RESEARCH ON THE QUALITY OF IMPLEMENTATION OF THE MEDIA LITERACY EXPERIMENT IN SECONDARY SCHOOLS, PEDAGOGICAL HIGHER EDUCATION INSTITUTIONS AND PEDAGOGICAL COLLEGES

ANALYTICAL REPORT ON THE RESULTS OF THE TELEPHONE SURVEY AMONG LECTURERS OF OBLAST POSTGRADUATE PEDAGOGICAL TRAINING INSTITUTES (OPPTI)

CONCLUSIONS

All surveyed OPPTI lecturers (19 persons) completed media education/media literacy course (ME/ML) at the Academy of Ukrainian Press (AUP) and continue to conduct lectures and practical seminars at their respective educational institutions. Number of teaching hours dedicated to ME/ML varies between 2-4 hours1 for all OPPTI trainees. About 70% of them are secondary school, gymnasium and lyceum teachers of different areas of specialization. Three OPPTI respondents (Kyivska, Chernivetska, Chernihivska oblasts) teach an expanded module on media literacy (6-8 hours).

Respondents use AUP’s materials, Ministry of Education and Science’s programs, own materials (lectures, special courses, practical assignments, video games) during lectures and practical seminars. OPPTI lecturers use Ministry of Education and Science’s programs and other materials to develop their own educational modules/special courses, sourcing AUP portal, Internet and conferences. OPPTI lecturers have already developed a number of own courses.

Attendees of the AUP’s schools divide most valuable (in terms of pedagogical usefulness) topics into two categories: theoretical and methodological (communications, history of media and current state of media sector, methodology of ME/ML) and practical (media manipulation and media impact on a person/child). Topics covering manipulative effects of media and media influence on the audience are of interest to those unfamiliar with the concept of ME/ML.

ME/ML regulatory sphere is still severely underdeveloped (decrees and orders of the Ministry of Education and Science). There is also a shortage of technical means, such as video equipment (Dnipropetrovsk), computer classes with monitors and cameras (Kirovograd and Chernihiv). Two respondents mentioned lack of finances that should cover monitoring of ME/ML course implementation in secondary schools. Currently, OPPTI curriculum aimed at the improvement of teacher qualification includes a limited number of hours covering ME/ML and does not allow for an in-depth study of the subject.

According to OPPTI lecturers’ estimates, a total number of trainees approximated 73 thousand, among whom 53 thousand were secondary, gymnasium and lyceum teachers over the last 2.5 years. Number of ME/ML introductory lecture attendees was calculated based on the licensed scope of all trainee categories. During the abovementioned period of time, 680 teachers took part in the in-depth study of different ME/ML courses. Specifically, 48 hour course was held for 200 trainees, who have demonstrated interest in ME/ML. Another course was held for 260 creative group teachers involved in ME/ML in their respective schools (Zaporizhzhia), as well as for 220 participants of media festival (Zaporizhzhia). 48-hour ME/ML course was organized for coordinators of experimental schools (Dnipropetrovsk).

Monitoring of the state of ME/ML implementation in secondary schools is organized exclusively in oblasts, where the experiment is in place (Dnipropetrovska, Luhanska, Zaporizka oblasts). A total of 137 secondary schools have been a part of the ME/ML experiment in surveyed regions. Among those, 23 are located in Dnipropetrovska, Zaporizka and Luhanska oblasts, 45 are a part of the regional experiment in these very oblasts and 10 schools have joined the experiment voluntarily.

Introduction of pupils to ME/ML in secondary schools lacks consistency and comprehensive curriculum that takes into account ME/ ML material covered in earlier grades. Respondents mentioned the absence of a comprehensive curriculum and tools necessary to teach i.e. notebooks,

1 Academic hour = 45 minutes

Report on the survey of OPPTI lecturers page.2

textbooks, and methodological guidelines for teachers, without which teachers are not allowed to teach. There is also a lack of academic hours in the elective part of school curriculum to implement ME/ML. Some respondents noted the resistance of school administrations towards implementation of ME/ML programs due to overworked teaching staff/lack of available academic hours, as well as demonstrated lack of interest of teaching staff due to difficulty of the subject and lack of financing.

Attendees of the OPTTI ME/ML courses most frequently ask whether they are going to be remunerated if the course is considered an elective or if it will be taught outside of approved curriculum and without proper teaching methodology. Teachers with demonstrated interest in the course inquire about in-depth study of the subject.

Majority of the respondents do not know whether ME/ML courses are being taught in pedagogical universities and colleges. Collected data is invalid and requires verification.

PORTRAIT OF THE RESPONDENTS

Survey sample included OPPTI lecturers from all regions of Ukraine that completed AUP’s summer and winter schools. Out 26 school trainees for whom AUP provided contact information, 20 persons were surveyed via telephone interviews. Research team completed full 19 interviews, while one respondent, who attended AUP’s school, declined to participate in the interview citing the fact that he\she does not teach ME/ML course.

In regards to other respondents, one questionnaire was not completed and respondent avoided researchers’ attempts to establish further contact; three telephones were disconnected. All of the above were also contacted via e-mail; however, they failed to reply.

One of the respondents found another job; however, she continues to teach ME/ML at the Department of foreign affairs at the Eastern European National University after Lesia Ukrainka.

Predominant majority of respondents are either lecturers or senior lecturers at the OPPTIs, some respondents either supervise the work of scientific and methodological centers (for example, pedagogical SMC on informational technologies, Center on practical psychology and social work) or departments (educational work and extra-curricular activities); among surveyed there are two pro-rectors. 13 women and 7 men took part in the survey.

Diagram 1. Position of the respondents

Q. 2 What is your position at the OPPTI?

PERSONAL EXPERIENCE

Assessment of the necessity of the course

Majority of respondents considers the course “very necessary.” Four respondents think the course “rather necessary” and one - “rather not necessary.”

50%

20% 0%

0%

0%

5% 15%

10% Senior lecturer/Lecturer/Assistant

Docent/Professor

Department chair

Dean/Depute Dean

Head of scientific laboratory

Head of department

Director/supervisor of the center

Pro-rector

Report on the survey of OPPTI lecturers page.3

Diagram 2.

Most valuable ME/MO topics for future work

Respondents were shown a list of 16 topics presented at the AUP’s winter and summer schools and asked to name most necessary topics for future training activities. Eleven respondents voted “Manipulation in media” to be the most important. “Defining communication and mass communication”, “Basics of media education” and “Age-related specifics of media influence on children” came in second with 6 votes each; 5 respondents named theoretical and methodological aspects of ME/ML, models

and trends of modern media in a globalized world. Four respondents voted for the Internet’s influence, while television, photo camera and advertising each collected three votes. Therefore, OPPTI lecturers found media manipulation, definition and components of communication processes, theoretical and methodological aspects of ME/ML, modern media trends and media influence on the audience to be the most valuable and practical topics of the course.

Commentary of respondents: some respondents commented on the unstructured thematic nature of the course; methodological aspect of the course was rather unclear for the attendees of the first school.

Diagram 3. Most valuable topics of the course

P.2. Which of the topics covered at the AUP’s media literacy school is most valuable to you in your pedagogical practice?

Practical implementation

Further questions focused on the specifics of ME/ML course implementation, in particular whether respondents were encouraged to further teach ME/ML in different forms and at various educational institutions, whether they were interested in development of own study materials (special courses, lectures, seminars, practical seminars, video games etc. ). Surprisingly, all respondents lecture on ME/ML at

11

6

6

6

5

5

5

4

3

3

3

2

Manipulation in media

Defining communication and mass communication. Media and shaping of public opinion. Main components of mass communication processes. Media influence on the audience Basics of media education. ME methodology

Age-related specifics of media influence on children

How to commence media education

Theoretical foundations of media education

Globalization and media environment trends: where is everything going? Print and convergent media models. Typology of online media. Hyperlocal and niche media How Internet influences future generations

Artistic thinking. Photo camera as instrument of art

Advertising strategies and personal security

Practical media literacy. Modern formats of Ukrainian television

Leading methods of media education

Very necessary

75%

Rather necessary

20%

Rather not necessary

5% Not necessary

0%

Hard to tell 0%

P.1. In your opinion, how important are media literacy courses for secondary school

education?

Report on the survey of OPPTI lecturers page.4

their respective OPPTIs, 14 respondents developed their own lectures, courses or special courses. Nine respondents organize extra-curricular activities, 7 persons lecture outside the framework of the courses on improvement of qualification, four –at other educational institutions of the region. Only one respondent teaches ME/ML at a school.

Commentary of respondents: further expansion of ME/ML courses into other higher education institutions is deemed impossible due to (1) limited number of available academic hours; (2) demonstrated lack of interest among pedagogical university and college administrations.

“As to further implementation of the ME/ML course in secondary schools, we do not work with schools directly. Our trainees are only those teachers, who come to improve their qualification.” In cases when OPPTI personnel works with schools directly (as a rule, experiment participants), training for teachers is conducted either face-to-face or via long-distance learning techniques; sometimes humanities teachers are invited to take part in seminars.

Diagram 4. Practical application of knowledge

Q. 4. How do you apply obtained media literacy knowledge? (Respondents can select multiple options).

14 respondents (70%) developed a special course, lecture or practical seminar (2-4 academic hours) for their OPPTIs. However, some respondents produce considerable number of own materials on ME/ML:

Developed own course “Media and information literacy” based on the UNESCO recommendations; worked to develop a typical standard for school media holding that would include school newspaper, site, radio and TV station. Currently involved in the development of the statute that would regulate such a holding (expected completion by the end of 2014). For the extra-curricular activities, development of materials on media and information culture is underway (S. Ivanov, Zaporizhzhia)

Developed a manual on ME “Theoretical principles of ME: Introduction to the subject,” 2012, OPPTI type; developed a special course for the OPPTI – 68 hours. Special course submitted to take part in a competition in June 2013 (M. Kuropatnyk, Chernihiv).

Published a teaching guideline for the 10th grade for the OPPTI, 150 pages. Uploaded to the Dnipropetrovsk OPPTI (V. Pishchanska).

Developed a special course on the Basics of ML (S.Shyvanov. Sumy)

Topics presented to the attendees of OPPTI courses

18

14

9

7

5

4

1

Teach media literacy at my educational institution

Developed model lessons/lectures/special course thanks to media literacy course

Organize extra-curricular activities for pupils/clubs/festivals/school newspaper/school radio/school television

Conduct seminars and media literacy training for other teachers/school administrations/methodological workers outside of courses on improvement of qualification

Developed a curriculum on media literacy at my own educational institution

Conduct lectures on media literacy in higher education institutions in the region/other regions

Teach media literacy in school

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Respondent replies are indicative of how much of the AUP’s course material is further transferred into OPPTI training curriculum. Respondents were given an open-ended question and listed a wide array of possible introductory ME/ML lecture titles that are generalized as follows:

Manipulation in media, influence of advertisement and Internet, developing critical thinking patterns;

Theoretical and methodological principles of ME/ML;

History of media, history of informational society;

Developing media awareness among pedagogues.

Abovementioned topics/areas of expertise were of the most interest to those unfamiliar with the concept of media education and media literacy. Attendees demonstrate the most interest in the practical aspects of the course e.g. developing media lesson or film.

Commentary of respondents: “It is very important to talk about critical thinking, methods of manipulation in media. 60-70% have never heard of media education. For them media education means the use of modern equipment during lessons. Thusly, it is necessary to begin with media education of teachers themselves.”

Usage and development of teaching programs

All lectures and seminars on ME/ML are based on the Ministry of Education and Science’s programs pre-approved and developed specifically for the OPPTIs. Almost half of the respondents developed their own special courses/curricula based on the Ministry’s programs.

Diagram 5. ME/MO programs

P. 13. What programs have become the basis for media literacy course at your OPPTI?

Using AUP’s resources

18 respondents use AUP’s resources, one of the respondents did not know about the existence of the latter. Respondents familiar with AUP’s website use it quite often. Only two respondents noted that they use the website rarely. Diagram 6 demonstrates that presentations and collection of articles / publications / master classes on ML are the most popular among respondents, followed by video content, curricula and model lessons.

Developed own program/special course based on

Ministry of Education and

Science program

45%

Based on the Ministry of Education

and Science's

program for attendees of

OPPTI …

Adapted programs

developed by peers/colleague

s (whose programs did you adapt?)

14%

Based on Ministry of

Education and Science's

programs for secondary

schools 5%

Report on the survey of OPPTI lecturers page.6

Diagram 6. Rating of the most popular content at the AUP’s website

Q.9. What content available on the website do you use most frequently to teach media literacy course (all options)?

Commentary of respondents: positive feedback about the AUP portal was accompanied with stories of own online portals or sites, where important and useful materials on ME/ML can be found (for example, zapmediagroup.ucoz.ua – Zaporizhzhia, http://dnepredu.com/uk/site/mediakultura.html - Dnipropetrovsk)

“Textbook on ME available at the AUP’s website is very useful, many thanks…”

OPPTI lecturers’ needs in teaching ME/ML courses

Majority of respondents note that all resources necessary to effectively teach on ME/ML are available, however, they also note the lack of teaching hours necessary to present ME/ML courses. A clear message from the Ministry of Education and Science would solve the problem (Decree to implement ME/ML course nationwide). Some respondents complained about the lack of available auditoriums and equipment needed to effectively teach the course, some made note of the lack of necessary experts.

Commentary of respondents: “There are not enough teaching hours for the ME/MO course, since state curricula has been adopted and we are not allowed to exceed licensed volume of hours.”

OPPTI ATTENDEES OF ME/MO COURSES

Attendee categories

Respondents named all categories of attendees listed from directors to social workers and Methodists at higher education institutions and kindergartens. Since OPPTIs are a part of the state education system, categories of attendees are the same for all oblasts, while the license only limits their number. As we can see from Diagram 7, teachers of all categories constitute the largest group of attendees.

13

13

11

10

10

9

8

Presentations

Collection of articles/publications on media literacy/master classes Video content

Curricula/ Ministry of Education and Sceince programs Seconday school model lessons on various subjects Lecture/lesson curricula

Calendar of events

Report on the survey of OPPTI lecturers page.7

Diagram 7. ME/MO course attendees

Q. 12. What people attend media literacy course at your OPPTI?

Commentary of respondents: “Even for the attendees of the introductory lecture (2-4 hours), we try to take into consideration specifics of the subject that attendee teaches, as well as his/her level of competence. Directors usually are interested in development of a media product – video clip about the school. Pre-school and primary school teachers usually want to know more about computers, rather than ML. Psychologists and humanities teachers are interested in specifics of media impact on children’s psyche.”

Number of listeners

Respondents had difficulties replying to the question: four respondents could not name the exact number of trainees. Provided numbers are approximations based on the licensed volume that Ministry of Education and Science approves for a given OPPTI. Exact numbers are provided only for teachers from experimental schools or creative groups that OPPTI lecturers work with directly.

According to respondents’ calculations, over the 2.5 academic years (2012 – first half of 2014), 2-4 hour course on ME/ML attended close to 73 688 OPPTI trainees of different categories, among whom 53 000 are teachers of various specializations.

Additionally, 680 teachers went through an in-depth study of various ME/ML courses:

Special course for interested teachers (48 hours) – 200 persons (Dnipropetrovsk)

Training for teachers of creative groups – 260 persons (Zaporizhzhia)

Training for media festival participants – 220 persons (Zaporizhzhia)

Additionally, 60 psychologists completed 18 hour ME/ML course (Poltava).

Number of ME/ML study hours

Majority of respondents (16 persons) teach 2-4 hour course, which also, as a rule, includes introductory lecture and practical seminar. Somme OPPTIs teach 6 hours course (2 persons); another one mentioned 8 hour ME/ML course.

Special groups include psychologists and social workers for whom OPPTIs developed a special 18 hour course; teachers/coordinators of experimental schools that go through the 48 hour module. In Zaporizhzhia 54 hour course used to be held, however now the focus has shifted towards teachers of creative groups, who go through trainings and other study/discussion formats at their respective schools.

18

15

14

14

13

13

All categories of teachers

Secondary school directors and deputees

Pre-school teachers/ kindergarten directors/ speech therapists / kindergarten deputy directors on education

Teachers/organizer of extracurricular activities (teachers, psychologists, social pedagogues, group leader, etc.)

Secondary school and higher education instituation methodists

Primary school teachers

Report on the survey of OPPTI lecturers page.8

Diagram 8. ME/ML course duration

Q.11. What is the duration of the media literacy course for secondary school teachers at your OPPTI?

Commentary of respondents: lectures on ME/ML are included in various study courses, often complex testing course. Special courses offered to OPPTI trainees commence only when enough applicants register. For example:

“There is a Steps to Computer literacy course –40 hours for beginners, including 2-4 hours on ME/ML” (Kirovograd).

There is an experimental project Practical class on personal development – 3 days (18 hours)” Luhansk.

There is a special course for psychologists and sociology teachers (18 hours, face to face), but only if enough people apply” (Poltava).

“Two seminars are organized for directors; 48 hours for teachers interested in the course” (Dnipropetrovsk).

“Developed a special course Media literacy basics for 54 hours, however zero schools applied; there is also an 8 hour course for directors/depute directors” (Sumy).

“8 hours: 4 hours – lectures, 2 – seminars, 2 –self-study; study topics vary depending on teachers’ specialization. It is impossible to increase the number of hours, since the whole course is 118 hours and nobody likes to give their hours away” (Chernihiv).

“For coordinators of experimental schools – 48 hours + 8 hour bonus (trainings); for interested teachers of non-experimental schools – 48 hour courses. In 2014-2015 we plan to organize two courses on media didactics and creation of media products (48 hours)” (Dnipropetrovsk).

Organization of ME/ML study process in schools: questions from trainees

When asked about possible problems associated with ME/ML course implementation in secondary schools, teachers attending ME/ML courses at the OPPTI often ask the following: What is this? Why? Do schools need this? How will these courses fit into school curricula? Who will finance this subject?”

Apart from the lack of academic hours, overloaded schools, lack of financing of the course at least as an extra-curricular activity, absence of Ministry of Education and Science’s approval means that schools are not allowed to introduce and teach the discipline (specifically noted at Kyiv OPPTI). Teachers that demonstrate interest in the ME/ML during introductory lectures, ask about methodological support, textbooks and further opportunities for an in-depth study of the ME/ML course.

Commentary of respondents: “In Kyivska oblast situation with media education implementation is quite trying. Department of education operates like this, if there is no complex (study note book, textbook and teacher guideline, methodological recommendations for the teacher etc.) then teachers are not allowed to present the course. This also concerns elective part of the curriculum. For example, Kyivska oblast schools

84%

11%

5% 2-4 hour course to improve qualification, all teacher categories

6 hour module

8 hour module

Report on the survey of OPPTI lecturers page.9

teach a subject on the history of the oblast (Likarchuk), so there is literally no hours left in the elective portion of the curriculum. Hence the problem, how do we implement ME/ML?”

ME/ML IN SECONDARY SCHOOLS

When asked how many schools are already implementing ME/ML course, 6 respondents could not provide a definitive answer referencing the absence of official monitoring of such an implementation. From general comments, it becomes clear that only experiment participants and those interested in implementation of ME/ML in secondary schools have at least some numbers.

Respondents named at least 137 schools. Respondents from Dnipropetrovsk oblast provided most details (9 schools – national experiment, 40 regional), Luhansk (5 – national experiment, 5 regional), Zaporizhzhia (9 – national, 10 – joined through own initiative).

A list of teachers that demonstrated the most initiative and interest in ME/ML according to respondents’ observations are listed in Annex 1.

Commentary of respondents: “Elena Vasilyevna Zadiraka, practical psychologist teaches the course in Lysychansk gymnasium. This gymnasium cooperates with a university that helps with lectures on informational literacy. In this gymnasium all grades have at least one weekly ME lesson, which means 34 hours annually.”

“Teaching and disciplinary institution Harant has school TV, newspaper, school radio, animation studio, Director herself teaches the course…”

“In Rovenky practical psychologist teaches the course. She connected psychological theater with media theater, organizes seminars on animated films for teachers…”

School resources

When asked about what schools lack to effectively teach ME/ML, OPPTI lecturers almost unanimously mention text books, methodological guidelines and teaching hours within elective part of the curriculum. Respondents, frequently facing problems at school, mention “school poverty” i.e. lack of equipment, which makes teaching ME/ML all the more difficult.

Respondents also mentioned that ME/ML course implementation is further hindered by the indifference of school staff and administrations. This indifference can be overcome through concentrated efforts of the Ministry of Education and Science.

Diagram 9.

Q. 16.What resources do secondary schools lack to effectively teach media literacy course?

14

12

11

9

7

5

Exchange of experience between media literact course teachers

Technical resources and equipment (multimedia, sometimes Internet) to conduct media literacy course

Basic media literacy curricula for different school grades

Organization of media literacy courses as a part of elective curriculum in schools

Methodological media literacy guidelines to assist teachers

Textbooks on media literacy for various grades

Report on the survey of OPPTI lecturers page.10

Commentary of respondents: “Experiment did not end with inclusion of media literacy lessons into school curricula. We should work on extra-curricular activities.

First and foremost, media holdings, film clubs and media culture centers. As well as work to integrate media education into various school subjects.

We should start with preschoolers. Frankly, I am rather ashamed of talking about the importance of media education “experiment” with teachers and leaders fourth year in a row. Overall, media and information literacy are only a part of overall literacy. I am spending my time and efforts on an experiment that will not have an official conclusion. There are many other interesting areas of education apart from media literacy” (Zaporizhzhia).

“There is a lack of desire and necessary competences among teaching personnel. We should provide teachers with real education. We should make a bank of model lessons. Teachers should demonstrate initiative. For example, in Melitopol we created a group to exchange experience and it works. We also created a website http://zapmediagroup.ucoz.ua/.”

“Some rayons of Kyiv oblast still do not have Internet. We need an all-inclusive complex. Teacher think the course far-fetched and it annoys them”( Kyiv).

ME/ML IN PEDAGOGICAL COLLEGES/UNIVERSITIES

Majority of respondents do not know whether the course is a part of pedagogical college and university curricula of the region (11 persons). Those, who agreed to answer the question, often mention inaccuracy of information (“heard, talked, someone said”). Summary of replies may be found in Annex 2.

Annex 1.

Dnipropetrovska oblast Last name of teacher/director Contacts School/Gymnasium/Lyceum City Kozhanova Antonina Yuriyivna School №2 Marganets

Kozachok Mykhailo Mykhailovych Humanities Gymnasium after L. Ukrayinka Zhovti Vody

Holubnichaya Iryna Mykolayivna School №122 Dnipropetrovsk

Khoroshkoa Liudmyla Oleksandrivna Seconary School № 50 Dnipropetrovsk

Tabanchuk Nataliya Anatoliyivna Gymnasium № 127 Kryvyy Rih

Dubnistaya Maryna Anatoliyivna School №71 Kryvyy Rih

Zaporizka oblast Elkin Andriy Vyacheslavovych, teacher-organizer, chemistry teacher

Zaporizhzhia teaching and disciplinary complex №19 Zaporizhzhia

Bezmenova Nataliya Dmutrivna, Ukrainian language and literature teacher

Melitopol secondary school № 25 Melitopol

Kalugina Nelia Valeriyivna, teacher-organizer, music teacher Energodar teaching and disciplinary complex “Pre-school educational institution №9”

Energodar

Kovalenko Pavlo Oleksandrovych, teacher of media education Zaporizhzhia specialized boarding school, ІІ-ІІІ levels, Sichovyy Collegium

Zaporizhzhia

School №1 Krynychky

Kyivska oblast Physics teacher School№5 Bila Tserkva

Khodkivska school Pereyaslav-Khmelnytskyy rayon

Nerosh Natalia Vasylivna Khotivska school Kyevo-Svyatoshynskyy rayon

Luhanska oblast Klimova Inna Anatolievna Popasnaya secondary school Popasnaya

Baklazhova Oksana Volodymyrivna 095-2045092 Secondary school Rovenky Beluha Svitlana Vasylivna/Zadyraka Olena Vitalyivna Gymnasium Lisichansk

Borovkova Svitlana Valentynivna, Director 095-0336005 Teaching and disciplinary lyceum Harant Lisichansk Poltavska oblast

Report on the survey of OPPTI lecturers page.12

Zemelko Iryna Serhiyivna Gymnasium №17 Poltava

Onyschenko Olga Vasylivna Kreminets college of arts Kreminets

Maslyanyk Nataliya Yuriyivna School№2 Komsomolsk

Barannyk Tamila Vasylivna Secondary School Velyka Bohachka

Lysenko Mykola Andriyovych Secondary School Hrebinka

Cherkaska oblast Kovalska Tetyana Mykolayivna 0474964480 Buzhansk secondary school, І-ІІІ levels Buzhansk Nischenko Maryana Eduardivna 063 5980985 Zolotonosha Secondary School Zolotonosha Chernihivska oblast Kozeletsk gymnasium №1 Kozelets

Chernihiv lyceum, specialization information and technology №16

Chernihiv

Chernivetska oblast Gymnasium №1,2,5 Chernivtsi

Lyceum №2,3 Chernivtsi

Report on the survey of OPPTI lecturers page.13

Annex 2

Last name Educational institution Department City Professor Serhienko

Pedagogical University, after Dragomanov Department of Information and Communication and Media Communication

Kyiv

Luhansk National University after T.Shevchenko Department of Informational Security (likely, there is no course)

Luhansk

Kryvyy RIh

Tetyana Denysiuk Lutsk Pedagogical College tel.099-3624770 Lutsk Kolesnykova Iryna Vasylivna Zhytomyr University after Franko Writing dissertation Zhytomyr Dean of Philology Department

Chernihiv Pedagogical University Chernihiv

Vinnytsia State University after Kotsiubynskyy There is such a course Vinnytsia

Balandina Nadiya Francivna National Poltava University Department of Journalism, Deputy Chair of the Department

Poltava

Matsko V.P. Khmelnytska Humanities and Pedagogical Academy

No course Khmelnytskyy

Biliak Olha Mykhaylivna Odesa Pedagogical vocational school Director Odesa Odesa Pedagogical Universtiy There was such a course Odesa