Tesis sobre el tema "Electronic literacy"
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Vaughn, Jennifer Sykes. "Facilitating language and literacy development: A dual language perspective". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10647.
Texto completoThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Communication Sciences and Disorders
Saunders, Ryan C. "Beyond media literacy in the language arts classroom [electronic resource] /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Saunders_RCMIT2010.pdf.
Texto completoWatson, Linda Alane. "The relationship between internet use, self-efficacy, health literacy and health". Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/10648.
Texto completoThesis (M.A.)--Wichita State University, College of Health Professionals, Dept. of Public Health Sciences
Mason, Jean S. "From Gutenberg’s galaxy to cyberspace : the transforming power of electronic hypertext". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42297.
Texto completoJustice, Natalie. "Improving Preschool Students’ Engagement and Early Literacy Skills through Electronic Shared Storybook Reading". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561393754175235.
Texto completoStone, Kimberly A. "Enhancing early literacy skills of pre-kindergarteners with histories of expressive phonological impairments: a preliminary study". Thesis, Copyright Kimberly A.Stone, 2006. All rights reserved, 2006. http://hdl.handle.net/10057/363.
Texto completoThesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Disorders and Sciences.
"May 2006."
Includes bibliographic references (leaves 62-68)
Coyne, Margaret Ann. "E-merging literacy: assisting parents to scaffold the emerging literacy skills of their pre-school-aged children through the use of electronic storybooks". Thesis, Boston University, 2006. https://hdl.handle.net/2144/31639.
Texto completoPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The importance of parents reading to their young child is well supported by research (Heath, 1986). However, Edwards (1989) found that parents whose own literacy skills are emerging have difficulty supporting the emerging literacy skills of their young children through storybook reading. The development of a new paradigm, Universal Design for Learning (UDL) (Meyer & Rose, 1998; Rose & Meyer, 2002) provides a framework for the use of computer technology to support learning. Drawing on Vygotsky's (1978; 1986) socioconstructive theory of learning and the latest advances in the neurosciences, UDL investigates how technology can support diverse learners. This study examined whether UDL-based technology might help parents who are themselves emerging readers support their children's literacy development. The purpose of this ABA single-subject design study was to determine whether parents, whose own literacy skills are emerging and who want to learn more about reading to their children, can benefit from a five-week instructional approach that uses electronic stories with text-to-speech and embedded prompts to scaffold the emerging literacy skills of their pre-school-aged children. The embedded prompts support parents in the use of three storybook reading behaviors: 1) labeling pictures, 2) making connections between the children's own experiences and the text, and 3) prediction. The sample for this study included three mothers and their pre-school-aged sons who were enrolled in Head Start. Data analysis included examination of changes in parents' storybook reading behaviors and changes in children's language, literacy knowledge and behaviors. Transcripts of parents' language samples recorded while reading stories to their children were coded for targeted language behaviors using NVivo (1999). Using the Software for Analyzing English and Spanish Language Samples (1986), children's pre, during, and post-intervention language samples during storybook reading and story retelling were analyzed. In addition, Morrow's (1985) Story Retelling Rubric and Concepts About Print (Clay, 2000) were measured pre- and post-intervention. When parents use of targeted storybook reading behaviors increased, if their children's pre-intervention scores on language measures were below age-level, the children's scores on post-intervention measures improved to age-level or above. In addition, the children's scores on measures of story retelling and print knowledge improved.
2031-01-01
Phaup, Kristen Michelle. "Striving toward a critical theory of technology pedagogy in literacy education /". Electronic version (Microsoft Word), 2003. http://dl.uncw.edu/etd/2003/phaupk/kristenphaup.html.
Texto completoOrr, Angela. ""I don't want to learn this stuff" a study of middle school students in a media literacy curriculum /". abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1460768.
Texto completoAllison, Jean Caramanico. "Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?" Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/405518.
Texto completoPh.D.
This dissertation presents the results of an intervention study examining whether electronic picturebook applications on a tablet computer support the development of print knowledge in preschool age children in low literacy childcare environments. Print knowledge is one of the earliest literacy skills to develop and there is evidence that children who enter kindergarten without this skill are less likely to be reading on grade level two years later (Piasta et al., 2012; Whitehurst & Lonigan, 1998). Since print knowledge is so critical for later literacy development, it is important to make sure that all children acquire this capacity. The sample for this study consisted of 3 and 4 year old children who attended six low literacy classrooms in four childcare centers located in Delaware and Chester Counties. Classrooms were randomly assigned as either experimental or control. A tablet computer preloaded with interactive electronic picturebooks was added to the experimental classroom for children to interact with during free play. Teachers were told not to use the tablet for individual, small or large group reading and there were no other changes to the literacy environment. Children were allowed to play with the tablet as a free choice activity. There were no changes to the literacy environment of the control classrooms. A pre-test/post-design using the Get Ready To Read Screening tool measured changes in children’s print knowledge learning over the three month period of time in which the study was conducted. The quality of the literacy environment was measured at the beginning and end of the study. Additional data were gathered through teacher and family questionnaires and classroom observation. The frequency and duration of tablet use was also tracked. The results indicate that there were no positive significant differences in print knowledge from pre to post test. This indicates that the teacher is still the most critical component of the emergent literacy environment.
Temple University--Theses
Mata, Songezo. "E-skills and employability : a Technical and Vocational Education and Training (TVET) curriculum perspective". University of the Western cape, 2015. http://hdl.handle.net/11394/5576.
Texto completoThe high rate of youth unemployment is a global phenomenon and a worrying factor. This contradicted the opportunity presented by the ICT sector, which requires e-skills, particularly e-literacy/or digital literacy skills in the entire sectors of the economy, not only ICT. Ala-Mutka (2011) defines e-literacy skills as the "basic technical use of computers and the internet". ICT skills are viewed as essential in the modern day world in order to improve individual’s chances of securing and keeping employment. Various initiatives to improve youth employability in South Africa, particularly those that are studying TVET colleges or those have already graduated. Various approaches have been adopted such envisaged by the White Paper for Post-School Education and Training of 2013 i.e. preparation for workplace, self-employment through close cooperation of TVET colleges and industry (DHET, 2013). Employers assume that graduates are familiar with computer and Internet usage. Thus, the study set the following objectives: • To understand the theoretical and contextual background of promoting employability; • To explore existing employability frameworks that might be relevant for promoting employability; • To identify and categorize the factors that are relevant for promoting employability obtained from pertinent literature; • To validate these factors by interviewing key TVET stakeholders and ICT experts; • To propose an employability framework customized for the South African context; and • To explain the use of these factors within the proposed employability framework. The objectives were realised by reviewing pertinent literature, which led to the development of an employability conceptual research framework for South Africa. A conceptual research framework that consists of five factors from the e-skills national curriculum competency framework: (i) e-skills for service delivery; (ii) e-skills for new jobs; (iii) e-skills for existing jobs; (iv) self-employment; and (v) ICT practitioner skills. In-terms of e-skills levels i.e. ICT user skills, e-business skills and ICT practitioner skills. The first three sets of e-skills are associated with ICT user skill, e-skills for self-employment are associated with e-business skills and then ICT practitioner skills. This conceptual research framework was subsequently empirically verified using an interpretive approach by interviewing key TVET stakeholders and an ICT expert. The empirical findings affirmed the validity of the above-mentioned employability factors but also uncovered two additional factors: (iv) practical experience and infrastructure. These factors were subsequently incorporated into the final employability framework for South Africa. The main contribution of this study is the fact that it brings a new employability framework for TVET colleges for the South African context, with the hope that it can be applicable in similar environments in the developing context. There are some limitations in the present study due to a small research sample that was caused by the unavailability of employed graduates. However, it is believed that this limitation did not deem the results and the academic and practical contribution of the study invalid.
Burnheim, Robert. "Assessment tasks in vocational education and training: Is the student required to work with information?" Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36582/1/36582_Digitised%20Thesis.pdf.
Texto completoWang, Minjuan. "The construction of shared knowledge in an internet-based shared environment for expeditions (iexpeditions) : a study of external factors implying knowledge construction /". free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013041.
Texto completoMaybury, Terrence. "Internal+/-External Terrains: A Meditation On the Productive Skein of Electracy". Thesis, Griffith University, 2002. http://hdl.handle.net/10072/368113.
Texto completoThesis (Masters)
Master of Philosophy (MPhil)
School of Film, Media and Cultural Studies
Arts, Education and Law
Full Text
Rugbeer, Hemduth. "Communicating by ordering electrons : the development of electronic communication as part of a secondary school Communication Science curriculum in the Language, Literacy and Communication learning area". Thesis, University of Zululand, 2001. http://hdl.handle.net/10530/314.
Texto completoIn this thesis I focus on the introduction of Electronic Cornmunication as part of an envisaged Communication Science curriculum in the Language, Literacy and Communication Learning area of the Further Education and Training band. In the course of my thesis I will show that the requisite elements of verbal and written cornmunication are dispersed throughout the Language, Literacy and Communication learning area in the General Education and Training band, and that they can be utilised as basis for formally introducing Communication Science, as a subject in the Language, literacy and Communication learning area in the Further Education and Train¬ing band. I also show that electronic communication will form a crucial area of study in such a Communication Science curriculum. I argue that due to the diversity of cultures in South Africa, cross-cultural cornmunication is required in such a curriculum. I also argue that by the very na¬ture of Outcomes-Based Education it is necessary to have a subject into our school curriculum that will form an interface with conceptual learning and experiential learning, that will contextu-alise language study within the more comprehensive scope of forms of human communication, and that will form an interface between the humanities and science to prevent the humanities from becoming soft options in Further Education and Training band learning programmes. To this effect I focus on the crucial role of Constructivism as integrating theory to account for vari¬ous approaches to motivational learning, the primary form of learning required in Outcomes-Based Education. I examine the principles of curriculum construction in OBE and its associated culture of learn¬ing against the backdrop of the theory of Situated Cognition. This presents a platform to argue the case for Electronic Communication as part of Communication Science in the Further Edu¬cation and Training band curricula in South African schools.
National Research Foundation
Baird, Neil P. "The embodied literacies of collegiate football players". abstract (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3289457.
Texto completoMaybury, Terrence y n/a. "Internal+/-External Terrains: A Meditation On the Productive Skein of Electracy". Griffith University. School of Film, Media and Cultural Studies, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031009.112120.
Texto completoIqbal, Javed. "Digital literacy and access for educational inclusion : a comparative study of British Muslim girls schools". Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/18095/.
Texto completoSwiatek-Kelley, Janice. "Physician Information Seeking Behaviors: Are Physicians Successful Searchers?" NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/360.
Texto completoMatthews, Kevin. "Development and evaluation of an adaptive grading/learning system (AGLS)". View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/rp/matthewsk/kevinmatthews.pdf.
Texto completoAuman, Judy Bogan. "Joint parent/caregiver and child book reading and the parents as teachers program". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/aumanj/judyauman.pdf.
Texto completoIrizarry, Eric F. "The Hillcrest reading program closing the achievement gap before it starts /". View electronic thesis (PDF), 2009. http://dl.uncw.edu/etd/2009-1/rp/irizarrye/ericirizarry.pdf.
Texto completoBiggs, Brandi L. "Basic computer literacy training to increase comfort levels with computers and improve behaviors of technological integration". Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t014.pdf.
Texto completoAschenbeck, Geraldine H. "Aliteracy: The Relationship Between the Electronic Culture and Voluntary Reading". UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/56.
Texto completoBowcutt, Allyson A. "DISCOVERING THE E-RELATIONSHIP BETWEEN BABIES AND EARLY E-LITERACY: A CASE STUDY ON THE RESPONSES OF BABIES AGED 0-12 MONTHS TO TRADITIONAL TEXTS AND ELECTRONIC READERS". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1375178446.
Texto completoLewin, Cathy. "The development and evaluation of software for teaching reading at primary level". Thesis, n.p, 1998. http://oro.open.ac.uk/19855/.
Texto completoVirtue, Andrew D. "Composing in new environments incorporating new media writing in the composition classroom /". View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/virtuea/andrewvirtue.pdf.
Texto completoBlackburn, Ian Russell. "A conceptual multi-model HCI model for the blind". Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/575.
Texto completoRucker, Julie Henderson. "The effects of online, collaborative discourse on secondary student writing a case study of the history and ecology of an electronic exchange /". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/julie_h_rucker/rucker_julie_h_200808_edd.pdf.
Texto completo"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Michael T. Moore. ETD. Includes bibliographical references (p. 223-235) and appendices.
MacKay, Kathryn L. "Does an iPad Change the Experience? A Look at Mother-Child Book Reading Interactions". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6000.
Texto completoIsaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
Texto completoCheun, Jacquelyn Joann. "How eHealth Literacy Impacts Patient-Provider Relationships: A Study on Trust, Self-Care, and Patient Satisfaction". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011860/.
Texto completoLeung, Hon-wing y 梁漢榮. "A study of computer science students' conceptions of information literacy and their experiences in information search process and use". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29597730.
Texto completoLakshmanan, Muthukumar S. "Using effective information searching skills to solve problems". Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42606.
Texto completoThesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009.
Bibliography: p. 268-283.
Introduction -- Review of the literature -- Methods and procedures -- Pre-intervention qualitative data analysis & discussion of findings -- Intervention -- Post-intervention qualitative data analysis & discussions of findings -- Post-intervention quantitative data analysis & discussions of findings -- Conclusions.
Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. Jonassen (1998, 2000) in his design theory of problem solving has categorized problems into two broad types - well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. However, this list of skills is not exhaustive and in view of the utility of the Internet as an informational repository, this study examined the need for effective information searching skills to be included in this list. -- This study was aimed at studying how students solve well and ill structured problems and how different Internet information seeking strategies can be used to engage in problem solving. This study devised and empirically tested the efficacy of an interventionist conceptual model that maps the application of different information seeking techniques to successfully resolving well and ill structured problem types. The intervention helps to better understand the influence of information searching skills on problem solving performance and the various problem solving strategies students can adopt in approaching problem solving. The contrasting patterns of navigational path movements taken by students in seeking information to resolve ill and well structured problems were also investigated. -- A mixed methodology research design, involving a mix of quantitative and qualitative approaches was used in this study. The research site was a polytechnic in Singapore that has implemented problem-based learning in its curriculum design. A first year class of 25 students were the sample population who participated in this study. Six problems from the curriculum were chosen for this study - three well-structured and another three ill-structured problems. -- The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be aware of the complexities involved in information seeking and accomplish desired problem solving goals. This study has also shown that well and ill structured problems demand different cognitive and information seeking capabilities. Well-structured problems are easily solved and come with singular correct answers. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, ill-structured problems are messy and contain a number of unknown elements. There are no easy prototypic solutions. Subsequently, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems.
Mode of access: World Wide Web.
xiv, 283 p. ill
Mobarak, Barbara Ann. "The development of a computer literacy curriculum for California charter schools". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2683.
Texto completoBreaux, Chet Daniel. "(Don't) Stop Playing That Game: A Rhetorical Analysis of the Video Game Addiction Stereotype". TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1067.
Texto completoGibson, Melissa Ruth. "A QUALITATIVE INVESTIGATION FOR DESIGNING INTERMEDIATE (GRADES 4-6) INFORMATION LITERACY INSTRUCTION: INTEGRATING INQUIRY, MENTORING, AND ON-LINE RESOURCES". Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyinad2002d00062/mrgetd.pdf.
Texto completoTitle from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).
Al-Muomen, Nujoud. "Information-seeking behaviour at Kuwait University". Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/8149.
Texto completoIngutia-Oyieke, Lilian. "Information and communication technologies in teaching and learning : a comparative evaluation of 2 university libraries in Kenya". Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09222008-153304.
Texto completoLevinovic-Healy, Annah H. "Children reading in a post-typographic age: Two case studies". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36585/1/36585_Digitised%20Thesis.pdf.
Texto completoWilliams, Marilyn Anne 1961. "Examining the efficacy of using iPod Touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students". Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10997.
Texto completoInstructional use of the iPod Touch is increasing as evidenced by anecdotal reports of its efficacy as a learning tool. However, research documenting the impact of this technology has been limited. This study was based on the following research questions: (a) Does providing explicit reading comprehension strategy instruction using an iPod Touch increase students' reading comprehension outcomes based on standardized reading tests and multiple-choice probe measures when compared to a No Support comparison group? (b) Does providing different types of electronic text support increase students' reading comprehension outcomes, and if so, which type of support is most effective? (c) Does providing different levels of electronic text support influence students' attitudes toward the use of comprehension strategies as well as using an iPod Touch for this task? Participants included 155 sixth-grade students at a public middle school. Students were randomly assigned to one of three intervention groups; (a) Notational Only support (a note-taking sheet), (b) Notational + Instructional support (embedded prompts), and (c) Notational + Instructional + Translational support (audio version of the text and prompts) and received reading comprehension strategy instruction and text support using an iPod Touch. An intact No Support ( N = 61) group that did not receive instruction or text support but read the texts using an iPod Touch was used as a quasi-experimental comparison group. Two standardized reading comprehension measures were employed at pretest and posttest as well as researcher developed probe measures that were used throughout the study. An ANOVA analysis determined that no statistically significant differences existed between the groups at pretest. An ANCOVA with pretest scores as a covariate found no statistically significant differences between groups on the standardized reading comprehension measures. Because of a high level of variation among the probe measure data, including significant missing data, these results were not analyzed statistically and were reported descriptively. Students responded positively to survey questions about using the iPod Touch for summarization strategy instruction and the text supports.
Committee in Charge: Dr. Edward J. Kame'enui, Chair; Dr. Kathleen Scalise; Dr. Louis Moses; Dr. Lynne Anderson-Inman
Cirolini, Angélica. "A Inclusão de tecnologias digitais nas escolas do meio rural de Restinga Sêca, RS: o atlas geográfico eletrônico e escolar na perspectiva dos processos de ensino e aprendizagem". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/98584.
Texto completoIn the teaching of geography, cartography concerned with the critical reader and conscious mapper that value perception and understanding of geographical space. The National Curriculum Parameters, reinforce the importance of cartography for information and represent the spatiality of geographic phenomena. The maps should be introduced as educational tools since the early years of elementary school and cartographic literacy occur gradually, considering the space surrounding the child's experience to expand gradually their spatial notions. The advent of technologies related to education and digital inclusion in schools ensured a distinctive and stimulating environment for learning, causing children to participate, actively, in the construction of knowledge. Technology should be a tool for education, increasing the options of didactic actions and contributes, in an interactive and pleasurable way, in the teaching-learning process. The digital maps and Atlas Electronics Municipal arise with an innovative proposition, since motivate and invite students and teachers to the practice of relating spatial representations and also nurture the study of lived space, awakening in greater student interest in the study of geographic space. This new reality requires new school teaching resources, including the Electronic Atlas, so it is necessary to assess the efficiency of these Atlas and interactive maps in the learning and teaching of geography in elementary education process. In this perspective, the present study aims to evaluate the effects of the inclusion of digital technologies in schools, focusing on its application in the teaching of Geography and Cartography in the rural municipality of Restinga Sêca RS. For that, students of the sixth grade of elementary school in four different rural schools of the county: three municipal and state levels. This study was structured from a reader's approach to student questions and student Mapper. In both approaches, proposed activities buoyed on topics of Basic Cartography and Thematic Mapping were developed. The present review on the reader student maps showed that in schools that were already using the Electronic Municipal Atlas had greater ease in developing the activities, however, in schools where students did not use the Atlas, there were major difficulties. Then it was found that the Atlas has provided significant gains in that students felt more stimulated, making their learning more consistent with gradually increasing rates of correct answers. In terms of student mapper students showed knowledge of the local geography and noted the influence of the Atlas in the representation of students, because when urged to build maps from quantitative data, used the same methods of cartographic representation contained in said teaching resource. Based on these results, the Electronic Atlas was considered as a technological resource that can contribute to the School Cartography and teaching of geography, after all the advances related science and technology are reflections of the scientific discoveries of the population and their cognitive progress.
Ranatunga, Gayanthi. "Kipling, Woolf, and Orwell: literary ethnographers". Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/5194.
Texto completoThesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.
Pereira, Gabriela Imbernom. "Letramento digital e professores de LE : formação para o uso das novas tecnologias em sala de aula". Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/5668.
Texto completoIt seems redundant, but not inopportune that we argue about the impact of technology upon men of this time when it comes to his way of living and interact with the world. The person of this new society has distinctive necessities that emerge from the requirements created by these new conditions of producing and distributing knowledge. When new technologies of information and communication are introduced in the society they promote the development of new modalities of social practices of reading and writing, which are characteristic of ciberculture (LEVY, 1999). This way, we understand that school becomes of one the social segments that is responsible for creating for these people possibilities of accessing this new way of producing and distributing knowledge. It is essential that we think how these new technologies of information and communication influence new pedagogical practices and if teachers are prepared to deal with them. For this reason, this study is intended to investigate the proposal of a discipline of pedagogical practice in a Letras course, which aims to contribute with the foreign language teacher, in a sense of providing him with conditions to develop the necessary competence of incorporating these new technologies of information and communication in his teaching. Therefore, our objective is to observe if the student-teacher, when accessing theories about the use of new technologies of information and communication as a teaching tool, is able to transfer this knowledge to his teaching practice. For this qualitative research of ethnographic base, it was used a semi-open questionnaire aiming to obtain information about the representation the student-teacher has about the teaching of a foreign language having the computer and the internet as a tool. Besides, the reflective diaries were the instruments that allowed us to collect data intending to analyze the progress of the development of the student-teachers, and also to verify if the representations they had about the use of new technologies of information and communication were modified after they reflected during the course. Lastly, foreign language classes using the new technologies of information and communication as a tool taught by the student-teachers were filmed in order to observe if the theoretical content of the course could be seen reflected in their practice. The data show the exposition of the studentteacher to the theoretical discussions during the course was relevant for their formation and contributed significantly for their teaching practice. Though it was also possible to be realized that even having been exposed to theories and discussions concerning the use of new technologies of information and communication in foreign language classes, the student-teacher cannot always translate them into an aware and theoretically founded practice.
Parece-nos redundante, mas não inoportuno, discorrer sobre o impacto do advento tecnológico sobre o homem dos tempos atuais no que diz respeito ao seu modo de viver e relacionar-se com o mundo. O indivíduo dessa nova sociedade tem necessidades distintas que emergem das exigências geradas por essas novas condições de produzir e distribuir conhecimento. A introdução das novas tecnologias de informação e comunicação (NTICs) na sociedade suscitam o desenvolvimento de novas modalidades de práticas sociais de leitura e escrita, características da cibercultura (LÉVY, 1999). Nesse sentido, entendemos que a escola torna-se um dos segmentos sociais responsáveis por propiciar a esses indivíduos a possibilidade de terem acesso a um novo modo de produzir e distribuir conhecimento. Não podemos nos furtar de pensar como essas NTICs influenciam as novas práticas pedagógicas e se a escola e os professores estão preparados para com elas lidar. É nesse sentido que este estudo propõe-se a investigar a proposta de uma disciplina de prática pedagógica de um curso de licenciatura em Letras, que tem por objetivo contribuir com o professor de língua estrangeira, no sentido de criar condições para que ele desenvolva uma competência em incorporar as NTICs a sua prática docente. Portanto, objetivamos observar se os alunos-professores, ao terem a oportunidade de acesso às teorias sobre o uso das novas tecnologias como ferramenta de ensino, são capazes de transpor esse conhecimento à sua prática pedagógica. Nesta pesquisa qualitativa de base etnográfica, utilizamos questionários semi-abertos com a finalidade de obter informação sobre as representações dos alunos-professores a respeito do ensino de línguas, tendo o computador e a Internet como ferramenta Além desses, os diários reflexivos foram os instrumentos que nos possibilitaram coletar dados visando à análise do aspecto processual do desenvolvimento dos alunos-professores, e para verificar se suas representações acerca do uso das NTICs se modificaram após as reflexões desenvolvidas no curso. Por fim, fizemos uso da gravação em vídeo de minicursos ministrados pelos graduandos para observar se o conteúdo teórico apresentado e discutido durante as aulas viu-se refletido na prática docente desses professores em formação. Os dados revelaram que a exposição dos professores em formação a discussões sobre o uso da Internet nas aulas de LE mostraram-se relevantes para sua formação, no sentido em que colaboraram significativamente para sua prática docente. No entanto, foi possível perceber também que, mesmo tendo sido expostos às teorias concernentes ao uso das NTICs em aulas de LE, os professores em formação nem sempre conseguem traduzi-las em uma prática ciente e teoricamente embasada.
Driscoll, Matthew W. "Ken Kesey and literary shamanism /". Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/driscollm/matthewdriscoll.pdf.
Texto completoDavis, Gavin Rapheal. "Information retrieval interaction and the undergraduate student at historically disadvantaged higher education institutions in the Western Cape, South Africa: a cognitive approach". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Texto completoBiondo, Fabiana Poças 1982. "O fórum online como prática colaborativa de construção de conhecimentos sobre morfologia da língua". [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269372.
Texto completoTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-27T17:50:00Z (GMT). No. of bitstreams: 1 Biondo_FabianaPocas_D.pdf: 3129361 bytes, checksum: 2f10f8e058551dcb0bc2a228fa8cb17a (MD5) Previous issue date: 2015
Resumo: A partir do campo aplicado dos estudos da língua(gem), esta tese de doutorado tem como objetivo analisar o processo colaborativo de construção de conhecimentos entre professora/aluno(s) e entre aluno(s)/aluno(s) nos fóruns online de um curso semipresencial de Morfologia da Língua Portuguesa, na Licenciatura em Letras de uma universidade pública situada na região centro-oeste. O corpus foi gerado por meio de uma "pesquisa-ação" (BURNS, 2010) e constitui-se especialmente por 538 postagens feitas pela professora e pelos alunos em quatro fóruns desse curso, nos anos de 2011 e de 2012. Por meio de uma perspectiva sociocultural de investigação baseada na "lógica da prática" (SANDBERG e TSOUKAS, 2011), a proposição desse objetivo visa à apreensão do fórum de discussões online, neste trabalho, para além de sua funcionalidade como ferramenta de ensino-aprendizagem, bem como para além das características textuais/estilísticas de escrita nele manifestas, defendendo-o como uma prática colaborativa de construção de conhecimentos; no caso, conhecimentos sobre Morfologia da língua. Para isso, e no âmbito de uma abordagem inter/transdisciplinar, são articuladas contribuições teóricas sobre aprendizagem colaborativa (online) (VIGOTSKI, 2007[1984]; 2008[1987]; BRUNER et al.,1976; INGRAM e HATHORN, 2004; HARASIM, 2005; 2012, entre outros), sobre fórum de discussões online (OLIVEIRA, 2007; LALUEZA et al., 2010; MANTOVANI et al., 2010; CASSANY, 2012, entre outros) e sobre o campo teórico-epistemológico da prática (WENGER, 2001; RECKWITZ, 2002; NICOLINI, 2009; SANDBERG e TSOUKAS, 2011, entre outros). As análises evidenciam, sobretudo, dois modos diferentes de produzir escrita e gerar conhecimentos nos fóruns online: 1) a partir de práticas de escrita e ensino-aprendizagem individualizadas e tradicionalmente escolarizadas/acadêmicas; 2) a partir de práticas de interação e escrita em ambientes colaborativos da Internet. No cruzamento entre as práticas tradicionais à escola/academia e as práticas de interação na Internet ligadas à ideia de inovação, evidencia-se uma perspectiva fronteiriça entre novos/velhos letramentos (SIGNORINI, 2007; SIGNORINI, 2012) na situação de comunicação e de geração/negociação de significados focalizada, aventando a possibilidade de movimento, de mudança de práticas e de papéis sociointeracionais, de fortalecimento da construção colaborativa de conhecimentos em ambientes de formação de professores como a Licenciatura em Letras aqui focalizada
Abstract: In the field of applied language studies, this doctoral thesis aims to analyze the collaborative process of knowledge construction between teacher/student(s) and between student(s)/student(s) in online forums of a blended learning course called Morphology of the Portuguese Language in an undergraduate course of Languages in a public government-run university in the central-western region of Brazil. The corpus was generated through an "action research" (BURNS, 2010) and is constituted, especially, by 538 posts made by the teacher and students in four forums of this course, between the years 2011 and 2012. Based on a sociocultural perspective of research investigation on the "logic of practice" (SANDBERG and TSOUKAS, 2011), the proposition of that goal focuses on the apprehension of the online discussion forum, going beyond its functionality as a teaching and learning tool as well as beyond the textual/stylistic characteristics of writing it manifests, defending this forum as a collaborative practice of knowledge construction; in this case, knowledge of the Portuguese language morphology. For this purpose, and as part of an inter/transdisciplinary approach, the following theoretical contributions are articulated on collaborative learning (online) (VIGOTSKI, 2007[1984]; 2008[1987]; BRUNER et al.,1976; INGRAM e HATHORN, 2004; HARASIM, 2005; 2012, among others) on online discussion forum (OLIVEIRA, 2007; LALUEZA et al, 2010; MANTOVANI et al, 2010; CASSANY, 2012 etc.) and on the theoretical and epistemological field of practice (WENGER, 2001; RECKWITZ, 2002; NICOLINI, 2009; SANDBERG and TSOUKAS, 2011, among others). Analyses reveal, above all, two different ways of producing writing and generating knowledge on online forums: 1) through teaching and learning individualized and traditionally schooled/academic writing practices; 2) through interaction and writing practices in collaborative online environments. A bordering perspective between the old/new literacies may be observed in the intersection between traditional schooled/academic practices and Internet practices related to the idea of innovation (SIGNORINI, 2007; SIGNORINI, 2012) in situations of communication and generation/negotiation focused on meanings, revealing the possibility of movement, changing practices and socio-interactional roles, and strengthening the collaborative construction of knowledge in teachers¿ training environments such as the Languages Undergraduate Course focused upon in this analysis
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Doutora em Linguística
McClure, Molly Erin. "Yeatsian nationalism: A progression of heroic paragons in W.B. Yeats's Irish Literary Theatre". Thesis, Wichita State University, 2014. http://hdl.handle.net/10057/10969.
Texto completoThesis (M.A.)--Wichita State University, Fairmount College of Engineering, Dept. of English
Youngs, Suzette. "Literary, visual, and historical understandings intermediate readers respond to historical fiction picture books /". abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3355609.
Texto completoDavis, Thomas Arthur. "The evolution of literary theory: towards a bio-cultural approach to literature through Jane Austen’s Northanger Abbey". Thesis, Wichita State University, 2006. http://hdl.handle.net/10057/390.
Texto completoThesis (M.A.)--Wichita State University, Dept. of English.
"May 2006."
Includes bibliographic references (leaves 36-39)