer not only new tools for learning and interaction but also create opportunities for developing pedagogical and psychological acumen in novice teachers.

We are not saying that digitalization has diminished the value of traditional classroom learning. The digitalization of education combines both aspects: classroom learning and online learning methods [8]. The introduction of new technology into education can be frustrating, annoying and time-consuming for some, but in the end technology can 'open doors' to new experiences, discoveries, ways of learning, collaboration and development for students and teachers.

In this article, we explore the potential and demand for digital media as a powerful tool to improve the quality of education and teaching effectiveness. An important aspect is also to identify the most popular platforms used for educational purposes, as well as the skills that young teachers can develop integrating them for teaching. Overall, this article makes a valuable contribution to the debate on the intersection of education and new technologies, especially in the context of teachers' professional development.

The research on this topic includes both quantitative and qualitative methods of analysis. Using a multi-faceted approach to data collection and analysis, we intended to provide a comprehensive examination of the potential and demand for digital media platforms to enhance the skills of newcomer educators. To obtain an understanding of media platforms used for educational purposes, an extensive analysis and review of available platforms was conducted. Existing research literatures were studied which have provided a solid foundation for the survey.

A survey of respondents was conducted among various groups of participants such as undergraduate and graduate students as well as practicing teachers. The quantitative data collected from the survey was analyzed using statistical techniques to provide information on pat terns, preferences, and trends in the use of digital media platforms. This approach provides an ability to cover a wide range of opinions about the use of media platforms in education and learning.

The comprehensive review provided insight into the current state of knowledge and research on the use of digital media platforms in the context of enhancing aspiring teachers' pedagogical and psychological skills.

The survey findings illustrate the prevalent preferences and behaviors among prospective educators in adopting digital media platforms for both learning and pedagogical goals in the Results section. The data reveals insights into the most common modes of information perception, the wide range of platforms used, and the varying levels of activity, providing a comprehensive understanding of the current landscape and potential areas for targeted improvement in educators' integration of online media into their teaching practices.

Fig. 1. The preferences in information perception among aspiring educators

professional teacher digital media individual program

The findings of the survey revealed the predominant preference among aspiring educators for visual information as similation. Approximately 56% of the participants indicated a preference for visual learning, utilizing their sense of sight, while a les ser percentage, 7%, prefer red auditory methods, and another 8% indicated a preference for kinesthetic learning. Notably, 30% expressed a digital learning preference, relying predominantly on cognitive processes. The inclination toward visual learning methods among aspiring educators resonates with the psychological management perspective. Research in educational psychology advocates for varied teaching methods to accommodate different learning styles, which aligns with the diverse preferences observed in the survey. The emphasis on visual learning may be linked to the psychological theory of dual coding, indicating the effectiveness of integrating visual aids in learning processes for improved retention and understanding.

Fig. 2. The percentages of aspiring educators using various digital media platforms for their learning purposes

Notably, 34% of participants reported using YouTube, 12% favored Tik-Tok, 8% utilized Coursera, 5% employed Stepik, and 15% opted for Google Clasroom. A significant portion, 16%, admit ted to having no practice in using digital media platforms for learning, underscoring the variance in participants' exposure and utilization of diverse online platforms for educational purposes.

This data emphasizes the wide array of platforms available for educational content consumption and signifies the varying degrees of familiarity and utilization among educators, indicating a need for broader exposure and training in utilizing a spectrum of digital resources for learning. The findings on the utilization of digital media platforms resonate with Lambez and Vakil's (2020) study on the effect of importance of information on forget ting rate in auditory and visual versions. The study suggests that considering the relative importance of information units, introducing visual versions, and group administration could enhance diagnostic utilization, supporting the diverse use of platforms observed among aspiring educators [9].

Fig. 3. The diverse digital media platforms used by educators for their teaching purposes

Regarding the utilization of digital media platforms for teaching purposes, a significant portion of the surveyed educators exhibited activity across diverse platforms. Approximately 26% reported using YouTube, with 13% using Tik-Tok for educational purposes. Interestingly, 23% favoured the utilization of Google Classroom, while a substantial 16% did not have any prior teaching experience using digital platforms. The prevalence of YouTube and Google Classroom in educational set tings mirrors the shift towards technological innovation in pedagogy. This adaptation corresponds to the digital era's trend of accessibility and user-friendly interfaces. Moreover, the emergence of Tik-Tok as an educational tool exhibits the potential for unconventional platforms in engaging students. Such use indicates the significance of adaptive and dynamic teaching strategies in contemporary educational practices.

The survey data showcased varied degrees of activity in employing media platforms for pedagogical objectives. About 39% of the participants demonstrated high or very high activity in utilizing these platforms, while 35% were moderately active. Moreover, 27% were occasional users, 23% infrequent users, and 8% never engaged in such practices. The spectrum of activity levels in utilizing media platforms emphasizes the ne ed for tailored training and support systems for educators, supporting the findings that teachers' attitudes toward technology integration influence students' academic motivation [10]. Those with infrequent or no experience may require specific guidance to effectively integrate these platforms into their teaching methodologies. This underscores the importance of psychological management strategies in supporting educators through potential obstacles and unfamiliar territory in the digital landscape.

The overwhelming consensus on the positive impact of digital media platforms corroborates the growing body of evidence in educational psychology. Studies consistently demonstrate the benefits of interactive and engaging learning environments, reinforcing the importance of integrating online media platforms for a psychologically supportive teaching environment [11].

The multifaceted list of skills highlighted for development underscores the inter relation of psychological management within pedagogical practices. The focus on empathy, communication, stress management, and adaptation resonate with principles of social and emotional learning, emphasizing the holistic nature of the educational approach [11].

The participants expressed valuable recommendations for further exploration in this domain. The five recommendations proposed underscored the necessity for enhanced educational resources, specialized training programs for educators, and the development of accessible and quality online teaching resources. The recommendations provided by participants advocate for a strategic, comprehensive approach to integrating online media platforms in pedagogy. To cater to diverse ne eds, resources for educators should encompass training in technology, pedagogy, and psychological management. The emphasis on developing accessible and high-quality online resources aligns with the psychological management perspective, advocating for an inclusive, supportive, and adaptable educational landscape.

The outcomes of the survey affirm a substantial interest among aspiring educators in utilizing online media platforms for teaching purposes. The prevalent inclination towards visual learning aligns with the abundance of resources on platforms like YouTube and Google Classroom, indicating the significance of integrating such methods into pedagogical practices. The widespread agreement on the positive impact of digital media platforms on pedagogical and psychological skills is a promising indicator of the potential transformative effects of these platforms. The spectrum of skills recognized for enhancement through platform-based teaching emphasizes the holistic nature of the educational approach. The recommendations provided by the participants emphasize the ne ed for further research and development in this area, underlining the necessity for tailored educational strategies and enhanced accessibility to quality digital teaching resources. These findings signify a compelling rationale for the integration and further development of online media platforms in educational processes to fortify and augment the pedagogical skills of aspiring educators, thereby reinforcing the psychological management perspective in education.

The growth of educators can greatly benefit from the use of online platforms in the classroom. However, it is important to take into account the various habits and preferences among educators. Although immersive learning experiences can be found on websites like YouTube and Google Classroom, it's important to acknowledge the range of activity levels and experiences among teachers. When used wisely, digital media platforms can improve psychological and pedagogical skills as well as the educational process. Enhanced resources and specialized training are suggested for educators to guarantee they have both technical expertise and psychological management skills. This study calls for a cooperative strategy to embrace and improve the role of technology in education, establishing an inclusive and adaptable environment as the digitalization of education progresses.

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