Dissertationen: „Digital curricula“

1

Noakes, Travis. „Inequality in digital personas - e-portfolio curricula, cultural repertoires and social media“. Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29652.

Der volle Inhalt der Quelle

Annotation:

Digital and electronic learning portfolios (e-portfolios) are playing a growing role in supporting admission to tertiary study and employment by visual creatives. Despite the growing importance of digital portfolios, we know very little about how professionals or students use theirs. This thesis contributes to knowledge by describing how South African high school students curated varied e-portfolio styles while developing disciplinary personas as visual artists. The study documents the technological and material inequalities between these students at two schools in Cape Town. By contrast to many celebratory accounts of contemporary new media literacies, it provides cautionary case studies of how young people’s privileged or marginalized circumstances shape their digital portfolios as well. A four-year longitudinal action research project (2009-2013) enabled the recording and analysis of students’ development as visual artists via e-portfolios at an independent (2009-2012) and a government school (2012-2013). Each school represented one of the two types of secondary schooling recognised by the South African government. All student e-portfolios were analysed along with producers’ dissimilar contexts. Teachers often promoted highbrow cultural norms entrenched by white, English medium schooling. The predominance of such norms could disadvantage socially marginalized youths and those developing repertoires in creative industry, crafts or fan art. Furthermore, major technological inequalities caused further exclusion. Differences in connectivity and infrastructure between the two research sites and individuals’ home environments were apparent. While the project supported the development of new literacies, the intervention nonetheless inadvertently reproduced the symbolic advantages of privileged youths. Important distinctions existed between participants’ use of media technologies. Resourceintensive communications proved gatekeepers to under-resourced students and stopped them fully articulating their abilities in their e-portfolios. Non-connected students had the most limited exposure to developing a digital hexis while remediating artworks, presenting personas and benefiting from online affinity spaces. By contrast, well-connected students created comprehensive showcases curating links to their productions in varied affinity groups. Male teens from affluent homes were better positioned to negotiate their classroom identities, as well as their entrepreneurial and other personas. Cultural capital acquired in their homes, such as media production skills, needed to resonate with the broader ethos of the school in its class and cultural dimensions. By contrast, certain creative industry, fan art and craft productions seemed precluded by assimilationist assumptions. At the same time, young women grappled with the risks and benefits of online visibility. An important side effect of validating media produced outside school is that privileged teens may amplify their symbolic advantages by easily adding distinctive personas. Under-resourced students must contend with the dual challenges of media ecologies as gatekeepers and an exclusionary cultural environment. Black teens from working class homes were faced with many hidden infrastructural and cultural challenges that contributed to their individual achievements falling short of similarly motivated peers. Equitable digital portfolio education must address both infrastructural inequality and decolonisation.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

2

Vale, Thiago Souza. „A construção da educação geográfica na cultura digital“. Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21588.

Der volle Inhalt der Quelle

Annotation:

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-12T10:58:46Z No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5)
Made available in DSpace on 2018-11-12T10:58:46Z (GMT). No. of bitstreams: 1 Thiago Souza Vale.pdf: 9022479 bytes, checksum: a1dbb9ae2c74495c78b70d66d02e0d06 (MD5) Previous issue date: 2018-09-04
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research encompasses the insertion and construction of geography education in digital culture in a private school in the Pinheiros district, west borough of Sao Paulo's municipality. School geography is presently undergoing conceptual, methodological and procedural transformations, which give rise to reflections on teaching practice and the construction of learning situations related to a globalized world. Hence, the general goal of this research is to understand the teaching and learning processes of geography education in the digital culture. By doing so, we aim to verify the potential to understand the geographical phenomena in various scales, using resources other than to encourage the students' creativity and motivation. This research uses a qualitative approach and a methodological procedure inspired in practices associated with action-research, with a pedagogical focus in active teaching-learning methodology models. Data was collected in 2017 from a 9th grade, during learning situations in virtual learning environments, questionnaires, focal groups and from notes taken by the researcher-teacher. Results show that the combination of active methodologies, (DICT) and contents promoted the cognitive and emotional developments of the learners in digital culture contexts, mainly regarding the pedagogical procedures that involve problem solving, collaboration and participation. Therefore, conclude that the pedagogical practices enabled the comprehension of the geographical phenomena in a number of instances, advanced by the DICT, which encouraged the geographical thinking and representation, in addition to favoring the learners' creativity and motivation
A presente pesquisa refere-se à inserção e construção da educação geográfica na cultura digital em uma unidade escolar privada no bairro de Pinheiros, zona oeste do município de São Paulo. A geografia escolar atualmente passa por transformações conceituais, metodológicas e procedimentais, implicando em reflexões da prática docente e da construção de situações de aprendizagem articuladas com as características do mundo globalizado. Assim, o objetivo geral da pesquisa, é compreender os processos de ensino e de aprendizagem da educação geográfica na cultura digital. Com isso, pretende-se verificar o potencial de compreensão dos fenômenos geográficos em diversas escalas, utilizando recursos diferentes da aula expositiva para incentivar a criatividade e motivação dos educandos. Esta pesquisa apresenta abordagem qualitativa e procedimento metodológico inspirado em práticas associadas à pesquisa-ação, com enfoque pedagógico em modelos de metodologias ativas de ensino e de aprendizagem. Os dados referentes ao 9º ano do Ensino Fundamental Anos Finais foram coletados em 2017, nas situações de aprendizagem em ambientes virtuais, questionários, grupos focais e a partir de anotações sistematizadas do professor/pesquisador. Os resultados indicam que a combinação entre metodologias ativas, (TDIC) e conteúdos favoreceram os desenvolvimentos cognitivo e emocional dos educandos em contextos da cultura digital, principalmente quanto a procedimentos pedagógicos que envolvem resolução de problemas, colaboração e participação. Dessa forma podemos concluir que as práticas pedagógicas realizadas, facilitaram a compreensão dos fenômenos geográficos em diversas escalas, impulsionada pelas TDIC, que incentivaram a representação e expressão do raciocínio geográfico, além de favorecer a criatividade e motivação dos educandos

APA, Harvard, Vancouver, ISO und andere Zitierweisen

3

Mary, Eckert. „EIGHT YEARS OF UBIQUITOUS TECHNOLOGY ACCESS AND DIGITAL CURRICULA: BUSINESS AND MARKETING HIGH SCHOOL TEACHERS’ PERSPECTIVE“. VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2333.

Der volle Inhalt der Quelle

Annotation:

This research was conducted during the 2009-2010 school term as a case study of a large school division’s technology initiative after eight years to chronicle its effect on high school business and marketing teachers’ use and integration of technology. The 18 teachers were business and marketing teachers from eight high schools, two technical centers and one alternative school who participated in the one-to-one laptop initiative from its inception and who were asked to participate in the study. A web-based survey on technology use and adoption was administered to 18 high school business and marketing teachers. The researcher conducted a total of four unannounced observations of each teacher’s instruction, specifically for technology use, by using the Instructional Technology Resource Teachers’ Technology Integration form. Additionally, the teachers were asked to participate in one of two focus group interviews to determine their level of technology use along with their perceptions regarding the technology initiative and its effect on their instruction and teaching strategies. This case study has relevance to school districts with technology initiatives or districts considering adopting one. The high school business and marketing teachers’ vantage point provided unique information about the effect a one-to-one laptop initiative has made on business and marketing teachers’ technology use over the last eight years. The effect that a comprehensive, one-to-one initiative had on business and marketing high school teachers’ technology use was twofold. First, instruction was affected. Teachers and students were found to manage data electronically, the amount of and methods for teachers’ communication changed, and exemplars surfaced. Second, challenges emerged. Teachers’ classroom management responsibilities included laptop monitoring, access issues as a consequence of network filtering policies, and a need for additional technology-based professional development for teachers and time to practice new skills. While some positive effects were visible, eight years into the one-to-one laptop initiative problems were evident, and administrative support as well as teacher acceptance seemed to play an important role in teachers’ willingness to regularly and enthusiastically modify their pedagogy to include technology in teaching strategies and student lessons.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

4

Schmidt, David Glenn. „Digital-high definition television servicing curriculum for Santa Ana Community College“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2202.

Der volle Inhalt der Quelle

Annotation:

The purpose of this project was to develop a semester length community college curriculum for a course in the theory and servicing of digital-high definition television for the students in the service technology field of electronics at Santa Ana Community College in Santa Ana, California. Additionally, it is designed with the current electronic service industry in mind.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

5

Olsson, Sandra. „Digitala läromedel och återkoppling i matematik för årskurs 1-3. : Lärares möjlighet till återkoppling med digitala läromedel“. Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84694.

Der volle Inhalt der Quelle

Annotation:

Digital teaching materials are today considered an important complement in the teaching of mathematics in today's school. As our society becomes increasingly digital, it is even more important that the school adapts and develops its knowledge in digital curricula. That teachers then have knowledge of how these teaching aids are structured and work is now even more important, partly so they know which teaching aid is most effective both for the student's knowledge and development and as an aid to the teacher's ability to assess. In this work, a qualitative content analysis of five digital teaching materials in mathematics has been done. The purpose of the content analysis was to see which digital teaching materials have feedback as part of their offer and whether the teacher has the opportunity to provide feedback to the students in the digital teaching materials in mathematics for grades 1-3. All the digital teaching materials have been analyzed based on the student's and teacher's insight into the teaching materials, this was done with the help of an analysis schedule. The results have then been set against different levels of feedback to conclude that all five digital teaching aids have feedback at the task level as an important aspect. Furthermore, the analysis showed that there are three "types" of e-textbooks. One of the digital teaching materials examined belonged to one "type" of e-textbook while the other four belonged to one and the same. Finally, it could be stated that all five digital teaching aids have some shortcomings when it comes to feedback.
Digitala läromedel anses idag vara ett viktigt komplement i undervisningen inom matematik i dagens skola. Då vårt samhälle blir allt mer digitaliserat är det ännu viktigare att skolan anpassar sig och utvecklar sina kunskaper inom digitala verktyg. Att lärare då har kunskap om hur dessa läromedel är uppbyggda och fungerar är nu ännu viktigare, dels för att de ska veta vilket läromedel som är mest effektivt både före elevens kunskapsutveckling och som hjälpmedel för lärarens möjlighet till bedömning. I detta arbete har en kvalitativ innehållsanalys av fem digitala läromedel inom matematik gjorts. Syftet med innehållsanalysen var att se vilka digitala läromedel som har återkoppling som en del av sitt utbud samt om läraren har möjlighet till att ge återkoppling till eleverna via de digitala läromedlen i matematik för år 1–3. Alla de digitala läromedlen har analyserats utifrån elevens och lärarens insyn i dem, detta gjordes med hjälp av ett analysschema. Resultatet har sedan ställts emot olika nivåer av återkoppling för att komma fram till att alla de fem digitala läromedlen har återkoppling på uppgiftsnivå som en viktig aspekt. Vidare visade analysen att det finns tre ”typer” av e-läroböcker, det vill säga digitala läromedel. Ett av dem som undersöktes tillhörde en ”typ” av e-lärobok medan de andra fyra tillhörde ett annat digitalt läromedel. Slutligen kunde det konstateras att alla de digitala läromedel som undersöktes har några brister när det kommer till återkoppling.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

6

Findling, John C. „Integration of Game-Based Learning into a Social Studies Curriculum Model to Improve Student Performance in the Ohio Social Studies Standards“. Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1218489507.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

7

Saito, Ricardo Toshihito. „Da lousa digital interativa aos webcurrículos coletivos: agências, letramentos e práticas translíngues em um curso de língua inglesa“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04042018-141319/.

Der volle Inhalt der Quelle

Annotation:

Este estudo investiga os processos de co-construções webcurriculares em um curso de Língua Inglesa, caracterizado pela ausência de livro didático e cujas construções das aulas são mediatizadas pelas tecnologias digitais da informação e comunicação, suas ferramentas e seus recursos. Amalgamados em movimentos agênticos de alunos e professor, os processos de construção de discursos e enunciados (BAKHTIN, 1929), sentidos e significados (BRUNER, 1960) por meio de práticas translíngues (CANAGARAJAH, 2013) oferecem alguns dos elementos mediatizadores para que esses processos de co-construções de novas arquiteturas pedagógicas ocorram. Essa composição caleidoscópica que fomenta a ecologia social e cultural desta pesquisa etnográfica é caracterizada por ser interpretativa em busca de significados (GEERTZ, 1973), e não uma análise de uma ciência experimental em busca de uma lei. Assim, este trabalho encontra-se organizado em três capítulos que discorrem sobre as concepções que envolvem esta pesquisa etnográfica e seus processos de construção de dados contemplando os webcurrículos, as agências e as práticas translíngues por meio dos letramentos. A partir dos conceitos de temporalidade (EMIRBAYER e MISCHE, 1998) e da abordagem ecológica da agência (BIESTA e TEDDER, 2007) é possível observar como os movimentos agênticos de cada um dos sujeitos da pesquisa dialogam em busca de um equilíbrio outro, a partir de forças que emanam dessa ecologia social, cultural e material. Assim, o leitor é convidado a espiar através das lentes deste pesquisador-etnógrafo, alguns movimentos e olhares construídos, cujos elementos mediadores são os letramentos com as suas múltiplas linguagens e as tecnologias digitais da informação e comunicação. Tal composição ecológica propicia a abertura de novas janelas acompanhadas por visões de mundo outras, cujos elementos possibilitam infinitas combinações que fomentam a construção de outros tipos de conhecimentos inacabados.
English language program, characterized by the absence of textbooks and whose classroom constructions are mediated by digital information and communication technologies, their tools and their resources. The processes of constructing discourses and speeches (BAKHTIN, 1929), sense and meanings (BRUNER, 1960) by means of translingual practices (CANAGARAJAH, 2013) offer some of the mediatizing elements for these processes of co-constructions of new pedagocial architectures to occur. This kaleidoscopic composition that fosters the social and cultural ecology of this ethnographic research is characterized by being interpretative in search of meanings (GEERTZ, 1973), and not an analysis of an experimental science in search of a law. Thus, this work is organized in three chapters that discuss the conceptions that involve this ethnographic research and its processes of data construction contemplating the web-based curricula, the agencies and the translingual practices and the literacies. Based on the concepts of temporality (EMIRBAYER and MISCHE, 1998) and the ecological approach of agencies (BIESTA and TEDDER, 2007), it is possible to observe how the agentic movements of each of the research subjects intertwine in seach of some equilibrium of the other, whose forces emanate from this social, cultural and material ecology. Thus, the reader is invited to peer through the lenses of this ethnographer-researcher, some of the constructed movements and looks, whose mediating elements are the literacies and their multiple languages and the digital technologies of information and communication. Such ecological composition allows the opening of new windows accompanied by other world views, whose elements allow infinite combinations that foment the construction of other types of knowledge, unfinished knowledge.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

8

Bergert, Aline, Jana Helbig und Christin Nenner. „HIS – an international and digital summer school for STEM students“. Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2016. https://library.iated.org/view/BERGERT2016HIS.

Der volle Inhalt der Quelle

Annotation:

The teaching project HIS (Holistic International STEMs – Learning with case studies and real life industry experiences) is presented as part of the poster session. Experience shows that German (outgoing) and international (incoming) students have difficulties to communicate properly at the workplace in Germany as well as abroad due to language differences, especially in STEM terms. In addition, young professionals often do not have experience in working in international or virtual teams. All those challenges are current job requirements, not just in global companies. But: How to teach this in higher education? The classical formats of lectures or seminars are not suitable. Therefore, there is a need to develop and prove new teaching formats, within the curriculum as well as extracurricular. With focus on STEM subjects the presented project combines three current impacts on higher education: Internationalization, digitalization, and labor market orientation. The concept of the project is that STEM students from different countries will attend an international, virtual summer school (April to June 2016). They solve real-life job case studies together in small interdisciplinary teams. The participants are mentored by national and international industry partners and STEM professors. With such, the participants will improve language and communication skills, and apply and exchange their expertise as well as gain intercultural work experience. The concept was awarded by the “Stifterverband für die deutsche Wissenschaft” (Donors association for the promotion of humanities and sciences in Germany). The poster introduces the project and exemplary the three-dimensional assignments of one case study (occupational, lingual, and intercultural). At present, the project should be handled as a “project in progress”. Keywords: technology, teaching projects, STEM, internationalization, digitalization, labor market orientation, employability, job orientation, competencies, development of new curricula

APA, Harvard, Vancouver, ISO und andere Zitierweisen

9

Vergili, Rafael. „Literacias digitais nos cursos de Graduação em Relações Públicas: disciplinas de tecnologia nas matrizes curriculares de universidades brasileiras“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-31052017-115431/.

Der volle Inhalt der Quelle

Annotation:

Este trabalho tem como objetivo avaliar se universidades brasileiras aumentaram a carga horária e o número de disciplinas de tecnologia nas matrizes curriculares de seus cursos de Graduação em Relações Públicas, especialmente após a publicação das DCNs (Diretrizes Curriculares Nacionais) de 2013. Para atingir o objetivo, além da revisão de literatura, foram realizados: mapeamento de todos os cursos de Graduação em RP oferecidos no Brasil; pesquisa qualitativa, por meio de entrevistas em profundidade com coordenadores de IES (Instituições de Ensino Superior); e pesquisa documental, em que foi realizada análise das matrizes curriculares de 10 universidades do Brasil e do exterior. Entende-se que a ruptura da linha divisória entre emissor e receptor, provocada especialmente pelo advento da Web, acelerou a velocidade das trocas de informações, o que impactou a atividade de Relações Públicas e, também, as IES, que precisaram se adaptar a uma nova realidade para formar seus estudantes. Com as DCNs do Curso de RP, publicadas no Diário Oficial da União do dia 1° de outubro de 2013, que apresentam atenção ampliada sobre aspectos relativos à tecnologia, aparentemente buscou-se integração com essas mudanças. Após selecionar 10 universidades pelos critérios de IGC (Índice Geral de Cursos) do Inep/MEC (Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira/Ministério da Educação) e de proporção de cursos por regiões do país, foram realizadas entrevistas com coordenadores de curso de Graduação em RP de universidades públicas e privadas para averiguar como o tema \"tecnologia\" é tratado em diferentes realidades brasileiras. Constatou-se, por meio dos procedimentos metodológicos utilizados, aumento considerável no número de disciplinas de tecnologia e, o mais importante, na carga horária dedicada ao tema, o que pode permitir ampliação de desenvolvimento de habilidades e competências (literacias digitais) para lidar com plataformas digitais.
The present study aims at evaluating whether Brazilian universities have increased their course load and number of technology subjects in the core curricula of their Undergraduate Public Relations course, mainly after the issue of the 2013 Curricular Guidelines in Upper-Level Education (DCNs). In order to accomplish its purpose, besides the review of the literature, it had been conducted the mapping of all Undergraduate courses of Public Relations available in Brazil; qualitative research by means of in-depth interviews with Higher Education Institutions (IES) coordinators; and document analysis where the core curricula of ten universities from Brazil and from abroad were analyzed. We understand that the rupture of the dividing line between transmitter and receiver, caused mainly by the advent of the Web, sped up information exchanges, which caused an impact on Public Relations activities as well as on the HEIs, which needed to adapt themselves to a new reality in order to educate their students. With the DCNs of the PR course, published in the Official Federal Gazette of October 1st, 2013, which provide a broad concern for aspects regarding technology, we seemingly searched for some integration with those changes. After choosing 10 universities pursuant to criteria of the General Index for Programs (IGC) of the Inep/MEC (National Institute of Educational Studies and Research Anísio Teixeira/Ministry of Education) and based on the ratio of courses according to the country\'s areas, interviews with Undergraduate courses of PR coordinators from public and private universities were conducted, in order to investigate how the subject \"technology\" is viewed in different Brazilian realities. Through methodological procedures, a significant increase of the number of technology subjects were verified, and most importantly, of the course load regarding the subject, which may allow the increase of development of skills and competencies (digital literacies) in order to deal with digital platforms.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

10

Kohler, Francis M. „Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

11

Purcell, Steven L. „Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /“. Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

12

Drska, Andreia Borges de Godói. „De interagido a interagente: a construção de um espaço virtual de autoria em uma escola estadual paulista“. Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21662.

Der volle Inhalt der Quelle

Annotation:

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-28T09:09:47Z No. of bitstreams: 1 Andreia Borges de Godói Drska.pdf: 4488885 bytes, checksum: e8584d4925668a10814c45b956ef3557 (MD5)
Made available in DSpace on 2018-11-28T09:09:47Z (GMT). No. of bitstreams: 1 Andreia Borges de Godói Drska.pdf: 4488885 bytes, checksum: e8584d4925668a10814c45b956ef3557 (MD5) Previous issue date: 2018-09-17
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This study is a part of the “New Technologies in Education” research line of the Master’s Degree Program in Education: Curriculum of the Pontifícia Universidade Católica de São Paulo. The purpose of this study is to do a reflection about digital inclusion as one of the dimensions of social inclusion, seeking to highlight ways that favor the interacting profile of individuals in the context of digital culture. The study, carried out at public school in the city of São Paulo, presents the school pedagogical proposal analysis, the experience report of a virtual space creation for the school and the results of a questionnaire related to the user profile of the DICTs (Digital Information and Communication Technologies) which was applied to the school students involved in the project. It is important to point out that these students are considered socially vulnerable by the socioeconomic government parameters and by the school itself. By this, beyond the context analysis, this study seeks to emphasize the role of the school in the digital inclusion of young students in a context of social vulnerability, since in the Network Society (Castells), this participation is a sine qua non condition for a person to be, in fact, included. Besides that, the study aims to a progressive construction of a knowledge that can be shared, based on the integral education theory of Paulo Freire, the Network Society of Castells and the discussion about the school role in the Bourdieu’s process of social inclusion, this study records, narrates and analyzes the construction of an internet space (blog) in a public school of the city of São Paulo. The study is contextualized under the aegis of digital culture and the fact that, in contemporary society, it is possible to see a shift from the socializing space of the school to the media. The study results find out that the inclusion in digital culture, one of the dimensions of social inclusion, requires a favorable environment for the individual to recognize and identify himself as a citizen that have a word of his own (MARTÍN-BARBERO). Therefore, being included in the digital culture requires the citizen to be able to critically read and put his words (FREIRE) in the context of this culture and its tools (ALMEIDA; SILVA). Although there is a shift from the socializing context of the school to the media, the school institution remains fundamental for the citizen to be interacting in the digital culture, especially for those who are socially vulnerable. For this, it must offer a democratic space for teaching, a curriculum that integrates DICTs in a critical way and public policies that guarantee access. Among the results of the observation, it was verified that the inclusion in the digital culture is not part of the molded curriculum or in action of the investigated school. There is evidence to suggest that the school itself is on the margins of digital culture
Esta pesquisa insere-se na linha de pesquisa Novas Tecnologias na Educação, do Programa de Pós-Graduação em Educação: currículo da Pontifícia Universidade de São Paulo. O estudo tem por objetivo refletir sobre a inclusão digital como uma das dimensões da inclusão social, buscando destacar caminhos que favoreçam o perfil interagente do sujeito no contexto da cultura digital. A investigação, realizada em uma escola estadual da capital paulista, apresenta a análise da proposta pedagógica da unidade, o relato da experiência da criação de um espaço virtual de autoria e os resultados de um questionário sobre o perfil de utilização das TDIC, realizado com os jovens envolvidos no projeto. Destaca-se o fato de tratar-se de sujeitos considerados socialmente vulneráveis pelos sensos e pela própria escola. Para além de analisar o contexto, esta investigação busca enfatizar o papel da escola na inclusão digital dos jovens em situação de vulnerabilidade, uma vez que na Sociedade em Rede (Castells), esta participação é condição sine qua non para que o sujeito esteja, de fato, incluído. Além disso, como pesquisa participante, busca-se a construção progressiva de um saber que poderá ser compartilhado. Partindo da teoria da educação integral de Paulo Freire, da Sociedade em Rede de Castells e da discussão sobre o papel da escola no processo de inclusão social de Bourdieu, esta dissertação registra, narra e analisa a construção de um espaço de autoria (blog) em uma escola estadual na periferia do município de São Paulo. A pesquisa está contextualizada sob a égide da cultura digital e o fato de, na sociedade contemporânea, constatar-se um deslocamento do espaço socializador da escola para as mídias. O principal resultado da pesquisa foi a constatação de que a inclusão na cultura digital, uma das dimensões da inclusão social, prescinde de um ambiente favorável para que o indivíduo se reconheça como sujeito e se identifique como portador de uma palavra própria (MARTÍN-BARBERO). Portanto, estar incluso na cultura digital, prescinde de o sujeito estar capacitado para ler criticamente e colocar no mundo suas palavras (FREIRE) no contexto desta cultura e das suas ferramentas (ALMEIDA; SILVA). Ainda que haja o deslocamento do contexto socializador da escola para as mídias, a instituição escolar segue sendo fundamental para que o sujeito seja interagente na cultura digital, especialmente para aqueles que se encontram socialmente vulneráveis. Para tanto, precisa oferecer um espaço democrático de ensino, um currículo que integre as TDIC de forma crítica e políticas públicas que garantam o acesso. Entre os resultados da observação, constatou-se que a inclusão na cultura digital não faz parte do currículo moldado ou em ação da unidade de ensino investigada. Há indícios que sugerem que a própria escola está à margem da cultura digital

APA, Harvard, Vancouver, ISO und andere Zitierweisen

13

Rodrigues, Alessandra. „Narrativas digitais, autoria e currículo na formação de professores mediada pelas tecnologias: uma narrativa-tese“. Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20196.

Der volle Inhalt der Quelle

Annotation:

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-11T12:42:19Z No. of bitstreams: 1 Alessandra Rodrigues.pdf: 5444016 bytes, checksum: 6cbfb17658fe29c7233b3155d1dae2de (MD5)
Made available in DSpace on 2017-07-11T12:42:19Z (GMT). No. of bitstreams: 1 Alessandra Rodrigues.pdf: 5444016 bytes, checksum: 6cbfb17658fe29c7233b3155d1dae2de (MD5) Previous issue date: 2017-06-23
Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Digital storytelling combine the tradition of storytelling with the contemporaneousness of information and communication technologies (ICT). When used in educational contexts, they can be spaces for the promotion of authorship and dialogue among the subjects of the curriculum, enhancing more meaningful, contextualized and critical-creative learning. Digital storytelling also allow association with the concept of narrative curriculum, although they have been little explored in the scope of scientific research. Considering this context of possible relations, this study aims to analyze the production and to advertising of digitals storytelling of learning (DSL) as a possibility for the construction of a narrative curriculum in teacher training and its influence: a) in the building of teacher authorships; B) in the approximation/appropriation/signification of the technology for pedagogical use. The research locus was a semi-presential discipline of the Graduate Program in Science Teaching of a Brazilian public university. In this course, the research subjects produced and presented their DSL during a semester. The methodological way of the research was made through the observation of the classes in the classroom, the monitoring the production and dissemination of the partial storytelling posted in a virtual environment and by holding focus groups with the subjects. The analysis is carried out from the intersection of the discourses of the subjects in the DSL and in the other enunciative contexts, having as guiding the three central themes of the study: authorship, narrative curriculum and ICT. Considering this movement, the research constitutes as a qualitative study of storytelling character, with ethnographic inspiration. The results of this research suggest that the construction of the narrative curriculum is associated with some elements (narrative learning and tertiary, narrative capital and experience) and has the storytelling way of thinking as structuring. This study also indicates that, as curricular elements, the DSL can be seen: a) as enhancing of the assumption of the author-function by the subjects; b) as instigators of the subjects' perception on the storytelling temporality of life and human constructions; c) as elements of critical-reflexive articulation between the prescriptive curricular contents and the subjects' knowledge, experiences and narrative capital; d) as spaces that promote storytelling learning and tertiary that contribute to the social future of the subjects, empowering them; e) as spaces of construction of narrative identities that allow subjects to define, appropriate and maintain the continuous storytelling of their own curricula; f) as promoters of autonomous processes of approximation, appropriation and resignification of the ICT for pedagogical use
As narrativas digitais aliam a tradição de contar histórias à contemporaneidade das tecnologias digitais de informação e comunicação (TDIC). Quando utilizadas em contextos educacionais podem ser espaços de promoção da autoria e de diálogo entre os sujeitos do currículo potencializando aprendizagens mais significativas, contextualizadas e crítico-criativas. As narrativas digitais também permitem associação com o conceito de currículo narrativo, ainda que tenham sido pouco exploradas no âmbito das pesquisas científicas. Considerando esse contexto de relações possíveis, este estudo tem como objetivo analisar a produção e veiculação de narrativas digitais de aprendizagem (NDA) como possibilidade para a construção de um currículo narrativo na formação de professores e sua influência: a) na construção da autoria docente; b) na aproximação/apropriação/significação da tecnologia para uso pedagógico. O lócus de investigação foi uma disciplina semipresencial do Programa de Pós-Graduação em Ensino de Ciências de uma universidade pública brasileira. Nesta disciplina, os sujeitos de pesquisa produziram e veicularam suas NDA durante um semestre letivo. O percurso metodológico da pesquisa se fez pela observação participante das aulas presenciais da disciplina; pelo acompanhamento da produção e divulgação das narrativas parciais postadas em ambiente virtual e pela realização de grupos focais com os sujeitos. O trabalho analítico realiza-se a partir do entrecruzamento dos discursos dos sujeitos nas NDA e nos demais contextos enunciativos tendo como orientadoras as três temáticas centrais do estudo: autoria, currículo narrativo e TDIC. Considerando esse movimento, a pesquisa constitui-se como um estudo qualitativo de caráter narrativo, com inspiração etnográfica. Os resultados desta investigação sugerem que a construção do currículo narrativo está associada a alguns elementos (aprendizagem narrativa e terciária, capital narrativo e experiência) e tem o modo narrativo de pensamento como estruturante. Este estudo também indica que, como elementos curriculares, as NDA podem ser vistas: a) como potencializadoras da assunção da função-autor pelos sujeitos; b) como instigadoras da percepção dos sujeitos sobre a temporalidade narrativa da vida e das construções humanas; c) como elementos de articulação crítico-reflexiva entre os conteúdos curriculares prescritivos e os conhecimentos, as experiências e o capital narrativo dos sujeitos; d) como espaços promotores de aprendizagens narrativas e terciárias que contribuem para o futuro social dos sujeitos, empoderando-os; e) como espaços de construção de identidades narrativas que permitem aos sujeitos definirem, se apropriarem e manterem a narrativa contínua de seus próprios currículos; f) como promotoras de processos autônomos de aproximação, apropriação e ressignificação das TDIC para uso pedagógico

APA, Harvard, Vancouver, ISO und andere Zitierweisen

14

Pomerantz, Jeffrey, Barbara M. Wildemuth, Seungwon Yang und Edward A. Fox. „Curriculum Development for Digital Libraries“. Association for Computing Machinery, 2006. http://hdl.handle.net/10150/106056.

Der volle Inhalt der Quelle

Annotation:

The Virginia Tech Department of Computer Science (VT CS) and the University of North Carolina at Chapel Hill School of Information and Library Science (UNC SILS) have launched a curriculum development project in the area of digital libraries. Educational resources will be developed based on the Computing Curriculum 2001. Lesson plans and modules will be developed in a variety of areas (that cover the topics of papers and conference sessions in the field), evaluated by experts in those areas, and then pilot tested in CS and LIS courses. The authors are seeking instructors, schools, and departments interested in developing, implementing, and/or evaluating these educational materials.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

15

Wolin, Martin Michael. „Digital high school photography curriculum“. CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2414.

Der volle Inhalt der Quelle

Annotation:

The purpose of this thesis is to create a high school digital photography curriculum that is relevant to real world application and would enable high school students to enter the work force with marketable skills or go on to post secondary education with advanced knowledge in the field of digital imaging.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

16

Sahb, Warlley Ferreira. „Tecnologias Digitais da Informação e Comunicação e o processo de expansão e integração da educação superior no MERCOSUL“. Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/9879.

Der volle Inhalt der Quelle

Annotation:

Made available in DSpace on 2016-04-27T14:31:41Z (GMT). No. of bitstreams: 1 Warlley Ferreira Sahb.pdf: 4394406 bytes, checksum: 5fd846a4c18e221b3ff03d8c7e96153f (MD5) Previous issue date: 2016-02-17
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The increase in higher education provision is a process supported or performed by the governments of several countries. This phenomenon is related to the increased level of economic processes demands as well as the democratization of countries regarding schooling of the population, increasing, therefore, social participation. Furthermore, it can also be related to the increasing demand for professional qualification. The expansion of higher education, while encouraging trans-national integration processes, also contributes to the fight against regional and social inequalities. This thesis analyzes the process of integration of Information and Communication Digital Technologies (ICDT) with the curriculum. Herein, we demonstrate that this is constituted as a formative element for the development and cultural and social unity of the MERCOSUR countries. It is important to consider the need and importance of guaranteeing the right to education and its strategic role for development in Latin America. Compared to the process of educational integration, which happened in Europe by the Bologna process, it is possible to observe a similar process in South America. By conducting a literature review, bibliographic and documentary research and by conducting a PhD research at the Open University of Portugal (UAb-PT), we could observe that the process of integration of ICDT in schools and curricula has taken place in an environment marked by strong social changes and expansion of technological resources, which are available to schools and universities. With this research, we aim at evaluating a critical contextualization of the concept of technology and its penetration in social relationships, causing several changes and implementing new concepts in schools, such as digital culture, culture of innovation and education in the age of mobility. Recognizing the evidence and importance of integrating ICDT in the school context, but at the same time, doing a critical and contextualized review, it appears that the inclusion of ICDT in education - in schools or universities - will not automatically bring changes or innovations to the curriculum. With regard to the importance of establishing a common transnational curricular base, there is the need for a proposal for the collaboration among Latin American countries, ranging from a basic platform of studies, plans, practices and training for Education. This basic platform can be named transnational curriculum. This is not exactly to propose a curriculum for schools within MERCOSUR or even in Latin America, but a curriculum from which it allows to plan and operate structuring training programs, dialogue, discussion and publication for educators, managers and students from the countries. We conclude that the expansion and educational integration requires a joint work among all parties involved in the process, to strategically and democratically deal with the diverse and complex issues of the coordination of ICDT in schools and curriculum
O aumento da oferta de educação superior é um processo claramente apoiado ou realizado pelos governos de diversos países. Esse fenômeno tem a ver com o aumento do grau de exigência dos processos econômicos e de democratização dos países em busca da escolarização das populações que ascendem a níveis maiores de participação social, mas também se relaciona com a procura necessária por qualificação profissional. Realizar esta expansão da educação superior, fomentando ao mesmo tempo os processos de integração transnacionais, contribui também para o combate às desigualdades regionais. O presente trabalho analisa o processo de integração das Tecnologias Digitais da Informação e Comunicação (TDIC) ao currículo para demonstrar que este constitui-se como elemento formativo e motor para o desenvolvimento e unidade cultural e social dos países do MERCOSUL, considerando-se, sobretudo, a necessidade e a importância da garantia do direito à educação e o seu papel estratégico para o desenvolvimento no âmbito da América Latina. Como no processo de integração educacional acontecido na Europa, por intermédio do Processo de Bolonha, pode-se observar o parecido processo no âmbito da América do Sul. Por intermédio da realização de uma revisão de literatura, de pesquisas bibliográficas e documentais e mediante a realização de um estágio doutoral realizado na Universidade Aberta de Portugal (UAb-PT), pode-se observar que o processo de integração das TDIC nas escolas e nos currículos vem ocorrendo num ambiente marcado por fortes mudanças sociais e expansão dos recursos tecnológicos, estes à disposição de escolas e universidades. Procura-se realizar nessa pesquisa uma contextualização crítica acerca do conceito de tecnologia e sobre a sua penetração nas relações sociais, provocando diversas mudanças e implantando novos conceitos nas escolas, tais como cultura digital, cultura da inovação e educação na era da mobilidade. Reconhecendo a evidência e importância da integração das TDIC no contexto escolar, mas, ao mesmo tempo, lançando sobre este fenômeno um olhar crítico e contextualizado, constata-se que a inserção das TDIC na educação - nas escolas ou nas universidades - também não trarão, de forma automática, mudanças ou inovações para os currículos. No que diz respeito à importância do estabelecimento de uma base curricular transnacional comum, vê-se a necessidade de uma proposta concebida numa ampla colaboração entre os países latino-americanos, a partir de uma plataforma básica de estudos, planejamentos, práticas e formação para a Educação. A esta plataforma básica pode dar-se o nome de currículo transnacional. Não se trata, exatamente, de propor um currículo para as escolas no âmbito do MERCOSUL ou mesmo da América Latina, mas de um currículo a partir do qual se permita planejar e operar programas estruturantes de formação, diálogo, debates e publicação para educadores, gestores e alunos entre os países. Concluímos que para que se tenha expansão e integração educacional é necessário um trabalho conjunto realizado entre todas as partes envolvidas neste processo, para que sejam tratadas de maneira estratégica e democrática as diversas e complexas questões que envolvem a articulação das TDIC nas escolas e nos currículos

APA, Harvard, Vancouver, ISO und andere Zitierweisen

17

Yamazaki, Kasumi. „Learning to Communicate in a Virtual World: The Case of a JFL Classroom“. University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430389814.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

18

Cerqueira, Valdenice Minatel Melo de. „Resiliência e tecnologias digitais móveis no contexto da educação básica: senta que lá vem a história“. Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9775.

Der volle Inhalt der Quelle

Annotation:

Made available in DSpace on 2016-04-27T14:31:21Z (GMT). No. of bitstreams: 1 Valdenice Minatel Melo de Cerqueira.pdf: 4853814 bytes, checksum: 9f1ec9cc78787554a18c679826fce57d (MD5) Previous issue date: 2014-02-26
This narrative-based work is attached to the line of research known as New Technologies in Education of Education Program: Curriculum from PUC - SP. This is a descriptive and qualitative-related study that evolved from the implementation of Dante Tablet program in Dante Alighieri School between 2011 and 2012. The overall objective of this work is to observe, describe and analyze the actions employed in the implementation of a program intended for the integration of information, communication, mobile and digital technologies into the curriculum of a school of basic education, while identifying the resiliencies arisen concerning this implementation. For this, we carried out analyses on documents that reveal the history and routine of the mentioned school, among them records of the institution s foundation, its Internal Regulations, accounts of meetings for training teachers, reports of students and teachers steering committees, notes of teaching practices, and questionnaires for teachers of tenth-grade secondary school and students of the Student Steering Committee. The journey to Paradise of the poet Dante Alighieri, described in the book "The Divine Comedy", was used as a metaphor of the methodological process. As to the narrative that supports this work, its development was conducted in a spiral manner, from the concept of Valente s spiral learning. In this paper, the idea of resilience, taken from Simpson and Tavares studies, refers to actions that provide the ability to overcome difficulties and adversities. In addition to these authors, the theoretical framework also comprehends Almeida with regard to issues on curriculum web and Freire over his view on education as an intervention in the world that enables change and transformation. Throughout the work, we identified four resilient actions that were predominant for the maintenance of Dante Tablet program, which are: the creation of the Student Steering Committee; the amplified use of Virtual Learning Environment (MOODLE); the identification, encouragement and enhancement of successful practices that favored aspects of students and teachers authorship; and the provision of a high-quality connection to the Internet, which allows activities involving since the simple ones, such as searching and selecting information, until those that promote students authorship and co-authorship as well as, in a collaborative way, the production and organization of knowledge through cloud computing. The verification of these actions was possible through some indicators that, established by Fullan, are called in this research vectors namely, need, clarity, complexity and quality. In addition to the identification of those resilient actions, another finding of this work was that the process of integration of digital technologies into curriculum should be designed and effected from a deep reflection and a broad dialogue, with the participation of each individual involved in the pedagogical task (in particular, teachers, students and administrators) so as to approach the subject from the perspective of a shared management of web curriculum, prioritizing an online integration of people, ideas, knowledge and cultures. Finally, the expectation is that this work can contribute to the debate on integration of mobile digital technologies into the curriculum within the Brazilian basic education
A presente investigação de natureza narrativa integra-se na linha de pesquisa das Novas Tecnologias em Educação do Programa Educação: Currículo da PUC-SP. Trata-se de um estudo descritivo, de natureza qualitativa, e que se desenvolveu a partir da implantação do programa Dante Tablet no Colégio Dante Alighieri entre os anos de 2011 e 2012. O objetivo geral da pesquisa é observar, descrever e analisar as ações empregadas na implantação de um programa de integração das tecnologias digitais móveis da informação e comunicação (TDM) ao currículo de uma escola de educação básica, identificando as resiliências surgidas nesse processo. Para tanto, foram feitas análises de documentos que deixam transparecer a história e o cotidiano do referido colégio, entre os quais: relatos sobre a fundação do colégio, Regimento Interno, atas de reuniões dos comitês de gestão (docente e discente), apontamentos de práticas pedagógicas dos professores, além de questionários para professores das 1ª séries do Ensino Médio e alunos do Comitê Gestor Discente. A viagem rumo ao Paraíso do poeta Dante Alighieri, descrita na obra A Divina Comédia , foi utilizada como metáfora do processo metodológico. Relativamente à narrativa que sustenta esta tese, seu desenvolvimento foi conduzido de maneira espiralada, a partir do conceito de espiral de aprendizagem de Valente. A resiliência, neste trabalho, remete às ações que oferecem capacidade de superar dificuldades e transpor situações adversas, e foi estudada a partir de Simpson e Tavares. Além desses autores, o aporte teórico também referencia Almeida nas questões de web currículo e Freire na perspectiva da educação como intervenção no mundo, possibilitando mudanças e transformações. Ao longo do trabalho, identificaram-se quatro ações resilientes que foram preponderantes para a sustentação do programa Dante Tablet: a criação do Comitê Gestor Discente; a utilização ampliada do ambiente virtual de aprendizagem criado no MOODLE; a identificação e valorização de práticas exitosas que favoreceram aspectos relacionados com a autoria de alunos e professores; e a oferta de uma conexão de qualidade com a internet, que possibilitou a realização de atividades desde as mais simples, como a busca e seleção de informações, até aquelas que promovem a autoria dos alunos e, de forma colaborativa, a produção e a organização do conhecimento por meio de serviços nas nuvens. A identificação dessas ações se deu por meio de alguns indicadores que, estabelecidos a partir do trabalho de Fullan, são chamados nesta pesquisa de vetores a saber, necessidade, clareza, complexidade e qualidade. Em complemento à identificação das ações resilientes, constatou-se que o processo de integração das tecnologias digitais ao currículo deve ser pensado e efetivado a partir de uma reflexão, de um diálogo, com a participação de todos os sujeitos do ato pedagógico (em particular, professores, alunos e gestores) na perspectiva de uma gestão compartilhada, do web currículo, priorizando uma integração, em rede, de pessoas, ideias, conhecimentos e culturas. Finalmente, a expectativa é a de que este trabalho possa contribuir para a reflexão sobre integração das tecnologias digitais móveis ao currículo, no âmbito da educação básica brasileira

APA, Harvard, Vancouver, ISO und andere Zitierweisen

19

Young, Regina Santos. „InserÃÃo das interfaces digitais interativas (IDI) no ensino presencial superior: prÃticas educativas e formaÃÃo docente no curso de pedagogia da UERN“. Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14666.

Der volle Inhalt der Quelle

Annotation:

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
nÃo hÃ
Esta pesquisa analisou o modo como as Interfaces Digitais Interativas (IDI) foram incorporadas Ãs prÃticas educativas presenciais e Ã formaÃÃo docente no curso de Pedagogia da Universidade do Estado do Rio Grande do Norte (UERN). As IDI sÃo compreendidas como aplicativos que permitem a interaÃÃo usuÃrio-computador disponÃveis em dispositivos (mÃveis ou estÃticos), proporcionando a realizaÃÃo de aÃÃes e atividades em rede (coletivo) ou individuais (pessoal) para diversos fins (trabalho, lazer, estudo etc.) e necessidades dos usuÃrios, advindas com o desenvolvimento da telemÃtica. O objetivo geral desta pesquisa foi promover a inserÃÃo de Interfaces Digitais Interativas (IDI) e a apropriaÃÃo do conhecimento digital Ãs prÃticas educativas no curso Pedagogia da Universidade do Estado do Rio Grande do Norte (UERN). Este objetivo norteou a natureza da pesquisa de cunho qualitativo, em que se buscou alcanÃar questÃes subjetivas durante seu percurso, referentes Ãs prÃticas educativas e de formaÃÃo docente. O contato direto e a imersÃo no campo empÃrico de investigaÃÃo, que ocorreu no campus central da Faculdade de EducaÃÃo da UERN, durante todo o perÃodo da pesquisa, permitiu o desenvolvimento e a sistematizaÃÃo de coleta dos dados por meio de variados instrumentos (pesquisa documental; observaÃÃo participante com registro em diÃrio de campo; as mensagens de e-mails trocadas e arquivadas e as entrevistas semiestruturas) que foram desenvolvidos em momentos especÃficos do percurso de pesquisa iniciado em agosto de 2012 e finalizado em maio de 2013. Os resultados apontaram para o fortalecimento dos processos formativos em relaÃÃo Ãs interfaces digitais interativas nas prÃticas educativas das professoras colaboradoras, articulando-as aos seus saberes de formaÃÃo, iniciando um processo de formulaÃÃo de um conhecimento digital que ainda precisa ser fortalecido e ressignificado de acordo com o contexto e os constantes avanÃos das IDI. As potencialidades e limitaÃÃes das interfaces digitais interativas foram experimentadas pelas professoras colaboradoras em processo de elaboraÃÃo teÃrico-prÃtico no exercÃcio do trabalho docente, valorizando os saberes que foram constituÃdos na prÃtica educativa em articulaÃÃo com os saberes de formaÃÃo, a vivÃncia, que envolveu planejamento, execuÃÃo e contextualizaÃÃo de usos das IDI nas disciplinas de DidÃtica, AlfabetizaÃÃo e Letramento, LaboratÃrio de Monografia e EstÃgio Supervisionado III. Nessas disciplinas, foram desenvolvidas atividades pedagÃgicas com a inserÃÃo das interfaces que resultaram nos seguintes usos: fÃrum de discussÃo para debates de temÃtica-chave das disciplinas; diÃrio virtual para registro das produÃÃes textuais/reflexÃes dos alunos; biblioteca para disponibilizaÃÃo de materiais 18 multimodais; envio de tarefas em portfÃlios individuais. De acordo com as professoras colaboradoras, essas atividades pedagÃgicas contribuÃram com a aproximaÃÃo entre professor- aluno, favorecendo a mediaÃÃo do professor; melhoraram a comunicaÃÃo; dinamizaram as aulas com a inserÃÃo de materiais multimodais; fortaleceram a autoria e produÃÃo textual do aluno. AlÃm disso, os usos das interfaces digitais interativas nas disciplinas do curso de Pedagogia abriram uma discussÃo sobre currÃculo e tecnologias digitais, o que estÃ em efervescente debate nas instituiÃÃes de ensino superior (IES), no Ãmbito nacional e internacional, e que estava ausente das discussÃes locais, exigindo outras perspectivas e reorientaÃÃo das prÃticas de ensinar e aprender na sociedade em rede.
Esta investigaciÃn analizÃ como las Interfaces Digitales Interactivas (IDI) se incorporaron en las prÃcticas educativas presenciales y en la formaciÃn docente en el curso de PedagogÃa de la Universidade do Estado do Rio Grande do Norte (UERN). Las IDI son entendidas como aplicativos que permiten la interacciÃn entre usuario-ordenador disponibles en dispositivos (mÃviles o estÃticos) que proporcionan la realizaciÃn de acciones y actividades en red (colectivo) o individuales (personal) para diversos fines (trabajo, ocio, estudio, etc.) y necesidades de los usuarios que surjan con el desarrollo de la telemÃtica. El objetivo general de esta investigaciÃn fue promover la inclusiÃn de las Interfaces Digitales Interactivas (IDI) y la apropiaciÃn del conocimiento digital para las prÃcticas educativas en el Curso de PedagogÃa de la Universidade do Estado do Rio Grande do Norte (UERN). Este objetivo guiÃ la naturaleza de la investigaciÃn de cuÃo cualitativo, en el cual se tratÃ de alcanzar cuestiones subjetivas referentes a las prÃcticas educativas y de formaciÃn de profesorado. Por lo tanto, las construcciones, el compromiso, las ideas y significados atribuidos por las profesoras participantes en relaciÃn a las acciones y actividades de investigaciÃn fueron esenciales para el encaminamiento y los resultados de la investigaciÃn. El contacto directo y la inmersiÃn en el campo empÃrico de la investigaciÃn que tuvo lugar en el campus central de la Faculdade de EducaÃÃo da UERN, durante todo el periodo de la investigaciÃn, permitiÃ el desarrollo y la sistematizaciÃn del proceso de recogida de datos a travÃs de diferentes instrumentos (investigaciÃn documental; observaciÃn participante con registro en diario de campo; los mensajes de e-mails intercambiados y archivados y las entrevistas semiestructuradas) que se desarrollaron en momentos especÃficos del transcurso de la investigaciÃn iniciada en agosto de 2012 y finalizada en mayo de 2013. Los resultados obtenidos seÃalan hacia el fortalecimiento de los procesos formativos en relaciÃn a las interfaces digitales interactivas en las prÃcticas educativas de las profesoras colaboradoras, incorporÃndolas a sus conocimientos de formaciÃn, iniciando un proceso de construcciÃn de un conocimiento digital que todavÃa necesita ser fortalecido y resignificado de acuerdo con el contexto y los constantes avances de las IDI. El potencial y las limitaciones de las interfaces digitales interactivas fueron probadas por las profesoras colaboradoras en un proceso de construcciÃn teÃrico-prÃctico dentro de la prÃctica docente, dando valor al saber que se construyÃ en la prÃctica educativa en conjunciÃn con los conocimientos de la formaciÃn, la experiencia compartida durante la planificaciÃn, ejecuciÃn y contextualizaciÃn del uso de las IDI en las materias de DidÃtica, AlfabetizaÃÃo e letramento, LaboratÃrio de Monografia e EstÃgio Supervisionado III. En estas materias se 20 desarrollaron actividades pedagÃgicas con la inclusiÃn de las interfaces dando lugar a los siguientes usos: Foro de debate para la discusiÃn de temas clave; diario virtual para grabar las producciones textuales / reflexiones de los estudiantes; biblioteca con disponibilidad de materiales multimodales; el envÃo de tareas en carpetas individuales. SegÃn las profesoras colaboradoras, dichas actividades pedagÃgicas han contribuido al acercamiento entre profesor-alumno, favoreciendo la mediaciÃn del profesor; mejora de la comunicaciÃn; dinamizaciÃn de las clases con la inclusiÃn de materiales multimodales; fortaleciÃ laautorÃay la construcciÃndel alumno. Por otra parte, los usos de las interfaces digitales interactivas en las materias del curso de PedagogÃa abrieron una discusiÃn sobre currÃculoy tecnologÃas digitales que se debate efervescente en Instituciones de EducaciÃn Superior (IES) en el Ãmbito nacional e internacional, y que estuvo ausente en las discusiones locales siendo requerido una nueva visiÃn y reorientaciÃn de las prÃcticas de enseÃanza y aprendizaje en la sociedad red.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

20

Cacioppo, Christopher M. (Christopher Michael). „Design of an exportable digital design curriculum“. Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38827.

Der volle Inhalt der Quelle

Annotation:

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.
Includes bibliographical references (p. 96).
by Christopher M. Cacioppo.
M.S.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

21

Selau, Patrícia Reginalda da Silva. „Cultura digital e cidadania: dialogando a partir de práticas e do currículo dos anos iniciais em escola participante de um projeto de inclusão digital“. Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5344.

Der volle Inhalt der Quelle

Annotation:

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-06-10T13:43:55Z No. of bitstreams: 1 Patrícia Reginalda da Silva Selau_.pdf: 3049785 bytes, checksum: ff6499b8a3cf0bbdeb9e37de106c393e (MD5)
Made available in DSpace on 2016-06-10T13:43:55Z (GMT). No. of bitstreams: 1 Patrícia Reginalda da Silva Selau_.pdf: 3049785 bytes, checksum: ff6499b8a3cf0bbdeb9e37de106c393e (MD5) Previous issue date: 2016-02-26
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico
A presente dissertação é uma pesquisa que problematiza os diálogos possíveis entre cultura digital, cidadania e o currículo dos anos iniciais em uma escola participante de um projeto de inclusão digital da região metropolitana de Porto Alegre – RS. Duas questões orientaram essa investigação: 1) Como as políticas públicas, projetos, ações que tratam do tema da cidadania associadas com a perspectiva da inclusão digital se articulam? 2) Quais as possibilidades de interlocução entre o currículo dos anos inicias e os temas relacionados à cidadania? Foi desenvolvida no contexto da escola, uma oficina com a temática: mídias digitais e cidadania. Que apresentou como objetivo discutir sobre o desenvolvimento da cidadania mediado pelas tecnologias digitais, já presentes no contexto da escola. Para dar conta das demandas e questões que a (con) vivência na escola fez emergir, a metodologia de investigação e análise foi inspirada no método cartográfico de pesquisa e intervenção e, com base nas ideias de Moreira e Candau (2006) sobre currículo, de Gadotti (2000) sobre cidadania, e Maraschin e Axt (2005) sobre acoplamento tecnológico, foi possível constatar que tanto o conceito de currículo quanto o conceito de cidadania são conceitos amplos e complexos que permitem várias interpretações. Bem como, perceber que as TD presentes na escola são tratadas como ferramenta pedagógica, como subsídio ao processo de ensino, e não como um artefato cultural propício ao desenvolvimento da cidadania. A cidadania não foi percebida no contexto da pesquisa como participação ativa e propositiva dos cidadãos. De acordo com as recorrências nos discursos das professoras, as pesquisas via internet foram, a forma mais comum de uso das TD no contexto da escola, no entanto, essa recorrência no processo não configura um acoplamento tecnológico. Foi possível observar apropriação dos participantes em relação aos conceitos problematizados no decorrer desta pesquisa, gerando movimentos e possíveis inovações em algumas práticas evidenciadas no decorrer desta investigação.
This dissertation is a study that discusses the possible dialogues between digital culture, citizenship and the elementary school curriculum in the in a school participating in a digital inclusion project in the metropolitan region of Porto Alegre - RS. Two questions guided this research: 1) How public policies, projects, actions that deal with citizenship theme associated with the perspective of digital inclusion are linked? 2) What are the possibilities of dialogue between the curriculum of the initial years and the issues related to citizenship? It was developed in the school context, a workshop with the theme: digital citizenship and media. Which aimed to discuss the development of citizenship mediated by digital technologies already present in the school context. To cope with the demands and issues that emerged by the acquaintanceship at school, the research and analysis methodology were inspired by the cartographic method of research and based on the ideas of Moreira and Candau (2006) about curriculum, Gadotti (2000) about citizenship and Maraschin and Axt (2005) about technological engagement, it was found that both the concept of curriculum and the concept of citizenship are large and complex concepts that allow various interpretations, And realize that the TD present in the school are treated as a pedagogical tool, as a support to the teaching process, and not as a cultural artifact conducive to the development of citizenship. Citizenship was not perceived in the context of research as active and purposeful participation of citizens. According to recurrences in the discourses of teachers, the internet searches were the most common form of use of the TD in the context of school, however, this recurrence in the process does not constitute a technological engagement. It was observed appropriation of participants in relation to concepts problematized in the course of this research, generating movements and possible innovations in some practices evidenced in the course of this investigation.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

22

Walsh-Moorman, Elizabeth A. „Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms“. Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

23

Esposito, Santore John Mark. „ESL Teachers' Perceptions of Digital Storytelling| Curriculum Implications“. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859644.

Der volle Inhalt der Quelle

Annotation:

The purpose of this study was to reveal the perceptions of ESL teachers regarding the use of digital storytelling in the classroom. The study examined the attitudes, beliefs, and opinions/feelings of teachers and identified their concerns about digital story telling production as part of their curricula.

Teachers’ perceptions were examined in this qualitative phenomenological study in order to get comprehensive descriptions. Strategies for data collection included questionnaires, interviews, and reflective essays. Interviews had a semi-structured format with participants being interviewed individually. Participation was voluntary, and all participants had completed at least one digital storytelling project with their students.

Three teachers participated in this study. Once all interviews were transcribed, categories were identified, relationships were established, and interpretations were made. Results indicated that participants held positive views towards the use of digital storytelling because of the creative nature of projects and the motivation that accompanied students’ desire to complete polished products. Finally, results showed that the incorporation of educational technology in general was important for all three teachers because students were able to develop language skills while incorporating much needed 21st century digital literacy skills.

The implications of these results were that all three teachers felt that educational programs did not do a good job of preparing teachers to help students meet the challenges of a new digital world. Furthermore, all three teachers expressed having similar lack of resources although this seemed to be more of an issue at the public-school level than at the university level.

Some recommendations would be that this study be extended to include other geographical regions to see if teachers are experiencing the same challenges. Expanding the study to include other areas would present a more complete picture of how digital storytelling is being used in educational settings. It is also recommended to examine students’ perceptions of digital storytelling to see if their perceptions mirror those of their instructors. Finally, these recommendations could affect the kinds of training teachers receive in educational programs and ultimately affect the decision to include a digital storytelling project as part of the curriculum.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

24

Finner, Richard Paul. „Curriculum for a course in introductory digital darkroom“. CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1261.

Der volle Inhalt der Quelle

Annotation:

The objective of this project was to develop a curriculum for a course in Introductory Digital Darkroom. This curriculum will be used to replace existing curriculum in the Camera, Stripping and Platemaking course taught in The Graphics Technology Department of Riverside Community College (RCC), Riverside, California. In order to provide students with technologically advanced, marketable skills, the course must be revised to include computerized electronic prepress techniques.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

25

Foster, Sarah E. „Student Empowerment Through Digital Storytelling“. University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1407405356.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

26

Matheus, Danielle dos Santos. „O discurso da educação de qualidade nas políticas de currículo“. Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6864.

Der volle Inhalt der Quelle

Annotation:

Esta pesquisa analisa o discurso de educação de qualidade nas políticas curriculares para a Educação Básica forjadas no Brasil, no período compreendido entre 2003 e 2011, na vigência do governo de Luís Inácio Lula da Silva e no início do governo Dilma Roussef, procurando entender os nexos estabelecidos entre currículo e qualidade. Para tanto, é investigado o contexto de produção dos textos da referida política o Ministério da Educação (MEC), por meio da leitura de cinquenta e sete documentos assinados e/ou encomendados pela Secretaria de Educação Básica (SEB), pelo Conselho Nacional de Educação (CNE) e pelo Instituto Nacional de Estudos e Pesquisas Educacionais (INEP), os quais constituíram um corpus de estudo para esta pesquisa. Tal leitura tem como ferramenta de entrada e organização dos textos o programa computacional WordSmith Tools (versão 5), a partir do qual foi possível focar em significantes identificados como condutores dos sentidos de qualidade. A análise desse corpus de estudo é relacionada ainda aos programas de governo divulgados pelo Partido dos Trabalhadores na ocasião das campanhas eleitorais de 2002, 2006 e 2010, com vistas a uma maior compreensão do contexto político partidário ao qual a política curricular se conecta. A pesquisa se fundamenta na Teoria do Discurso de Ernesto Laclau, articulada às teorias do currículo produzidas por Alice Lopes e Elizabeth Macedo e à abordagem do ciclo de políticas de Stephen Ball e colaboradores. Com essa filiação teórica entende-se as políticas de currículo como produção cultural discursiva em múltiplos contextos, marcada pela contingência do social. A tese apresentada é a de que, na política Lula/Dilma, o significante educação de qualidade é tendencialmente vazio, representando, no que se refere ao currículo, tanto demandas por um ensino voltado para a distribuição igualitária do conhecimento, visto como possibilidade de promover a justiça social, quanto demandas por um ensino voltado para resultados estipulados e mensurados por meio de sistemas de avaliação nacional que atestam sua eficiência e que representam o discurso da qualidade que se pretende total, segundo o qual a educação é um investimento que precisa dar retornos. A equivalência entre demandas, aparentemente, antagônicas, é possibilitada pelo vínculo que o significante qualidade estabelece com a demanda por justiça social, ao ser adjetivado como social, dando origem ao discurso da qualidade social. A política de qualidade social da educação, portanto, constrói um discurso de promoção da justiça social por meio do currículo comum e da centralidade do conhecimento (verificável), lançando mão do vocabulário das perspectivas críticas e ao mesmo tempo utilizando-se de ações das perspectivas instrumentais, que reduz o currículo às dimensões instrucionais. São, portanto, duas cadeias de equivalência em disputa no cenário educacional: a cadeia da qualidade social, representada pelo projeto de poder Lula/Dilma, que se justifica pela demanda da justiça social e opera a ressignificação das lógicas da centralização curricular e suas formas de avaliar, e a cadeia da qualidade que se pretende total, representada pelo projeto de poder FHC, que condiciona a educação às demandas de produtividade do mercado
The present research analyzed the quality of education discourse in the Brazilian Elementary Education curricular policies between 2003 and 2011 under the Luiz Inacio Lula da Silva and the beginning of Dilma Roussefs administrations, while trying to establish links between curriculum and quality. Therefore, the context of policy text production: Ministério da Educação (MEC) - is investigated by reading fifty-seven documents signed and/or ordered by the Secretaria de EducaçãoBásica (SEB), Conselho Nacional de Educação (CNE) and Instituto Nacional de Estudos e Pesquisas Educacionais (INEP), which became the corpus of study for this research. The documents were entered and organized using the software WordSmith Tools (version 5), which allowed us to focus on signifiers identified as conductors of meanings of quality. This corpus of study was also analyzed with respect to the Partido dos Trabalhadores administrations programs announced during the electoral campaigns of 2002, 2006 and 2010, in order to better understand the political party context to which the curricular policies are connected. This research is based on the Theory of Discourse by Ernesto Laclau, linked to the curricular theories produced by Alice Lopes and Elizabeth Macedo and the policy cycle approach by Stephen Ball and collaborators. According to this theoretical background, the curricular policies are treated as a discursive cultural product in multiple contexts, defined by the social contingencies. The thesis presented is that the quality of education signifier for the curriculum is empty for the administrations of Lula/ Dilma; therefore it represents demands for both teaching as a way of equally sharing knowledge and promoting social justice, as well as demands for teaching to expected results measured by national evaluation systems that attest efficacy and represent the pretense total quality discourse, which views education as an investment that needs to provide returns. The quality signifier and its link with the demands for social justice allows for the equivalency between seemingly opposite demands, since the descriptor social originates the social quality discourse. The education social quality policy builds a discourse that promotes social justice via a communal curriculum and centralization of knowledge (verifiable), while at the same time utilizing the critical perspectives vocabulary and instrumental perspective actions, which reduce the curriculum to instructional dimensions. These are two competing chains of equivalences in the educational scene: the social quality chain, represented by the Lula/ Dilma administrations, which is justified by the demands for social justice and operates the re-signification of the curricular centralization and its evaluation styles and the pretense total quality chain, represented by the FHC administration, which conditions education to the market demands of productivity

APA, Harvard, Vancouver, ISO und andere Zitierweisen

27

Samsuddin, Samsuddin Wira Bin Tu Manghui. „Digital forensics curriculum for undergraduate and master graduate students“. [Cedar City, Utah] : Southern Utah University, 2009. http://unicorn.li.suu.edu/ScholarArchive/ForensicScience/SamsuddinWira.pdf.

Der volle Inhalt der Quelle

Annotation:

Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "Thesis presented to the faculty of the Graduate School of Southern Utah University in partial fulfillment of the requirements for the degree of Master of Science in Forensic Science, Computer Forensics Emphasis." Manghui Tu, Advisor. Includes bibliographical references (p. 83-88).

APA, Harvard, Vancouver, ISO und andere Zitierweisen

28

Magalhães, Arthur Alexandre. „Conteúdos digitais para o tema ondulatória na proposta curricular do Estado de São Paulo“. Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/4470.

Der volle Inhalt der Quelle

Annotation:

Made available in DSpace on 2016-06-02T20:02:57Z (GMT). No. of bitstreams: 1 6427.pdf: 3052048 bytes, checksum: a443717ff8ef50286ad3a067981d0a76 (MD5) Previous issue date: 2014-07-25
This work proposes digital content for the Waves theme which can be inserted into the curriculum of the State of São Paulo. Technologies are part of the daily lives of students, and can be used as motivational tools in the teaching-learning process. Digital content consists of learning objects, such as videos, audios and simulations, accompanied by activities that provide an active student participation in the teachinglearning process. Activities were inspired by research methodology and have different levels of freedom, i.e. varying degrees of teacher intervention. We conclude that the activities with greater student autonomy lead to a more meaningful concept learning. It is noteworthy that, in addition to the positive result, this work has produced a considerable change in my teaching practice as I started to develop activities with investigative approach, in which the student carries out the process of knowledge construction.
Este trabalho teve como objetivo a produção de conteúdos digitais para o tema Ondulatória, a partir dos cadernos do Estado de São Paulo. As tecnologias fazem parte do cotidiano dos estudantes, e podem ser utilizadas como ferramentas motivacionais no processo de ensino-aprendizagem. Os conteúdos digitais consistem em conjuntos de Objetos Educacionais Digitais (OEDs), tais como vídeos, simulações e áudios, acompanhados com propostas de atividades que proporcionam uma participação ativa dos estudantes no processo de ensinoaprendizagem. As atividades foram inspiradas na metodologia investigativa e possuem diferentes graus de liberdade, isto é, grau variável de intervenção do professor. Após aplicação dos conteúdos digitais e análise dos resultados obtidos, os autores concluem que nas atividades em que se concede maior liberdade aos estudantes levam a uma aprendizagem mais significativa. Para constatar os benefícios de se utilizar os OEDs na prática de ensino foram elaborados mapas conceituais, antes e após a aplicação dos conteúdos digitais. Após análise dos mesmos, pode-se constatar um grande avanço no que se diz respeito ao domínio dos conceitos básicos da ondulatória.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

29

Oti, Alfred Gabriel. „The digital-making curriculum : the learning trajectories of frequent digital-makers in a London college“. Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041279/.

Der volle Inhalt der Quelle

Annotation:

Outside of formal education, many young people between 16 and 19 years of age are heavy consumers of digital content and some are frequent makers of digital content. Traditionally, the digital and media literacies and making skills needed for engagement with digital content come from participation in formal education courses such as Multimedia. The digital content taught and made within formal courses resembles the digital content that young people consume and make outside of formal education. However, in recent years, the participation levels of formal courses in which the making of digital content is prominent has fluctuated. Participation in some courses, for example, ICT has significantly declined and this has raised concerns about methods of teaching and learning as defined by the curriculums of such courses. Fluctuating participation patterns are often indicative of learner dissatisfaction with the methods of teaching and learning and the curriculums of formal courses that prominently feature digital-making. Consequently, learners complain about the lack of meaningful learning experiences of digital-making within formal education. Learners’ experiences of digital-making outside of formal education are often unrepresented in the curriculums of formal courses and this contributes towards learner dissatisfaction and fluctuating levels of participation. This thesis proposes an alternative curriculum for the study of digital-making within formal education, called the Digital-Making Curriculum (DMC) a term I have coined. Digital-making is the practice of ‘learning about technology through making with it’. The DMC encompasses the principles, and practices regarding the study, production, analysis, consumption, and distribution of digital content. The DMC occurs in formal courses where digital-making is the dominant or fundamental focus of the curriculum; or is of rapidly growing importance and prevalence, to the point that its absence would be impractical and detrimental for the progression of learners. The DMC incorporates learners’ experiences of digital-making outside of formal education into methods of teaching and learning. Consequently, the DMC facilitates the fostering of meaningful learning experiences of digital-making within formal education. At the core of the DMC, are social interactions between tutors and learners, in which both co-construct and co-develop learners’ understandings of digital and media literacies needed to solve problems and make decisions, during the construction processes of digital content. The DMC not only enables learners to develop a deeper understanding of digital-making but also enables tutors, curriculum makers and academics to gain a deeper understanding of how to effectively teach digital-making to learners on DMC courses.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

30

Meier, Lori T. „The Tamagotchi Curriculum: Stories from Digital Classroom Simulations in Teacher Education“. Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5909.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

31

Moran, Renee Rice, LaShay Jennings, Huili Hong und Karin J. Keith. „Literacy Learning in the Digital Age: Practical Methods for Incorporating Digital Book Clubs“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/990.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

32

Cruz, Wermes Dias Damascena. „Narrativas digitais e construção de conhecimento“. Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19675.

Der volle Inhalt der Quelle

Annotation:

Submitted by Marlene Aparecida de Souza Cardozo (mcardozo@pucsp.br) on 2017-01-24T16:52:29Z No. of bitstreams: 1 Wermes Dias Damascena Cruz.pdf: 1339409 bytes, checksum: 8ff8c06de70758b0255d4935dd690e35 (MD5)
Made available in DSpace on 2017-01-24T16:52:29Z (GMT). No. of bitstreams: 1 Wermes Dias Damascena Cruz.pdf: 1339409 bytes, checksum: 8ff8c06de70758b0255d4935dd690e35 (MD5) Previous issue date: 2016-12-14
Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The present study it has objective to identify and to analyse the knowledge developed and/or mobilized in the digital narratives elaborated by the participant pupils of the project Light in the My Life. It presented as justification discussion of the possibilities for integration of Information and Communication Digital Technologies - TDIC in producing narratives which implies thinking how technologies are being used in school. To support the discussions seeks to support the following theorists: Valente (2005, 2008, 1999) Almeida and Valente (2007, 2011, 2012) and Almeida (2005, 2014, 2015, 2016), discussing the concepts of integration of TDIC the curriculum and the construction of digital storytelling; Coll, Pozo, Sarabia and Valls (1998), which focus of the studies is in the learning of concepts, procedures and attitudes; Papert (1985) what discusses the role of the computer in the construction of knowledge and the development of thought among others. The context of the research is the Research Network and Collaboration University School which was formed by an initiative of PUC-SP, organized by the Teacher Training Research Group Supported Virtual Environment, with the participation of university teachers and teachers and students from public schools belong to the state or municipal education of different states: Mato Grosso do Sul, São Paulo, Pernambuco, Bahia and Tocantins. The Edmodo Platform was used as technologicalsupport of the interactions between the membersof the net, that had accomplished activitiesaround investigation projects on thematic Light. It's research is characterized as a qualitative approach to documentary study using the procedure of content analysis that part of one or more words in narrative documents expressed by textual writings, images and audio available in the videos of the narratives produced by students of the participating schools. As support for analysis, organization of thematerials, generation of maps of words and transcription of the videos used NVivo 11, version Pro. The research presented as result of the knowledge mobilized in the action by students, in research and exploration activities that enabled the learners to be subjects of their own learning. The double-produced narratives evidence knowledge built in collaboration, fruit in action with the effective participation in the project activities and evidenced in the narratives analyzed
O presente estudo tem por objetivo identificar e analisar os conhecimentos desenvolvidos e/ou mobilizados nas narrativas digitais elaboradas pelos alunos participantes no projeto Luz na Minha Vida. Apresenta como justificativa a discussão sobre as possibilidades de integração das Tecnologias Digitais da Informação e Comunicação (TDIC) na produção de narrativas, o que supõe pensar como as ferramentas estão sendo utilizadas na escola. Para sustentar as discussões, buscou-se apoio nos seguintes teóricos: Valente (2005, 2008, 1999); Almeida e Valente (2007, 2011, 2012); Almeida (2005, 2014, 2015, 2016), que discutem os conceitos de integração das TDIC no currículo e a construção de narrativas digitais; Coll, Pozo, Sarabia e Valls (1998), cujos estudos enfatizam a aprendizagem de conceitos, procedimentos e atitudes; Papert (1985), que discute o papel do computador na construção do conhecimento e no desenvolvimento do pensamento; entre outros. O contexto da investigação é a Rede de Pesquisa e Colaboração Universidade-Escola, uma iniciativa da Pontifícia Universidade Católica de São Paulo (PUC-SP), organizada pelo grupo de pesquisa Formação de Educadores com Suporte em Ambiente Virtual, com a participação de professores de universidades, professores e alunos de escolas públicas pertencentes à rede estadual ou municipal de ensino de diferentes estados: Mato Grosso do Sul, São Paulo, Pernambuco, Bahia e Tocantins. Como suporte tecnológico das interações entre os membros da Rede, foi utilizada a Plataforma Edmodo, para realizar atividades em torno de projetos de investigação sobre a temática Luz. Esta pesquisa caracteriza-se como um estudo documental de abordagem qualitativa que utiliza como procedimento a análise de conteúdo que parte de uma ou mais palavras nos documentos narrativos expressados por escritos textuais, imagens e áudio disponíveis nos vídeos das narrativas elaboradas pelos alunos de uma das escolas participantes. Como suporte para análise, organização dos materiais, geração de mapas de palavras e transcrição dos vídeos, foi utilizado o software NVivo 11, versão Pro. A pesquisa apresenta como resultado os conhecimentos mobilizados na ação pelos alunos, em atividades de pesquisa e exploração que possibilitou aos aprendizes serem sujeitos da própria aprendizagem. As narrativas produzidas em dupla evidenciam conhecimentos construídos em colaboração, frutos da ação com a efetiva participação nas atividades do projeto e evidenciados nas narrativas analisadas

APA, Harvard, Vancouver, ISO und andere Zitierweisen

33

Keith, Karin. „Digital Mentor Texts: Practical Methods for Using Digital Texts in the Reading and Writing Workshop“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4145.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

34

Tomceac, Jean Rafael. „Jogos Educacionais Digitais Abertos Interdisciplinares: um estudo de caso com professores da rede pública do Estado de São Paulo“. Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9719.

Der volle Inhalt der Quelle

Annotation:

Made available in DSpace on 2016-04-27T14:31:08Z (GMT). No. of bitstreams: 1 Jean Rafael Tomceac.pdf: 1599083 bytes, checksum: fbdbc3ae964615349ea40890d74b4ab9 (MD5) Previous issue date: 2013-05-27
This research refers to a case study that used as the object Interdisciplinary Open Digital Educational Games (Jogos Educacionais Digitais Abertos Interdisciplinares - JEDAI) to prove whether teachers, who are little exposed this technology, have the ability to analyze and predict the pedagogical learning dimensions created in the game environment. It therefore supports the theoretical reference of Maria Helena Soares de Souza, Fernando José de Almeida, Maria da Graça de Silva and Monica M. Gardelli Franco to define the characteristics of JEDAI. Questionnaires have been used as instrument to collect the data and were answered by 75 participants (public school teachers of the state of São Paulo and participants of a thematic workshop). Of these 75 completed questionnaires, 28 were selected for further analysis and interpretation of data. The partial result of the research indicates how participants identify the pedagogical characteristics of the types of games covered here
O presente trabalho refere-se a um estudo de caso que utilizou como objeto Jogos Educacionais Digitais Abertos Interdisciplinares JEDAI para provar se professores pouco expostos essa tecnologia, quando a experimentam - em ambientes controlados têm a capacidade de analisar e de antever as dimensões pedagógicas de aprendizagem geradas no ambiente do game. Para tanto, se apoia no referência teórico de Maria Helena Soares de Souza, Fernando José de Almeida, Maria da Graça Moreira da Silva e Monica M. Gardelli Franco, para definir as características dos JEDAI. Como instrumento de coleta de dados foram utilizados questionários, respondidos por 75 sujeitos, professores de escola pública da rede estadual de São Paulo, participantes de uma oficina temática. Destes, 28 questionários foram selecionados para análise e interpretação dos dados. O resultado parcial da pesquisa indica que os sujeitos identificam as características pedagógicas dos tipos de jogos aqui tratados

APA, Harvard, Vancouver, ISO und andere Zitierweisen

35

Johnson, Gavin P. „Queer Possibilities in Digital Media Composing“. The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158816717940897.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

36

Menezes, Maria Eduarda de Lima. „Tecnologias e mídias digitais no processo educativo e a autoria de alunos: limites, contribuições e possibilidades“. Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9731.

Der volle Inhalt der Quelle

Annotation:

Made available in DSpace on 2016-04-27T14:31:10Z (GMT). No. of bitstreams: 1 Maria Eduarda de Lima Menezes.pdf: 12389616 bytes, checksum: be96a3e99b452c248c795226c08e739c (MD5) Previous issue date: 2013-09-18
Conselho Nacional de Desenvolvimento Científico e Tecnológico
This study focuses on researching the possibilities and limits of student authorship promoted through the use of digital Communication and Information Technologies (CIT) and of digital media. The investigation also analyzes the role of these tools in contributing for the development of student authorship in the educational process at one selected school. The purpose of this study resides in the relevance of the theme today since communication, production, use and sharing of information are increasingly more present in social and virtual relationships. Furthermore, there are few studies about the topic, and even fewer which analyze student authorship through the use of digital media and CIT. The context of study is a private school in the city of Sao Paulo, which has been developing practices with digital CIT for over 10 years. One of such practices is the workshop about production of multimedia news content, which is offered from 7th graders to the senior year of high school. This is a qualitative study that used focus group protocol involving eight students and the teaching team, which included the teacher, the school principal and two journalists, besides the application of a questionnaire with the students and a documental analysis based on the workshop planning and the students blog. Results showed that students exert their authorship with responsibility and awareness, with the help of teachers mediation. During the process of creation and content production, students exert their authorship both individually and collectively, which allows for collaboration and interaction among them. They frequently resort to digital media and CIT to express their ideas through a number of different languages, and for the creation of news stories - which requires the development of creativity, autonomy and a critical view from their participants. Hence, students are no longer consumers: they start to be the producers of information which is shared in the knowledge network of the digital culture. It also shows that exercising authorship is the type of practice that contributes to build knowledge with the students in an active and engaged manner and presents viewpoints that enhance the integration of digital media and CIT in the educational process
O presente estudo tem por objetivo investigar as possibilidades e os limites da autoria de alunos com o uso das Tecnologias Digitais de Informação e Comunicação (TDIC) e das mídias digitais e analisar como estas podem contribuir para o desenvolvimento da autoria pelos alunos no processo educativo da escola investigada. Apresenta, como justificativa, a importância do tema na realidade atual, em que a comunicação, a produção, o uso e o compartilhamento de informações estão cada vez mais presentes nas relações sociais e virtuais. Além do mais, são poucas as produções acadêmicas sobre o tema, principalmente quando se referem à autoria dos alunos com o uso das TDIC e das mídias digitais. O contexto da investigação é uma escola privada da cidade de São Paulo, que, há mais de 10 anos, desenvolve práticas com o uso das TDIC, entre as quais a Oficina de produção de conteúdo multimídia com caráter jornalístico, oferecida aos alunos que cursam da 7º série do Ensino Fundamental II até o 3º ano do Ensino Médio. O estudo de cunho qualitativo utilizou a técnica de grupo focal com oito alunos e com a equipe docente, composta pela professora, coordenadora e dois jornalistas, além da aplicação de um questionário para os alunos e uma análise documental, composta pelos roteiros da Oficina e o blog produzido pelos alunos. A pesquisa apresentou como resultados, que os alunos exercem sua autoria de forma consciente e responsável, sob mediação dos professores. Durante o processo de criação e produção dos conteúdos, os alunos exercem a autoria de forma individual e coletiva, o que permite a colaboração e a interação entre os alunos. Utilizam com frequência as TDIC e as mídias digitais para expressarem suas ideias por meio das diferentes linguagens e para criação das matérias jornalísticas produzidas, que exigem o desenvolvimento da criatividade, da autonomia e de um olhar crítico de seus participantes. Desta forma, os alunos deixam de ser consumidores e passam a ser produtores de informação, que é compartilhada na rede de conhecimento da cultura digital. Além disso, o exercício da autoria mostra-se como uma prática que contribui para a construção de conhecimento dos alunos, de forma ativa e participante e apresenta perspectivas que potencializam a integração das TDIC e das mídias digitais no processo educativo.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

37

Souza, Joseilda Sampaio de. „Cultura digital e formação de professores: articulação entre os Projetos Irecê e Tabuleiro Digital“. reponame:Repositório Institucional da UFBA, 2011. http://www.repositorio.ufba.br/ri/handle/ri/11801.

Der volle Inhalt der Quelle

Annotation:

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T15:29:30Z No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5)
Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:17:20Z (GMT) No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5)
Made available in DSpace on 2013-06-10T19:17:21Z (GMT). No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5) Previous issue date: 2011
O tema central desse trabalho é a cultura digital na formação de professores. Buscamos adentrar nessa temática, a partir da investigação e análise de um curso de Pedagogia desenvolvido pela Faculdade de Educação da UFBA, através do Programa de Formação Continuada de Professores para o município de Irecê, que apresenta como proposta agregar projetos e ações para favorecer a integração desta cultura entre professores. Nesta pesquisa, a problemática que motivou os estudos partiu da necessidade de identificar, compreender e refletir sobre a existência (ou não) de interdependência entre o Projeto Irecê e o Projeto Tabuleiro Digital, de forma a perceber se esta inter-relação potencializa a formação da cultura digital no contexto de formação de professores. A pesquisa caracteriza-se pela abordagem qualitativa, tomando como natureza do estudo a etnopesquisa formação, que requer do pesquisador reflexões sobre seu processo formativo juntamente com os membros do grupo pesquisado. A pesquisa foi realizada tomando como instrumentos para coleta de informações e reflexão a análise documental, através dos documentos formulados para a elaboração dos projetos Irecê e Tabuleiro Digital; a observação participante, realizada em duas escolas municipais de Irecê, nas dinâmicas desenvolvidas no Projeto Irecê e Tabuleiro Digital, e de entrevistas semiestruturadas com os sujeitos selecionados pela participação direta ou indireta nesses dois projetos. Os resultados da pesquisa mostram que para a vivência da cultura digital entre professores, primeiramente, é preciso discutir a concepção curricular dos cursos que formam esses profissionais da educação. Constatamos que a integração desta cultura nos percursos formativos de educadores acontece com a oportunidade de participação em processos contínuos nos quais os professores vivenciem contextos diferenciados que, poderão acarretar mudanças nas suas práticas em sala de aula. Averiguamos que a aproximação entre os projetos Irecê e Tabuleiro Digital contribuiu para a adoção de posturas diferenciadas pelos professores-cursistas, principalmente, ao trabalhar com as tecnologias, superando os medos, as incertezas, colocando em prática o que estavam vivenciando no curso. Mas, apesar de todos os avanços e o desenvolvimento de ações interligadas, percebemos que o movimento de implementar, desenvolver e avaliar os projetos de forma interdependente aconteceu, efetivamente, apenas com a primeira turma de professores formada pelo Projeto Irecê. Hoje, a inter-relação entre os projetos está fragilizada, mas, por outro lado, fortaleceu outros programas/espaços do município de Irecê que passaram a ser responsáveis pela inserção na cultura digital.
Salvador

APA, Harvard, Vancouver, ISO und andere Zitierweisen

38

Contreras, Guzmán Custodio David. „Alfabetización digital y formación de competencias ciudadanas“. Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/2945.

Der volle Inhalt der Quelle

Annotation:

La tesis doctoral denominada "Alfabetización digital para el desarrollo de las competencias ciudadanas" tuvo por objetivo central diseñar, aplicar y evaluar una propuesta metodológica de formación ciudadana basada en el uso de tecnologías de la información y la comunicación a través de una visión actualizada de la alfabetización digital y en el contexto del currículum escolar.

Desde mis comienzos en la Universidad de Barcelona la discusión sobre alfabetización digital fue un tema permanente, cuyas largas discusiones, iban dirigidas a entender este tipo de alfabetización, ya no como el aprendizaje de software y hardware, sino, como el desarrollo de las capacidades para el tratamiento y transformación de información.

Paralelo al caso chileno, lugar de experimentación y extracción de los datos, iban surgiendo en Europa y Norteamérica la discusión e instalación de las competencias básicas o las llamadas competencias del siglo XXI. De esta manera iban emergiendo en forma importante las competencias vinculadas al manejo de las tic y la necesidad de la formación ciudadana para los alumnos, por cuanto, son éstos los que deben hacerse cargo de esta nueva sociedad. El aprendizaje del manejo de las tics por parte de estos futuros ciudadanos, se iba volviendo un tema fundamental, toda vez que sus problemas y demandas pasan por el tratamiento avanzado de la información y del conocimiento.

Por lo tanto ya no sólo basta ser diestro en el tratamiento de información si no que además se requiere competencias para desarrollarse social, económica y políticamente en sociedades complejas, donde la ciudadanía activa y responsable es una necesidad de primer orden.

El planteamiento de la tesis, cree que la formación de competencias ciudadanas y la alfabetización digital están articuladas sobre la base de tener al manejo y tratamiento de la información de problemas políticos económicos y sociales con usos de herramientas tecnológicas como un fin y una metodología en si mismo.

El modelo de este trabajo toma los principios básicos de la ¨nueva alfabetización digital¨, los procedimientos educativos y el currículum escolar, los cuales plasmados en la metodología de la Web Quest, constituyen una propuesta integradora de la formación ciudadana y del uso de la tecnología

Durante el año 2007 se trabajó en forma integrada con el currículo oficial de Chile para primero y cuarto medio (tercera de ESO y segundo de bachillerato respectivamente) en sector de historia y ciencias sociales. Todo ello se llevó a cabo, con establecimientos educacionales públicos y subvencionados.

Los principales hallazgos van por las siguientes líneas: en primer lugar La formación ciudadana activa debe darse en un marco de aprendizaje situado y contextualizado, pero si es con tecnología esta debe entenderse como un instrumento de transformación de información y producción en manos de los alumnos.

En segundo lugar, se concluye que deben crearse escenarios de aprendizajes dinámicos, complejos, que lleven a los alumnos a resolver problemáticas sociales reales y que las respuestas a estas interrogantes sean obtenidas mediante productos tecnológicos.

La tesis está estructurada sobre los siguientes componentes: En primer lugar se encuentra el planteamiento del problema, sus definiciones, preguntas y objetivos (punto 2). Luego está el marco teórico que alimenta las orientaciones conceptuales y prácticas del trabajo (punto 3). Posteriormente, el tercer componente referido a la propuesta de trabajo de formación, construcción de materiales, etc. (punto 4). En cuarto lugar, la metodología de investigación (punto 5). En quinto lugar los resultados de la investigación, tanto en aspectos cuantitativos y cualitativos como su tratamiento en conjunto (punto 6, 7, 8 9 y 10). Finalmente, se encuentran las conclusiones generales del trabajo de tesis (punto 11) tratando de responder a las interrogantes, limitaciones y desafíos que representó este trabajo.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

39

Brottsjö, Sofia. „Digitala verktyg och kompetensutveckling i matematikundervisning : En kvalitativ studie om lågstadielärares användning av digitala verktyg och deras uppfattningar om kompetensutveckling i förhållande till den reviderade kursplanen i matematik“. Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68593.

Der volle Inhalt der Quelle

Annotation:

Vårt samhälle är i ständig förändring. I början av förra århundradet var det industrialiseringen som stod för den stora förändringen, idag är det digitaliseringen. Som ett led till ökad digitalisering i skolan har läroplanernarevideratsför att förtydliga skolans uppdrag i att stärka elevers digitala kompetens. Syftet med denna studien var att undersöka hur lågstadielärare använder sig av digitala verktyg idag, samt vilka uppfattningar som finns om behov av kompetensutveckling för att undervisa utifrån den reviderade läroplanen. För att besvara studiens syfte har kvalitativa intervjuer genomförts, med tio lågstadielärare från tre skolor. Resultatet visar att samtliga lärare idag använder sig av digitala verktyg i matematikundervisningen och att de främst använder digitala verktyg för att variera undervisningen och öka elevers motivation. Vidare visar resultatet att frekventa användningsområdena för digitala verktyg i matematikundervisningen är vid digitala genomgångar, vid färdighetsträning, och för individanpassning. Trots att alla lärare idag använder digitala verktyg visar resultatet att det bland flertalet lärare finns en osäkerhet och ett kompetensutvecklingsbehov, för att känna säkerhet i att undervisa utifrån den reviderade kursplanen i matematik. Resultatet visar även att behov av kompetensutveckling och intresse för digital teknik har ett samband.
Our society is constantly changing. At the beginning of the last century there was industrialization that accounted for the great change, today it is digitization. As part of increased digitalization in schools, the curriculum has been revised to clarify the school's mission in strengthening students' digital skills. The purpose of this study was to investigate how teachers use digital tools today in mathematics education and what perceptions exist about the need for skills development to teach, based on the revised curriculum. In order to answer the purpose of the study, qualitative interviews have been conducted, with ten teachers from three schools. The result shows that all teachers today use digital tools in mathematics teaching and that they mainly use digital tools to vary teaching and increase student motivation. Furthermore, the result shows that the most common areas of use for digital tools in mathematics education are at digital reviews, for skills training, for deepening and for personalization. Although all teachers today use digital tools, the result shows that among the majority of teachers there is an uncertainty and skills development need, to feel safe in teaching based on the revised curriculum. The result also shows that digital skills and interest in digital technology seem to have a strong connection.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

40

Cooper, Julie A. „Changing the Traditional High School Photography Curriculum: Integrating Traditional and Digital Technologies“. Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/68.

Der volle Inhalt der Quelle

Annotation:

This thesis presents a photography curriculum for a beginning high school level photography class. It is designed as a teaching guide to structure a photography class that incorporates both film photography and digital photographic technology. One of the biggest challenges for teachers of photography is how to structure a curriculum with a limited number of enlargers and space in the darkroom, while incorporating digital technology with limited computer access for students. The curriculum presented here includes three major parts: a traditional photographic film component, a digital photography component, and a concepts component where students will experiment with different photographic techniques of manipulation as well as tackle photographic history, criticism, and visual literacy.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

41

Gladu, Jessica. „Living a Cosmopolitan Curriculum: Civic Education, Digital Citizenship, and Urban Priority Schools“. Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41605.

Der volle Inhalt der Quelle

Annotation:

The reason for my research is that youth who experience marginalization do not have their experiences represented in their civics classrooms, which leads to a lack of civic engagement overall (Kane, Ng-A-Fook, Radford & Butler, 2017; Claes, Hooghe, and Stolle, 2009). I identify cosmopolitanism (Hansen, 2010; Banks, 2009; Pinar, 2009) and pedagogies of digital citizenship (Choi, 2016; Coleman, 2008) as potentially useful orientation and processes to better support marginalized youth in Urban Priority High Schools (UPHS). In this study, I use discourse analysis to analyse the “curriculum as plan[ned]” (Ontario Ministry of Education civic curriculum documents) with and against the narrative inquiry of the “lived curriculum” in an Urban Priority High School (Aoki, 1993; 2003). The findings of my study include that although the Ontario grade 10 civics curriculum (Ontario Ministry of Education, 2018) has possibilities of a cosmopolitan orientation because of some of the language used and concepts introduced in the Citizenship Education Framework and goals, this curriculum cannot be considered cosmopolitan. There are no overall or specific expectations that have students consider their own identity formation and subjectivity (Pinar, 2009), reflective openness (Hansen, 2010), and cultural, national and global identifications (Banks, 2009). While the curriculum as planned was found to be lacking in expectations that align with cosmopolitanism, the findings of my study underscored how digital citizenship projects that invite students to grapple with issues of significance of the self and the Other open up productive spaces of civic engagement for marginalized students. Digital spaces allowed students to narrate their lived experiences that underscored the significance of embracing a cosmopolitan identity in a mandatory course that otherwise does not serve them and illustrates the urgency of these curriculum opportunities if education is working in the name of equity and supporting each youth to become active citizens.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

42

Khan, Huda. „The central role of adaptation for curriculum enactment: Designing educational software for adaptation of curriculum using digital library resources“. Connect to online resource, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315840.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

43

Robertson, Laura, und Chantal Jurek. „Digital Interactive Notebooks in Science“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3240.

Der volle Inhalt der Quelle

Annotation:

We will share ways to adapt interactive notebooks for electronic formats. The session will highlight Google Science Journal and will include tips, example notebook entries, and time to explore resources.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

44

Costa, Joiciele Rezende. „Aporte curricular da forma??o de professores sobre tecnologias digitais de informa??o e comunica??o: um panorama envolvendo institui??es de ensino superior do Norte de Minas Gerais“. UFVJM, 2016. http://acervo.ufvjm.edu.br/jspui/handle/1/1374.

Der volle Inhalt der Quelle

Annotation:

Data de aprova??o ausente.
Na folha de rosto consta - Davidson Afonso Ramos (Coordenador).
Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-21T19:36:32Z No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-22T13:16:16Z (GMT) No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2017-06-22T13:16:16Z (GMT). No. of bitstreams: 2 joiciele_rezende_costa.pdf: 1969360 bytes, checksum: c39183eae7cfceab4520fa3abca91199 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016
Tendo em vista a presen?a e a atua??o de um grupo de Institui??es de Ensino Superior na regi?o do norte de Minas Gerais, a proposta dessa pesquisa foi investigar o aporte curricular oportunizado aos acad?micos dos cursos de licenciatura dessas institui??es, com vistas a aproximar suas forma??es das particularidades envolvidas na utiliza??o das Tecnologias Digitais de Informa??o e Comunica??o (TDIC) em a??es pedag?gicas. Tendo como amostra a cidade de Montes Claros, procedemos a um recorte de uma problematiza??o social e cultural, que ? a rela??o entre os processos de ensino-aprendizagem e as tecnologias. O objetivo foi averiguar quais e quantos cursos de licenciatura e de qual institui??o possuem alguma disciplina, que fa?a men??o ao uso das tecnologias no processo educativo, com vistas a capacitar os egressos para o uso das TDIC. As institui??es de ensino superior da regi?o investigadas foram: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB/Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdade Prisma e Universidade Norte do Paran?-UNOPAR (modalidade EAD). A rela??o com a universidade frequentemente reflete na educa??o b?sica. Essa proposta de trabalho se fez poss?vel e necess?ria diante da emerg?ncia da sociedade hodierna, onde se efetua uma transi??o de paradigmas, em v?rios ?mbitos, abarcando tamb?m a educa??o e consequentemente os h?bitos dos indiv?duos. A metodologia utilizada na realiza??o desse trabalho ? de cunho quantitativo quanto ? descri??o dos curr?culos dos cursos e qualitativo, possibilitando um olhar cr?tico sobre a tem?tica. Para isso, foi feito um levantamento bibliogr?fico e uma revis?o de literatura que buscou contextualizar a forma??o de professores com os novos tempos chamados de ?modernos?, bem como com as mudan?as ocorridas na vida dos indiv?duos na modernidade. Tamb?m foi feita uma pesquisa documental, com documentos do Minist?rio da Educa??o (MEC), orienta??es para os cursos de licenciaturas no pa?s e ementas e estruturas curriculares dos cursos de licenciaturas, das universidades e faculdades supracitadas. A pesquisa constatou que, dos trinta cursos de licenciaturas investigados, nas seis institui??es de ensino, somente dezoito contam com disciplinas te?ricas e/ou pr?ticas, com vistas a inserir o uso das TDIC no cotidiano docente. Este resultado corresponde a 60% (sessenta porcento) dos cursos analisados, o que indica uma necessidade de melhor adequa??o entre a forma??o ofertada pelas licenciaturas, as orienta??es do MEC e a pr?tica docente.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016].
Considering the presence and the performance of a group of Higher Education Institutions in the northern region of Minas Gerais, the proposal of this research was to investigate the curricular contribution made available to the undergraduate students of these institutions, aiming at bringing their formations closer to the particularities involved in the use of Information and Communication Digital Technologies (ICDT) in pedagogical actions. Having as sample the town of Montes Claros, we proceeded to a cut of a social and cultural problematization, which is the relation between the teaching-learning processes and the technologies. The objective was to find out which and how many undergraduate courses and in which institution there are any discipline, which makes reference to the use of technologies in educational process, in order to enable the graduates to use ICDT. The institutions of higher education of the region investigated are: Universidade Estadual de Montes Claros-UNIMONTES, Instituto Superior de Educa??o Ibituruna-ISEIB e Faculdades de Ci?ncias Gerenciais e Empreendedorismo-FACIGE, Funda??o Presidente Ant?nio Carlos- FUPAC, Faculdades Integradas Pit?goras- FIP, Faculdades Prisma e Universidade Norte do Paran?-UNOPAR (Distance Educationmodality). The relation with the university frequently is reflected in basic education. This proposal of work becomes possible and necessary in the modern society, in which occurs a transition of paradigms, in several extents, also embracing the education and consequently the individuals' habits. The methodology used in the accomplishment of this work is qualitative, making possible a critical glance on the subject. For that, it was made a bibliographical research and a literature revision in which it was sought to contextualize teachers? formation with the new times called of ?modern?, as well as with the changes happened in the individuals' life in the modernity. Documentary research was also carried out, with documents from the Ministry of Education (MEC), guidelines for undergraduate courses in the country, and curricular structures and syllabuses for undergraduate, university and collegiate courses mentioned above. The research verified that, of the thirty undergraduate courses investigated, in the six higher education institutions, only eighteen courses have the theoretical disciplines andor practices, with views to insert the use of ICDT in the daily educational. This result corresponds to 60% (sixty percent) of the analyzed courses, what indicates a need of a better adaptation among the formation presented by the degrees, the orientations of MEC and the educational practice.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

45

Mieure, Matthew C. „Gamification: A Guideline For Integrating and Aligning Digital Game Elements into a Curriculum“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339096406.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

46

Meier, Lori T. „Using Digital Tools to Cultivate Intellectual Curiosity in Elementary Social Studies Teacher Education“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5893.

Der volle Inhalt der Quelle

Annotation:

This session shares digital learning and instructional design tools used in elementary social studies teacher education with a focus on how digital spaces and tools can cultivate intellectual curiosity towards transformative social studies teaching and learning.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

47

Sullivan, Gregory Paul. „The Impact of High Stakes Testing on Curriculum, Teaching, and Learning“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27678.

Der volle Inhalt der Quelle

Annotation:

Research suggests that high stakes testing impacts teachersâ decisions regarding curriculum and instruction, which, in turn, impacts student learning. Because Virginia administered SOL tests for Computer/Technology, then discontinued them, a study was possible comparing teachersâ perceptions and actual student achievement of those taught while the high-stakes tests were in place and those taught after the tests were discontinued. A survey was administered to all elementary and middle school classroom teachers in a midsize urban Virginia school division to determine their perceptions of the effects of high-stakes testing. Cross tabulations were performed based upon: school level; on whether the teacher had taught prior to, or only after, the SOL tests were implemented; and whether the teacher perceived he/she was teaching a high or low percentage of lower socio-economic status (SES) students. In addition to the survey, the 2002 versions of the Virginia Computer/Technology Standards of Learning (C/T SOL) assessments were administered to all 2005 fifth and eighth grade students within the same school division. Statistical comparisons of the means of raw scores from the 2002 fifth (n = 625) and eighth (n = 641) grade groups and the 2005 fifth (n = 583) and eighth (n = 522) grade groups were conducted. Comparisons were also conducted on scores from each test between groups of students who qualified for free and reduced price lunches and those that did not qualify. Finally, statistical comparisons were made between the scaled scores of students who were eighth graders in 2005 (n = 397) and their scaled scores as fifth graders when tested in 2002. The study found a majority of teachers felt high-stakes testing creates pressure and changes the focus of instruction to tested areas at the expense of other activities and non-tested content. When the means of the scores of students who took the C/T SOL tests in 2002 were compared to those from 2005, the scores for the students taught under the high-stakes testing pressure were significantly better than those tested in 2005. Further, this gap in student achievement was more pronounced for lower SES students, suggesting a widening of the â digital divide.â
Ed. D.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

48

Robertson, Laura, Chihche Tai, Lindsay Lester, Karin Keith und Renee M. Moran. „STEM-Literacy Integration: Paper and Digital Interactive Notebooks in Grades 3-8“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5929.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

49

Shin, Elizabeth. „Constructivist learning environments in digital storytelling workshops| An interview with Joseph Lambert“. Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10100913.

Der volle Inhalt der Quelle

Annotation:

Storytelling is an effective means of imparting knowledge, beliefs, and traditions. In its multimedia form, digital storytelling has been made popular by the digital storytelling movement led by the Center for Digital Storytelling established in 1998. While digital storytelling has existed for a few decades, its use in education has been researched relatively recently over the past fifteen years (Holtzblatt & Tschakert, 2011). As a result, it is important that continued research is done in order to understand how students are learning through digital storytelling. The constructivist environments created through digital storytelling classes and workshops need to be researched in order to gain a deeper understanding of students’ learning processes and to ascertain how to continue to create effective learning environments for them. In this study, the researcher endeavored to determine how the use of digital storytelling exercises is providing quality, learning experiences for students by examining the process of creating digital stories through the lens of social learning theory. This was done by analyzing data from an in-person interview conducted with the founder of the Center for Digital Storytelling, Joseph Lambert, the examination of another published interview from Lambert’s (2013) book, Digital Storytelling: Capturing Lives, Creating Community , as well as other publications. Utilizing Honebein’s (1996) seven pedagogical goals of constructivist learning environments to design the categories of coded data, the researcher created a set of guidelines that served as a framework of assessing to what extent digital storytelling workshops created constructivist learning environments. By analyzing the themes that emerged from the data, the researcher concluded that Lambert’s digital storytelling work at the Center for Digital Storytelling, reflected all seven essential characteristics of constructivist learning environments in a significant manner, thereby indicating that the workshops at CDS were indeed constructivist environments.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

50

Brothers, Martha Sue. „The Experiences of Middle School Teachers with Integration of Digital Media into the Curriculum“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1879.

Der volle Inhalt der Quelle

Annotation:

Middle school teachers at a school district integrated digital media into the math and literacy curriculum by using programs such as Success Maker and Reading 180 in the classroom. Teachers received training on best practices for integrating digital media in their teaching. No research had been conducted to examine the experiences of these middle school teachers with the integration of digital media into the curriculum. The purpose of this qualitative case study was to address that gap. The research questions focused on teachers' outlooks on digital media as a teaching tool and the instructional strategies they used. The conceptual framework of this study was based on Bandura's social cognitive theory because students may achieve higher levels of academic achievement through the integration of digital media into the curriculum. Purposeful sampling was used to select 6 urban public regular middle schools teachers who taught either math or language arts and had integrated digital media into the curriculum. Face-to-face interviews were conducted. Archival documents on the school district's digital media use were also examined. Data were analyzed using thematic analysis. The findings revealed strategies that literacy and math teachers used to individualize instruction, make instruction relevant to students, and integrate digital media throughout their lessons on a daily basis. Study findings may offer insight on instructional strategies that middle school math and literacy teachers may use to integrate digital media into the curriculum. Such knowledge may help students at this school pass standardized tests and graduate.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Dissertationen zum Thema „Digital curricula“

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an