Dissertations / Theses on the topic 'Digital uses and practices'
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Shakeri, Moozhan. "The use of digital games in participatory planning practices." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/the-use-of-digital-games-in-participatory-planning-practices(125107e9-761d-45ea-978d-7fe81369db8f).html.
Sandford, Lynette. "Factors influencing the use of digital technologies in transforming learning practices." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/8971cec6e787d8075fd3cde9f3deb16159812aa2dc5df55929bd9959ff0c75f2/8772383/Sandford_2017_Factors_influencing_the_use_of_digital.pdf.
Andrade, Johnson Maria Dulce Silva. "Potential of One-to-One Technology Uses and Pedagogical Practices| Student Agency and Participation in an Economically Disadvantaged Eighth Grade." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619370.
The accelerated growth of 1:1 educational computing initiatives has challenged digital equity with a three-tiered, socioeconomic digital divide: (a) access, (b) higher order uses, and (c) user empowerment and personalization. As the access gap has been closing, the exponential increase of 1:1 devices threatens to widen the second and third digital divides. Using critical theory, specifically, critical theory of technology and critical pedagogy, and a qualitative case study design, this research explored the experiences of a middle school categorized under California criteria as “socioeconomically disadvantaged”. This study contributes to critical theory on technology within an educational setting, as well as provides voice to the experiences of teachers and students with economic disadvantages experiencing the phenomena of 1:1 computing.
Using observational, interview, and school document data, this study asked the question: To what extent do 1:1 technology integration uses and associated pedagogical practices foster Margins of Maneuver in an eighth grade comprised of a student population that is predominantly economically disadvantaged? Probing two key markers of Margins of Maneuver, student agency and participation, the study found: (a) a technology-enhanced learning culture; (b) a teacher shift to facilitator roles; (c) instances of engaged, experiential, and inquiry learning and higher order technology uses; (d) in-progress efforts to strengthen student voice and self-identity. Accompanying the progress in narrowing economically based digital divides, the data also demonstrated some tension with the knowledge economy. Nevertheless, sufficient margins existed, associated with one-to-one uses and practices, to result in micro-resistances characterized by assertion of student agency and democratization potential.
Topol, Ruth. "Manipulating affordances in practice : a hermeneutic phenomenological study of mobility impairment and uses of digital technologies in work." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82491/.
Santiago, Larisse Barreira de Macedo. "Use of artifacts and virtual digital technology in practice of educational literacy." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11494.
The use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work.
O uso de recursos tecnolÃgicos na educaÃÃo se faz cada vez mais presente. Com isso novas prÃticas educativas sÃo desenvolvidas para alcanÃar um dos principais objetivos da escola, que à alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos TecnolÃgicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educaÃÃo, possibilitam prÃticas educativas de letramento. Tem-se por investigaÃÃo a busca pela compreensÃo de como as prÃticas educativas, com o uso dos artefatos tecnolÃgicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, serà digital. O objetivo, contudo à investigar as contribuiÃÃes desses artefatos para as prÃticas de letramento. No caminho percorrido para responder à questÃo de pesquisa, foram traÃados os seguintes objetos especÃficos: classificar os artefatos tecnolÃgicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento e averiguar possibilidades e limitaÃÃes dos artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento sob a visÃo dos professores. Com base no estudo das categorias conceituais: artefatos tecnolÃgicos virtuais e digitais, prÃticas educativas, letramento e letramento digital, bem como a exploraÃÃo do campo de pesquisa que serà a Internet realizar-se-à uma pesquisa por intermÃdio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleÃÃo dos artefatos que serÃo compreendidos mediante da observaÃÃo e questionÃrios abertos para conhecer as prÃticas educativas desenvolvidas, que poderÃo servir de exemplo e incentivo ao processo de letramento. O diÃrio de campo digital foi dividido em trÃs categorias: âblogsâ, âsoftwaresâ e canais de vÃdeos. Cada uma delas tem cinco representaÃÃes que mais se aproximam da temÃtica. Com base nos questionÃrios abertos, foi possÃvel conhecer as prÃticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competÃncias acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaÃo e seus artefatos ainda sÃo pouco explorados para divulgar as aÃÃes de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importÃncia de se utilizar esses artefatos e entendem que tambÃm necessitam de formaÃÃo continuada para realizar um trabalho significativo.
Herteliu, Agnos Millian. "Usages et pratiques des médias sociaux numériques et appropriation de la culture numérique dans les organisations semi-fermées." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30027.
The present doctoral thesis is focused on the mediatisation of religion and the use of digital social networks in the professional culture of the clergy as well as on the integration of digital innovation in semi-closed religious organizations. The problematic of open versus closed systems in relation to media is approached by Stout (2012), who suggests that clergy and parishioners ought to “develop critical skills to assess religious messages wherever they appear” (Stout, 2012, p. 66). He analyses the capacity and willingness of religious communities to establish their own media, whether it’s traditional or new media, on the one hand, and on the other hand, the degree of openness when it comes to exposure to secular media, which includes products and content of pop culture, thus setting-up the frame of discussion for the use of media in semi-closed religious organizations.Furthermore, this research is applied to the case of the Romanian Seventh-Day Adventist Church (SDAC) clergy and believers and intends to highlight how the Internet and new media are experienced by Adventist pastors in their religious activity as well as by Adventist believers in their everyday religious life. Communication of doctrines, religious and spiritual teachings, in written or verbal form are the main activities of the both pastoral and parishioners’ groups. The research also shows a significant pro-technological mentality of the SDAC throughout the last century, and its motivation – related to the opportunity to spread the evangelical message
Zewdie, Hailemelekot Negussie. "IT Strategic considerations regarding refugees and asylum seekers : A study of digital practices among asylum seekers in Umeå, Sweden." Thesis, Umeå universitet, Institutionen för informatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-132124.
Granados, Sánchez Cristian. "Innovation processes in creative industries: new practices and the use of technology in the digital entertainment industry." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663729.
Nauman, Saadia Ishtiaq. "News usage practices of Pakistani university students in the networked media environment." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25463.
Fredriksson, Anncharlotte, and Ramirez Vanessa Mårtensson. "Teacher attitudes and practices regarding the use of digital educational games for student motivation in the English language classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43416.
Almeida, Filipe Carvalho de. "O livro digital como processo hipermidiático: a reconfiguração dos papéis do leitor, autor e editor no contexto dos usos e práticas editoriais." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7896.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
After a long journey using various materials from nature as learning support, books are presented in a new format: digital one. After living for more than 500 years with printed books, the mediated society comes across new practices and cyberspace provides necessary infrastructure to spread the electronic text, which has now personified immateriality. Thus, we have studied the concept of the book not only as an important means of acquiring knowledge, but also its use in contemporary times as a hypermedia process which involves various social actors and more broadly embraces the publishing sector. Our goal, therefore, is to study this process from the tripartite relationship between reader-author-publisher and the new practices and uses created by the advent of digital books as part of cyberculture. In order to do so, we have conducted an empirical qualitative research aiming at gathering current information about the growing adoption of eBooks in contemporary society and we have used the Grounded Theory in order to understand the current changes within the publishing sector. From the analysis we noticed that, despite the dynamics of production and distribution of digital books, the publishing market is still strongly based on business model for printed books. On the other hand, digital books have shown a potential that is capable of supplying new needs, which have risen in the cyberculture context, due more to the interaction and sharing media power than to its technology itself.
Após uma longa trajetória, com a utilização de diversos materiais da natureza como suporte, o livro apresenta-se sob um novo formato, o digital. Depois de conviver por mais de 500 anos com o livro vinculado ao impresso, a sociedade midiatizada depara-se com novas práticas e o ciberespaço fornece a infraestrutura necessária para a disseminação do texto eletrônico, agora personificado pela imaterialidade. Passamos a estudar, então, o conceito de livro não apenas como um importante suporte de aquisição de conhecimento, mas também, o seu uso na contemporaneidade como um processo hipermidiático, formado por diversos atores sociais e abarcando o setor editorial de maneira mais ampla. Nosso objetivo, portanto, constitui-se no estudo desse processo, a partir do tripé leitor autor e editor, e dos novos usos e práticas geradas pelo advento do livro digital no âmbito da cibercultura. Para tal, realizamos uma pesquisa qualitativa, de caráter empírico, visando buscar informações recorrentes da crescente adoção dos eBooks na sociedade contemporânea, e utilizamos a Teoria Fundamentada para compreender as mudanças que estão ocorrendo no setor editorial. A partir da análise, percebemos que, apesar da dinamicidade da produção e difusão do livro digital, o mercado editorial se mantém baseado em um modelo de negócios muito forte com o livro impresso. Por outro lado, o livro digital vem demonstrando um potencial capaz de suprir novas necessidades que surgiram no contexto da cibercultura, muito mais pelo poder midiático de interação e compartilhamento de conteúdo do que pela própria tecnologia que o sustém.
Yencken, Daniel Egil Ferdinand. "Local uses of global media." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91200.
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Against the backdrop of the increasing accessibility of media production technologies and the growth in the usage of Internet video websites, this thesis investigates the video work published on the activist media website Centro de Mídia Independente (CMI), in order to explore the uses being made of Internet video in a local context. The thesis looks at a number of new paradigms of the global in order to provide a theoretical context from which to consider the technology on which this use of video is based, the new social movements from which the videos are emerging, and how the videos are positioned in relation to the globalized networked environment of the Internet. The context for the textual analysis is provided by a discussion of narrative forms in journalistic texts, documentary and new media, and particularly, of documentary modes, tensions between journalism and documentary, the impact of digital media on documentary, and properties of digital and new media. The analysis takes the video production from Florianópolis posted to the CMI in 2005 as a case study, exploring the range of documentary modes suggested by the videos, additional styles and strategies that they make use of, and the integration of the videos with the hypertext environment in which they are posted. The thesis argues that a significant dimension of the videos is the diversity of styles and perspectives that they represent. It also argues that locality can be considered in the videos through the shared contexts of their subject matter and of the way in which they are posted to the CMI website. The thesis concludes that the multiplicity of forms of expression encountered in the videos and the multiplicity of perspectives that they provide on their subjects points to the democratic potential of websites such as the Centro de Mídia Independente. Tendo com pano de fundo o crescente acesso às tecnologias de produção de mídia e o crescimento no uso de websites relacionados ao uso de vídeo na Internet, esta dissertação investiga os trabalhos em vídeo publicados no website de mídia ativista, Centro de Mídia Independente (CMI), para explorar os usos de vídeo na Internet em um contexto local. A dissertação aborda novos paradigmas 'do global' para oferecer um contexto teórico onde são considerados a tecnologia usada por estes vídeos, os novos movimentos sociais de onde os vídeos estão surgindo e a forma como os vídeos são posicionados em relação ao ambiente globalizado e em rede da Internet. O contexto da análise textual é constituído por uma discussão do discurso jornalístico, do documentário e das novas mídias, e particularmente, de modos documentários, de tensões entre jornalismo e documentário, do impacto de mídia digital no documentário, e das propriedades de mídias novas e digitais. A análise traz como estudo de caso a produção de vídeos em Florianópolis de 2005, disponibilizada no website do CMI, e explora a variedade de modos documentários sugeridos pelos vídeos, estilos e estratégias utilizadas por estes e a integração dos vídeos com o ambiente onde estão disponibilizados. A dissertação argumenta que um aspecto significativo dos vídeos é a diversidade de estilos e perspectivas que eles representam. É argumentado ainda que a questão de localidade pode ser considerada nos vídeos a partir dos contextos compartilhados dos seus assuntos e da maneira que estes estão disponibilizados no website do CMI. Conclui-se que a multiplicidade das formas de expressão encontradas nos vídeos e a multiplicidade de perspectivas que oferecem em relação a seus sujeitos apontam o potencial democrático de websites como o Centro de Mídia Independente.
Brent, Wayne Barry. "Uses of Technology to Support Reflective Teaching Practices." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195179.
Agostino, Cristiano. "Contemporary digital museum in theory and practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9483.
Tassius, Denise. "Formation et pratiques documentaires numériques dans les bibliothèques universitaires en France." Thesis, Antilles-Guyane, 2014. http://www.theses.fr/2014AGUY0844/document.
With the advent of information technology, the information explosion and the resurgence of media changed the practices of users of libraries that use more digital and new communication tools. These developments within the University training interrogate us on the issue that may represent the documentary training in the needs and expectations of users for a better use of the information. Our research says around digital social media that punctuate the lives of students and which raise questions on their impacts in access to academic literature. Observed that skills to master by users are still obscured in conventional formations proposed in academic libraries that are necessary to produce a better reception of documentary and informational knowledge to interact a consumerist confinement of information. Based on a methodology with exploratory talks to a questionnaire with information, communication and documentation professionals, our study shows that this is in digital convergence that a change may occur among students. This convergence is part of formations that are moving towards digital cultures combining both education media declining the critical spirit, centered learning and technical culture which must take into account both the knowledge of the tools, but also the training tools. It is this vision of the ecology of the training that foreshadowed in our analysis and looming for academic libraries as a strong axis of anchoring in higher education around a dynamic oriented towards a digital documentary convergence. These recommendations are considered in the context of collective action within the University with real mediation between the different actors of education and training, and a central place for the University Library as the place of training for digital transversalities
Solari, Landa Melina Marianella. "Impact de la disponibilité permanente des équipements numériques personnels sur la représentation que les élèves se construisent de la forme scolaire. Deux cas d’étude en collège et en lycée." Thesis, Poitiers, 2017. http://www.theses.fr/2017POIT5003/document.
This research is situated in the context of educational institution projects that equip students with personal digital devices. It aims to explain how the permanent availability of personal digital devices (tablet, personal computer, mobile) changes the social representation students have of school as an institution, or the so-called “schooling form”. Two case studies at secondary-level education are analysed with an empirical approach: students participating in the TED project in Saône-et-Loire and students of the Living Cloud project at the Lycée Pilote Innovant International (LPII) in Jaunay-Marigny. In order to build the theoretical framework to analyse the schooling form concept, this study first determines 4 dimensions based on the literature available. Subsequently, it analyses the representation changes within these 4 dimensions of the relationship to the schooling form: knowledge, authority, space-time and evaluation. Finally, the present dissertation draws on the concept of instrumental mediation and cultural interactions in order to identify the interaction categories that are mobilized in the instrumentation performed by students during the use of personal digital devices at school. Students were questioned by two means: an online survey and collective interviews. The online survey results allowed us to identify the representation students have about two space-time frameworks: school and house. Results were analysed in terms of correlations (Kendall's Tau) and by the test of independence (Chi-square). Through the use of the Principal Component Analysis (PCA), the survey results allowed to determine 8 students' profiles regarding schooling and to associate them to each student. Using a Factorial Analysis of Multiple Correspondences (FAMC), these profiles were associated to students' positioning regarding the use of personal digital equipment and the 4 schooling form dimensions. Results obtained by means of collective interviews were analysed by thematic and conceptualising categories. Finally, the data corpus was studied in terms of the instrumental mediation incidence on cultural interactions. The main results of this investigation show the impact of digital schooling and the differences between how adults perceive the students' schooling form and the students' own representation of it. Furthermore, this study points to the changes in the student's representation of space-time, mainly in what regards the student's presence and attention in school. Contrary to previous research findings, this study shows that the teacher as a figure of legitiate knowledge and authority remains stable in students' representations, as well as the importance of evaluation in the schooling form representation. However, the representation of the availability of information and the access to information are transformed. Horizontality in the teacher-student relationship, often attributed to the use of digital devices, is questioned by the present study. Moreover, results underline the importance of considering the affective and relational components in the process of digital integration at school as well as the role of students' social origins and cultural practices. Finally, this study analyses the tensions between the main guidelines in digital integration projects and the traditional schooling form
La presente investigación se enmarca en el contexto de la integración de las tecnologías digitales en la Escuela, a través del equipamiento personal de los alumnos. Ésta tiene como objetivo conocer cómo la disponibilidad permanente de tabletas, computadores portátiles y teléfonos celulares, modifica la representación de los alumnos acerca de la forma escolar. Para ello, se analizaron empíricamente dos casos: los estudiantes de los colegios participantes del proyecto TED en Saône-et-Loire y los alumnos de liceo que forman parte del proyecto Living Cloud del Lycée pilote innovant international (LPII) de Jaunay-Marigny. En un primer momento, con base en la revisión de la literatura, se determinaron cuatro dimensiones de la relación a la forma escolar: saber, autoridad, espacio-tiempo y evaluación. Estas dimensiones constituyen el marco de análisis de las modificaciones a la representación de la forma escolar de los estudiantes. Finalmente, el estudio se apoya en las teorías de la mediación instrumental y de las interacciones culturales con el objetivo de identificar las categorías movilizadas en la instrumentación que los alumnos hacen de los equipos digitales en la Escuela. Para la realización de esta investigación, los alumnos fueron interrogados de dos maneras: un cuestionario en línea y entrevistas colectivas de explicitación. Los resultados obtenidos del cuestionario permitieron identificar la representación que tienen los alumnos de dos espacios-tiempo: escuela y casa. Estos resultados fueron analizados a través de correlaciones (tau de Kendall) y el test de independencia de variables (chi-cuadrada). Mediante un análisis de componentes principales (ACP), los resultados determinaron ocho perfiles de alumnos en relación a la forma escolar. Estos perfiles fueron atribuidos a cada uno de los alumnos estudiados. De igual forma, a través de un análisis factorial de correspondencias múltiples (AFCM), los perfiles fueron asociados al posicionamiento de los alumnos en relación al uso de equipos digital y las cuatro dimensiones de la forma escolar. Los resultados obtenidos en las entrevistas colectivas fueron analizados usando categorías temáticas y “conceptualizantes”. Finalmente, la totalidad de los resultados fueron estudiados en términos de la incidencia de la mediación instrumental sobre las interacciones culturales. Los resultados principales de este estudio muestran el impacto de someter el equipamiento digital al proceso de escolarización. Se observan las diferencias de percepción que tienen los adultos de la representación de los alumnos sobre la Escuela y la representación que tienen los propios alumnos sobre ella. Se muestra también la modificación de la representación de la relación al espacio-tiempo, sobre todo en lo que se refiere a la presencia y la atención de los alumnos en la Escuela. Contrariamente a las ideas generalizadas, el maestro como figura del saber legítimo y de autoridad, permanece estable en la representación de los alumnos, al igual que la importancia de la evaluación en la representación de la Escuela. Sin embargo, se observa una transformación en la representación de la disponibilidad y el acceso a la información. La horizontalidad de la relación maestro-alumno, frecuentemente atribuida a la utilización del equipamiento digital, es cuestionada por el presente análisis. También se plantea la importancia de los componentes afectivos y relacionales, así como el rol del origen social de los alumnos y sus prácticas culturales en la integración de lo digital en la Escuela. Para finalizar, esta investigación analiza las tensiones entre los actuales lineamientos de los proyectos de integración digital en la institución escolar y la forma escolar tradicional
Figueiredo, Tatiana. "Utilização da termografia infravermelha para a detecção de práticas ilícitas em eqüinos = The use of digital infrared thermal image to detect illegal practices in equinos / Tatiana Figueiredo ; orientador, Pedro Vicente Michelotto Junior." reponame:Biblioteca Digital de Teses e Dissertações da PUC_PR, 2011. http://www.biblioteca.pucpr.br/tede/tde_busca/arquivo.php?codArquivo=2622.
Bibliografia: f. 91-94
fecções crônicas do aparato locomotor. Neste propósito a dessensibilização perineural do nervo digital palmar e intra-sinovial das articulações metacarpofalangeana e carpeana, são realizados com freqüência na clínica médica eqüina, visto que estas áreas s
Illicit practices are used in equines that participate in competitions, specially in the animals which have chronic ailments in the locomotor system. The perineural insensibilization of the palmar digital nerve and intrasynovial in the metacarpophalangeal
O'Keeffe, Richard John. "Baby boomers and digital literacy| Their access to, and uses of, digital devices and digital media." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3644309.
Digital literacy is fast becoming a necessary skill for mediating life in the 21st century. Digital technologies, digital media, and digital devices have become ubiquitous and intrinsic in modern society and using one to interact with the others requires specific skills—digital literacies—be learned. The purpose of this research was to understand the extent to which Baby Boomers are digitally literate, the digital devices they understand and use, and the purposes for which they are using them.
Residents living in a specific group of age-restricted communities comprised of people 55 years of age and older were e-mailed requests to participate in an online survey. More than 8,200 homes received the invitations and 659 people agreed to participate. The survey consisted of 17 three-part, forced-choice questions and five demographic identifiers. To analyze the data, the researcher used SPSS and ran chi-square tests on each response comparing Older Boomers to Younger Boomers regarding specific digital activities in which they engaged, the device(s) they used, and the frequencies with which they engaged in those activities.
The results of this study indicate that the Baby Boomers in the study possess basic functional digital literacies. They use the Internet daily to read news, check weather, and look up recipes, directions, and medical information. While participation in the various activities was fairly even between both Boomer groups, Younger Boomers tend to send and receive text messages, bank online, pay bills online, search for recipes, save online bookmarks, visit social networks, read blogs, and take online classes more than Older Boomers. The majority of respondents were women, college educated, with annual household incomes of $75,000.00 or more. The most popular digital devices used were laptops, desktops, tablets, and smartphones, respectively and respondents averaged using three different digital devices while engaging in their digital activities. The trend is toward decreasing use of desktop and laptop computers and a corresponding increase in the use of tablets and smartphones.
Kadnarova, Radoslava. "Conceptualising digital nomadic practice : evidence from a technology-intensive firm." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/86753/.
Rojas, De Francisco Laura Isabel. "Digital leisure study: The consumption experience, habits and social uses." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/287910.
Purpose: Digital technologies have offered individuals many possibilities for leisure, transforming leisure activities in the process, which involves changes in the leisure experience and practices. In this regard, we explore leisure transformation to find the meanings, transformations and motivations related with the digital leisure experience. The findings have leaded us to conceptualize the nature of leisure. Design/methodology/approach: Research is framed in the interpretive/ constructivist paradigm and the hermeneutic tradition. We interviewed 30 individuals that used to perform leisure activities with digital technologies, over a period of six months in 2009 in Barcelona. The analysis leaded to a set of conceptual themes by applying narrative thematic analysis to the corpus of texts. We searched for spaces and moments in which the activities were performed, the technologies used and the meanings, satisfactions and benefits of those activities. Findings: We revisited the research about the nature of leisure after the used of digital technologies. The findings suggest properties and features of leisure activities that are associated with the freedom to choose and carry out activities and with the technological characteristics. Traditional leisure is transformed when digital technologies are used for leisure. We provide evidences about it by describing digital based leisure in the homes and social leisure activities with digital technologies. Research implications/limitations: The study suggests that digital leisure has transformed the nature of leisure and the findings can be used for the design and development of home leisure technologies and the management of social activities. There is an opportunity to go deeper and find more information about digital leisure in other areas of people's life considering their families or other social connections. Also study digital leisure according to the evolution of digital technologies, devices and applications. Originality/value: The study provides a basis to redefine the nature of leisure and also explores the transformations in leisure brought about by digital technologies.
Durand, Canzian Delphine. "Usages et pratiques du numérique au prisme des compétences non académiques des étudiants en soins infirmiers." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0014.
The world of healthcare has changed completely, and patients must be cared for efficiently. Health professionals must develop soft skills. The major issue at stake is making the necessary changes in the development of training programs, which are based on university programs and generally do not include soft skills. Yet to be successful, nursing students must not merely absorb information conveyed to them; they must also acquire skills such as these. In March 2020, the world health emergency obliged teaching and training establishments to deal with a situation that was completely novel for most of them. While the use of digital technology allowed the necessary pedagogical continuity, it forced many teachers and trainers to reconsider their procedures and practices. Our research concerns the choice of pedagogical methods in relation to digital uses and practices with the aim of fostering soft skills in nursing students, including a comparison of the NTI that were already using digital technology before the pandemic and those that were barely “digitally connected”. We will consider the differing attitudes of trainers and their degree of adequacy in response to students’ expectations during the pandemic period, when a hybrid approach was favoured. To do so, we adopted a method of qualitative and quantitative comparison, carried out in six NTIs, in order to understand the uniqueness of each institute’s approach to digital learning methods and the effects on the development of soft skills. Through a self-administered questionnaire given to 436 second-year university students, we investigate the impact the use of digital tools during the pandemic had on social interactions, the involvement of individuals and groups in their work, and the feeling of being useful. Through the questioning of twelve trainers, we additionally investigate changes in their didactic intentions and the attitudes displayed in their pedagogical relationships. By means of interviews conducted with twelve students, we also attempt to determine whether they noted any changes in their manner of learning and working together and in their perceptions of the process of becoming a health care professional. Lastly, the use of a professional notebook to record informal meetings with colleagues and students allowed us to identify avenues of reflection regarding digital technology and collaborative work. The most striking results revealed that the principal differences lay in the degree of digital connectedness of the various institutes, as well as in the students’ previous background, which could help them assimilate distance-learning courses in a more structured manner despite the lack of a social environment and pedagogical interaction. Collaborative projects were carried out during the pandemic with positive outcomes. Another interesting result was the effect that remote work had on trainers, leading them to question the meaning of their work. In particular, disparate levels of skill in terms of digital uses and practices were found to be an obstacle to pedagogical methods. The analysis of the results allows a better understanding of the needs of students and of pedagogical possibilities. Hybrid training, which is becoming more widespread following the transition from face-to-face training to full distance-learning as required by the pandemic, seems to be better suited to students’ time requirements. In regard to the goal of revamping the nurses training program in 2025, our study allows a collective reflection on the stakes involved in learning and the use of digital technology in training, including, in situ, an experimental “upside down” approach to tutorials with the aim of developing the soft skills that are so essential in this profession of providing care for others
Song, Yanjie, and 宋燕捷. "Educational uses of PDAs (personal digital assistants): undergraduate student experiences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841410.
Song, Yanjie. "Educational uses of PDAs (personal digital assistants) undergraduate student experiences /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841410.
Park, Intaik. "Fault properties and their uses in testing digital integrated circuits /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
Cross, Megan D. "Exploring Young Children’s Digital Composing Practices." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7490.
Melhem, Hiba. "Usages et applications du web sémantique en bibliothèques numériques." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAL025/document.
This research work deals with the interdisciplinary field of the information and communication sciences (CIS) and aims to explore the use of the semantic web in digital libraries. The web requires libraries to rethink their organizations, activities, practices and services in order to reposition themselves as reference institutes for the dissemination of knowledge. In this thesis, we wish to understand the contexts of use of the semantic web in French digital libraries. It questions the contributions of the semantic web within these libraries, as well as on the challenges and the obstacles that accompany its implementation. We are also interested in documentary practices and their evolutions following the introduction of the semantic web in digital libraries. The problem is related to the role that information professionals can play in the implementation of the semantic web in digital libraries. After selecting 98 digital libraries following an analysis of three censuses, a questionnaire survey aims to collect data on the use of the semantic web in these libraries. Then, a second interview-based survey consists of highlighting the representations that the information professionals have of the semantic web and its use in the library, as well as on the evolution of their professional practices. The results show that the representation of knowledge within the semantic web requires human intervention to provide the conceptual framework to determine the links between the data. Finally, information professionals can become actors of the semantic web, in the sense that their roles are not limited to the use of the semantic web but also to the development of its standards to ensure better organization of knowledge
Almarzooqi, Ahmed. "Digital forensics practices : a road map for building digital forensics capability." Thesis, De Montfort University, 2016. http://hdl.handle.net/2086/14178.
Steed, Jeffrey W. "Common leadership practices found in successful denominational foundations." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Zarndt, Frederick, Dorothy Carner, and Edward McCain. "Born Digital Legal Deposit Policies and Practices." Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden, 2017. https://slub.qucosa.de/id/qucosa%3A16443.
Chen, Hsinchun. "Special Issue Digital Government: technologies and practices." Elsevier, 2002. http://hdl.handle.net/10150/105760.
The Internet is changing the way we live and do business. It also offers a tremendous opportunity for government to better deliver its contents and services and interact with its many constituentsâ citizens, businesses, and other government partners. In addition to providing information, communication, and transaction services, exciting and innovative transformation could occur with the new technologies and practices.
Salavati, Sadaf. "Use of Digital Technologies in Education : The Complexity of Teachers' Everyday Practice." Doctoral thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57421.
Haskell, Natalie. "Design practice through emerging digital fabrication technologies, workflows and materiality." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/413298.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland College of Art
Arts, Education and Law
Full Text
Gallardo, Echenique Eliana Esther. "An Investigation of the Social and Academic Uses of Digital Technology by University Students." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/277423.
Este estudio nos presenta una perspectiva diferente de qué es lo que piensan los alumnos de la URV acerca del uso de las tecnologías digitales con fines académicos y sociales; y cómo se sienten sobre el fenómeno "nativo digital". El objetivo central de este estudio es entender cómo los estudiantes universitarios utilizan las tecnologías digitales y cuáles son las implicaciones de su uso en la educación superior. Para abordar este objetivo, el investigador adoptó un enfoque interpretativo y desarrolló una estrategia de investigación de métodos mixtos. Las principales técnicas de recogida de datos utilizados fueron la revisión integradora de la literatura, cuestionarios en línea y entrevistas semi-estructuradas. El estudio se realizó en la Facultad de Ciencias de la Educación y Psicología de la Universidad Rovira i Virgili (URV) de Tarragona, España. Comunicación cara a cara, redes sociales, correo electrónico personal, mensajes de texto y el teléfono móvil son los modos preferidos de comunicación y conexión con los demás. La mayoría de los estudiantes se comunica en grupos vía Facebook y WhatsApp que son incluidas como parte de su proceso de aprendizaje para compartir información relacionada con la clase. Los resultados nos sugieren que su conocimiento tecnológico no es lo que se esperaría para los representantes de la generación de nativos digitales. Los resultados no confirman la afirmación de que existe una brecha tecnológica entre los estudiantes más jóvenes y sus compañeros de mayor edad. De hecho, ambos utilizan las mismas tecnologías en su vida cotidiana, como el ordenador, teléfonos móviles (WhatsApp), Internet, correo electrónico y Facebook; pero esto no debe llevar a la conclusión de que la nueva generación de estudiantes ha desarrollado sofisticadas habilidades tecnológicas.
This study presents a different perspective of what URV learners think about their use of digital technologies for academic and social purposes and how they feel about the “Digital Native Generation” phenomenon. The central aim of the study is to understand how university learners use digital technologies and what are the implications of their use for higher education. To address this aim, the researcher adopted an interpretivist approach and developed a mixed-method research strategy. The main data collection techniques used were integrative literature review, online questionnaires and semi-structured interviews. The study was conducted in the Faculty of Educational Sciences and Psychology at the Rovira i Virgili University (URV) in Tarragona, Spain. Face-to-face interaction, social networks, personal email, text message and mobile cellphone were the preferred modes of communicating and connecting with others. Most of students’ communication is in groups via Facebook and WhatsApp and had integrated them as part of the learning process to share class-related information. The results suggest that their technological knowledge is not what would be expected for representatives of the digital native generation. The findings do not support the claim that there is a substantial gap between more technologically adept younger students and their older classmates. Indeed, both used many of the same technologies in their everyday lives, with computer, mobile phones (WhatsApp), the Internet, e-mail (personal and institutional account) and Facebook; but this should not lead to the conclusion that the new generation of students has developed sophisticated technological abilities.
Arvidsson, Viktor. "Digital transformation : the material roles of IT resources and their political uses." Doctoral thesis, Umeå universitet, Institutionen för informatik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-109761.
Chenzira, Ayoka. "Haptic cinema: an art practice on the interactive digital media tabletop." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39500.
Axelsson, Jonas. "Comparison of user accuracy and speed when performing 3D game target practice using a computer monitor and virtual reality headset." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-15200.
Kommersiella VR-headset är en växande marknad, och med dem kommer allt fler digitala spel med stöd för VR. Hur spelare uppfattar spelmekaniken och hur väl de presterar i spelets uppgifter kan vara nyckelfaktorer för att designa nya spel. Syftet med detta examensarbete är att utvärdera om en användare kan utföra en speluppgift, specifikt prickskytte av måltavlor, snabbare och/eller mer noggrant när ett VR-headset används än jämför med datorskärm och mus. För att samla statistik och mäta skillnader, utfördes ett experiment med en testapplikation utvecklad jämsides med denna uppsats. Experimentet mätte hur noggrant och hur lång tid det tog 35 testpersoner att utföra testet, när de använde både VR och datorskärm. Den resulterande datan presenteras i resultatskapitlet i denna uppsats. Ett Kolmogorov-Smirnov normalitetstest och Student’s paired samples t-test utfördes på datan för att avgöra dess statistiska signifikans. Efter analysen gicks resultaten igenom, diskuterades och slutsatser drogs. Denna studie avgjorde att när experimentet genomfördes med VR-headset sänktes användarens pricksäkerhet och tiden det tog att träffa alla måltavlor ökade något. Ett argument fördes för att den långa föregående erfarenheten många har när det gäller datorskärm och mus gav metoden en orättvis fördel. Med lika lång träning i båda metoderna bör VR-metoden potentiellt kunna gelikvärdiga resultat.
Denegri-Knott, Janice. "Consumption patterns and practices in the digital virtual." Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529283.
Albawardi, Areej Hammad. "Digital literacy practices of Saudi female university students." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77848/.
Petzold, Thomas. "The uses of multilingualism in digital culture : the case of inter-language linking." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/49757/1/Thomas_Petzold_Thesis.pdf.
Small, William W. Lynn Mary Ann. "A study of the current practices and uses of evaluation of Illinois public school principals." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713227.
Title from title page screen, viewed August 5, 2005. Dissertation Committee: Mary Ann Lynn (chair), Patricia H. Klass, Ronald L. Laymon, Thomas W. Nelson, William F. Stimeling. Includes bibliographical references (leaves 78-81) and abstract. Also available in print.
Gesuelli, Fabrizio. "Precarious lives, practices and spaces : an investigation into homelessness and alternative uses of public space." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33075.
Song, Silbi. "Becoming a Fan of Social Media Marketers : Uses and Gratifications of Facebook Brand Pages." Thesis, Stockholms universitet, Institutionen för mediestudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104490.
Tykholoz, Yanina, David Wagner, and Alexander Richter. "Use Cases of Enterprise Social Software in Consulting: A Practice Perspective." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74134.
Brichta, Simone de FÃtima. "Youths in dialogue: digital educational practices and tessitura imagery." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15424.
This research with youths unfolds itself in an analysis of digital educational practices (DEPs) about mediating possibilities of art through images. Pictures are taken as meaningful through the production of audiovisual narratives, shared on socialnetworks by young high school students. The DEPs are addressed from EMdiÃlogo Portal, as practice of youths observatory, operating in national territory network of universities, with support of the Ministry of Education - MEC. In Fortaleza, that was conducted in partnership with the Federal University of Cearà - UFC, having as central scenario the imagetic field of youth culture of the State School President Castelo Branco, in 2013. With the analytical field of research, students from popular classes from public state schools, we have seen the power of these spaces as socializing factors, but with needing of new forms of production of subjectivities, where interaction and dialogue can afford the art mode, creating new sensitivities in considered young multidimensional subjects. The movement of these young people was analyzed under the conceptual prism of Youth, DEPs and Images. To discuss the investigation of such imagery creations in her expressive content, these productions was unveiled with the representations of bodies, values, daily life and imagination of youth culture. The image as a practice that puts into play the subjectivity of each individual, which makes turning himself more deeply in a production of meaning to their experiences, culminating in a look at their living conditions as a mean of expression more critical of themselves, the group and the other. The daily life and imagination of youth culture, as trials of self and other, indicate an interlaced complex of conflictualities and new socializing propositions, when mediation of educators occurs in a certain way - as stimulating the youth position as actors of their lives and expressions. Thus, it was seen that the presencial educational mediation is critical in digital educational practices and also that in these movements of artistic expressiviness, the exercise of authorship should be done where the reception of images is combined with an enhancement of imagery artistic production. In this movement, the subjects exchange places and perpectives, constituting significational fields. So it is that in this qualitative research, when configuring itself upon the observation in virtual ethnography, we can see how it takes place the critical and creative juvenile reflection in the school context, since a new visual culture can counteract the other mass forms of tame the subject insert in the merchandise logic. Evidencing authoral compositions of the subjects in the weaving of their imagery artistic experiences we believe it is possible to image culture gestate itself within new socialization parameters in weavings of imagery artistic experiences.
Este trabalho de pesquisa com as juventudes se desdobra em uma anÃlise das prÃticas educativas digitais (PEDs) acerca das possibilidades mediadoras da arte atravÃs das imagens. As imagens sÃo tomadas como significativas por meio da produÃÃo de narrativas a udiovisuais, compartilhadas em redes sociais por jovens estudantes do Ensino MÃdio. As PEDs sÃo abordadas a partir do Portal EMd iÃlogo, Ãnsito como prÃtica do observatÃrio de juventudes, atuante no territÃrio nacional, em uma rede de universidades, com apoio do MinistÃrio da EducaÃÃo - MEC. Em Fortaleza, foi realizado em parceria com a Universidade Federal do Cearà â UFC, apresentando como cenÃrio central o plano imagÃtico das culturas juvenis da Escola Estadual Presidente Castelo Branco, no ano de 2013. Tendo como campo analÃtico da pesquisa estudantes das classes populares da rede estadual pÃblica de ensino, vimos a potÃncia desses espaÃos como agÃncias socializadoras, mas necessitando alimentar - se de novas formas de produÃÃo de subjetividades, onde a i nteraÃÃo e o diÃlogo possam se dar ao modo da arte, criando sensibilidades novas, em sujeitos jovens considerados de modo multidimensio nal. O movimento desses jovens foi analisado sob o prisma conceitual das Juventudes, PrÃticas Educativas Digitais e Image ns . Ao problematizar a investigaÃÃo dessas criaÃÃes imagÃticas em seus conteÃdos expressivos, desvelou - se a produÃÃo tecida com as representaÃÃes dos corpos, valores, cotidiano e imaginÃrio das culturas juvenis. A imagem como prÃtica que coloca em cena as subjetividades de cada indivÃduo, que o faz voltar - se a si mesmo de maneira mais profunda em uma produÃÃo de sentidos para suas experiÃncias, culmina em um olhar sobre suas condiÃÃes de vida, como meio de expressÃo mais crÃtica de si, do grupo e do outro. O cotidiano e imaginÃrio das culturas juvenis, como experimentaÃÃes de si e do outro, assinalam um entrelaÃado jogo de conflitualidades e de novas proposiÃÃes socializadoras, quando a mediaÃÃo dos educadores se dà de certo modo - como estimuladora da posià Ão dos jovens como atores de suas vidas e expressÃes. Desse modo, viu - se que a mediaÃÃo educadora, presencial, à fundamental em prÃticas educativas digitais e que nesses movimentos de expressividade artÃstica o exercÃcio de autorias se deve fazer onde a re cepÃÃo de imagens se alia a uma potencializaÃÃo da produÃÃo artÃstica imagÃtica. Neste movimento, os sujeitos trocam lugares e deslocam olhares, constituindo campos de significaÃÃo. Assim à que nesta pesquisa qualitativa, ao se configurar valendo - se da obs ervaÃÃo em etnografia virtual, podemo s ver como à preciso situar a reflexÃo crÃtica e criativa juvenil no contexto escolar, jà que uma cultura visual nova pode se contrapor a outras formas massivas de 6 apassivar o sujeito inserto na lÃgica da mercadoria. Ev idenciando as composiÃÃes autorais dos sujeitos, nas tessituras de suas experiÃncias artÃsticas imagÃticas, julgamos ser possÃvel uma cultura da imagem se gestar dentro de novos parÃmetros de socializaÃÃo nas tessituras de experiÃncias artÃsticas imagÃtica s
Davies, Huw C. "Challenging orthodoxies in digital literacy : young people's practices online." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/395344/.
Boizot, Jéromine O. "Feminism and media, opportunities and limitations of digital practices." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23372.
Morris, Janine. "Contexts of Digital Reading: How Genres Affect Reading Practices." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459243445.
Lindmark, Joakim. "Prospects of Public Space : A Case study of Uses, Values and Practices of Urban Spaces in Havana, Cuba." Thesis, KTH, Stadsbyggnad, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146294.
Nolt, Dwight E. "Conceptualizations and uses of the Pennsylvania Framework for leadership in the practices of secondary school principals." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158559.
In 2010, the state of Pennsylvania began the work of creating and adopting a state-wide principal effectiveness plan that mirrored the framework established for the evaluation of teachers. Backed by a series of assumptions about the power of an assessment or evaluation tool to increase the effectiveness of school leaders, a team of educators at the state level reviewed plans from numerous states and districts as well as the widely recognized VAL-ED school leadership evaluation plan to inform the creation of a plan tailored for Pennsylvania school leaders.
The growing focus on evaluation of school leaders was fueled in part by a disconnect between overwhelmingly positive principal evaluations and standardized state assessment scores for student achievement that indicate a disproportionate percentage of “failing” schools. A growing body of research has explored the influences of principal leadership on student performance as well as the theoretical frameworks for effective principal evaluation plans. Less prevalent was research on the influence of an evaluation plan to guide, change or improve the practices of school leaders.
In the 2012-13 school year, over 200 school district, charter schools, Career and Technology Centers, and intermediate units in Pennsylvania agreed to implement the Principal Effectiveness Plan (PEP), later called the Pennsylvania Framework for Leadership (PFL), for the possible evaluation of up to 1900 school leaders in over 1300 individual school sites. This research was designed specifically to study the influence of the pilot year of the Pennsylvania Framework for Leadership on a group of principals in secondary schools in Pennsylvania by exploring how the principals conceptualized the uses of the plan on their daily practices.
The study was designed to explore qualitative data gathered through 17 secondary principal interviews which were a representative sample targeted from the 117 secondary principals who completed the pilot process and were included in the data set of 484 principal reports submitted to the Pennsylvania Department of Education at the end of the pilot year. In addition, survey data from PDE were used to inform the construction of the interview protocol. Researcher journal and memos were also considered (Maxwell, 2005, p. 96, p. 110, Miles & Huberman, 1994, p. 72).
Hopes, David. "Being objective : communities of practice and the use of cultural artefacts in digital learning environments." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5344/.