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PARADIGM OF PARTICIPATIVITY IN THE CONTEMPORARY MEDIA CONTEXT

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This paper contemplates the paradigm of participativity in the context of contemporary media, since an analysis of the modern media and information-communication context is necessary for acquiring a more wholesome insight into new paradigms of participativity and participative praxis. The papers gives a short overview of key notions, phenomena and processes significant to the context of digital media: convergence and digitalization of the media, multitasking, media as participants in creating messages, expansion of social media. Also, the paper points to certain similarities and differences between participative practices before and after the Internet, to the influence of information-communication technologies on the media, and especially on a possibility as a unique feature of the modern media context: the possibility to use digital technologies and the media to include and engage in the media and technology sphere, in an autonomous way, lead by our own individual interests. The media which enable participation of the users and create possibilities for nurturing and development of participative culture, are donominated in this paper as participatory media. Basic notions of their key characteristics are given, of significance to the subject of this paper.

NEW MEDIA AS A DIRECTION FOR DEVELOPING COMPETENCES OF PRESCHOOL EDUCATORS

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A pervasive and growing use of new digital media (primarily the Internet) in all the fields of human activity imposes a need for adequate planning of preschool education, as the first link in education chain that needs to become a foundation and preparation for technological and media literacy in new generations. The application of new information and communication technologies and the media is already obvious in all fields and on all levels of education. This application, however, overcomes pedagogical connotation, so it is not introduced only as a part of curricula that the new generations need to cover in order to become competitive in the future labour market; it also has a non-pedagogical connotation: as non-teaching, logistical and administrative support of labour in educational institutions. These circumstances condition serious changes partly referring to the development of competences of preschool educators (primarily teachers) for the use of new media and technologies. This paper comprehensively presents the circumstances that undoubtedly point to these new requirements set before the educators and points to directions and bases for development of the competences mentioned.