Erie Siti Syarah|Ilza Mayuni|Nurbiana Dhieni
Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom
State University of Jakarta|State University of Jakarta|State University of Jakarta
teachers abilities understand benefits use media literacy play important role dealing children digital natives media literacy education instrument use blendedlearning websites address challenges education 21st century learning solutions covid19 pandemic study aims figure teachers perspective understanding media literacy instrument implementing blendedlearning earlychildhood classes using qualitative approach study combines two types data data collection involved kindergarten teachers six people informants attended interviews twentysix participants filled questionnaires typological data analysis used qualitative data well simple statistical analysis calculate percentage teacher perspectives questionnaires collected pandemic findings show five categories teachers perspective first ability carry websitebased blendedlearning use technology classrooms distance learning still low must transformed creative innovative one encouraging teacher awareness importance media literacy education teachers effective integrated learning approach especially rural remote areas second finding third national action needed change traditional blendedlearning culture fourth high need strong environmental support relatedparty policies competency training important finding study finally need increase ease access technology use related parties biggest impact covid19 pandemic ece closely related perspective teachers technology research implication demands increase technology systems connections educators parents institutional managers education policy holders ece services urban areas disadvantaged children children rural remote areasx0d keywords blended learning early childhood classroom media literacy educationx0d referencesx0d aktay 2009 iste national educational technology standards prospective primary school teachers turkey international journal learning 169 127138 httpsdoiorg101884814479494cgpv16i0946607x0d arke e amp primack b 2009 quantifying media literacy development reliability 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