Media and Information Literacy of the Students Who Learn with a Digital Learning Environment Based on Constructivist Theory

Abstract

Technology alone cannot bridge the digital divide between and within countries. Knowledge societies ultimately depend on people 's access to media and information and their ability to locate, evaluate and use information effectively. Media and Information Literacy (MIL) represents essential competencies and skills to equip citizens in the 21st century with the abilities to engage with media and information systems effectively and develop critical thinking and life-long learning skills to socialize and active citizens. This study was conducted in the high school, Khon Kaen, Thailand and investigated students' attitudes and media and information literacy while working on a problem-based learning that was embedded within a digital learning environment based on constructivist. We studied the impact of learning with digital learning environment on high school students. Students worked in and created solution task with digital and media technology. From a survey questionnaire, the students showed vx»sitive attitudes towards the task with respect to their learning motivation and understanding, and skills. By incorporating multi-learning task into a constructivist learning environment, students learned to access, evaluate and use media and information, as well as to experience critical-thinking, creative, presentation and communication skills. The results from a MIL competencies test showed that the students who learn with a digital learning environment to enhance media and information literacy can access information and efficiently, evaluates information critically and competently, and applies and uses information accurately and creatively. Our findings provide strong supm)t-t and encouragement for Thai educators to incorporate media and information literacy task and constructivist learning into the classrooms for the enhancement of teaching and learning in 21st century.