Media Competency Among Teachers in Colombia and Ecuador: A Wake-Up Call

What is it?

This article explains the results of a comparative study measuring the media competencies of teachers in Medellín (Colombia) and Loja and Zamora (Ecuador). According to Rivera-Rogel, Zuluaga-Arias, Montoya Ramírez, Romero-Rodríguez, and Aguaded, despite increased digital exposure, educators show low to medium levels of media literacy.

Why is it important?

The main findings indicate that teachers—key agents of media education—are not sufficiently prepared to guide students in critical media use. This media illiteracy has implications for both citizenship development and democratic participation in digital societies.

How is it applied?

Educational institutions and policymakers must implement structured, multidimensional training based on models like the Ferrés & Piscitelli framework, which addresses language, technology, reception, production, ideology, and aesthetics.

Six Dimensions of Media Competency

The study applied a validated evaluation model across two environments: message production and message reception. Teachers were assessed in the following areas:

1. Language: Understanding and using media codes

2. Technology: Operating digital tools

3. Reception and Interaction: Critical media consumption

4. Production and Dissemination: Content creation and ethical awareness

5. Ideology and Values: Recognizing biases and promoting pluralism

6. Aesthetics: Appreciating and analyzing visual storytelling

Key Findings

In Colombia (Medellín)

• Language: 41% scored high; 39% medium

• Technology: 15% high; 54% medium

• Reception: 45% low; only 4% high

• Production: 48% low; 8% high

• Ideology/Values: 41% low; 5% high

• Aesthetics: 54% below medium

In Ecuador (Loja & Zamora)

• Teachers had stronger technological handling but weak critical analysis.

• Over 70% struggled with media language interpretation.

• 83% did not know how to manage privacy settings.

• Most educators recognized media regulations but not ethical codes or aesthetic value.

FAQs

Why are teachers lacking media competency?
Despite digital access, training is superficial—often focused on device operation, not critical literacy or ethics.

Is media literacy just tech skills?
No. True media literacy includes analysis, ethics, values, and aesthetic understanding, beyond simple tool usage.

What can be done?
Integrate media literacy into teacher training programs, support ongoing professional development, and align with international frameworks like UNESCO’s MIL standards.

Final Thoughts

This article shows that teachers in Colombia and Ecuador are not yet equipped to lead the next generation in navigating media landscapes. As the authors argue, consumption is not competence—educators must be critically trained in all dimensions of media interaction.

To build a democratic, informed society, media literacy must be a pedagogical priority. Otherwise, the very educators responsible for cultivating critical citizens may themselves become passive consumers in an infoxicated world.