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Summary – It is considered that television as a medium presented a great incentive for change to the global political movement in 1968. In those years, television achieved a notable level of power in terms of its informative, educational and political activity. At the end of the 19th century and the beginning of the 20th century, the communicative power of books was at its peak. At that time, the world saw the appearance of cars, aeroplanes, the telephone and the radio. This was a large boost for industrial development, which also caused great changes and new trends in the field of education, known under the term “ pedagogy reform projects and movements” . In the last ten years, the media environment has been marked by ICT. The Internet and multimedia, mobile phones, and satellite and cable TV could also all be placed within this context. Transport has reached an enviable technological and technical level. This (multi)media complex has strongly affected the philosophy and didactics of education. School, through its internal and external organisation, is increasingly struggling to meet all the expectations of the social community which perceives knowledge as a significant variable of the quality of life. In such a technological environment, knowledge becomes the most important variable of the quality of life. Knowledge is seen as a product to be manufactured and sold. In view of the above, various questions may be raised: do we need another pedagogy reform movement? What kind of knowledge does a knowledge society require? What changes are needed for traditional didactics, which offered scientific explanations for events that formed the process of instruction and education? The author sees multimedia didactics as a scientific framework for teaching the process of generating, transferring, acquiring and trading in knowledge. |
