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Transmedia technology is a modern innovative system which scientists consider to be real communication revolution. Transmedia technology is investigated and actively implemented in different life spheres and social activities, such as mass media, journalism, marketing, culture, education etc. There is an urgent need to study the opportunities of using the transmedia technologies in art education, in particular in music teachers’ professional training. The implementing of transmedia technology in music teachers’ professional training contributes to the qualitative development of their professional competence, broadening of their outlooks, the improvement of artistic abilities, and professional skills. To study in detail both teachers’ and HEI students’ mastering of transmedia technology, the online survey “Transmedia Technology in Art Education” was held. HEI lecturers, secondary school Art teachers, teachers of Art school in Sloviansk, students of SHEI “Donbas State Pedagogical University” and Communal Institution “Pokrovsk Pedagogical College” took part in this questionnaire. The analysis of tests has proved the low level of acknowledgement about the essence of transmedia technology. However, it has demonstrated a high level of general technology knowledge and skills that makes it possible to implement the transmedia technology in educational process. We have revealed a number of issues which require the attention and further development.

The article's primary objective is to provide the first comprehensive retrospective examination of Canadian media education history. The authors support the periodization, identify the trends, the periodization criteria, and the three main periods of establishment and development of Canadian media education in the context of socio-political and sociopedagogical determinants based on the theoretical findings of Canadian media educators. The historical foundations for Canada's development of media education are made clear. According to pedagogical theory and practice, the core of media education is the study of theory and the development of practical skills for mastering contemporary mass media. This knowledge is seen as belonging to a distinct, independent field of knowledge. The authors conclude that media education is connected to all forms of media, including the collection of information and communication tools that each person uses on a daily basis: printed media (newspapers, magazines), auditory media (radio, audio), and screen media (movies, television, video, multimedia, the Internet, etc.); they also define the fundamental elements of media education and conclude that it is a subset of media literacy and media culture. The article describes the evolution of media education associations, approaches, and programs. It has been proven necessary to use positive Canadian experience to address issues with implementing media education in Ukraine in order to improve and humanize that country's educational system in the framework of studying the experience of Canadian media theorists and practitioners.