Дисертації: "Media education technologies"

1

Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

2

McAliney, Peter J. "How undergraduate students use social media technologies to support group project work." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.

Повний текст джерела

Анотація:

Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.

Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.

For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.

Стилі APA, Harvard, Vancouver, ISO та ін.

3

Gordon, Joan M. "New decision making for new media technologies : an educational organization case study /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826719.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

4

Josefsson, Pernilla. "Higher education meets private use of social media technologies : An explorative study of students’ use." Doctoral thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-219418.

Повний текст джерела

Анотація:

The work in this thesis sets out to explore how students perceive social media use in the context of higher education. More precisely, the focus is on students' use of, experience with, and attitudes toward the integration of social media into their learning environment. To complement this, teachers' incentives for including social media have been studied; to some extent their communication, attitudes, and online activity were also analyzed. The four different studies included in this thesis incorporated three major types of social media technologies: a social networking service (Facebook), a collaborative editable webpage (Wikipedia), and a microblog (Twitter). The studies adopted different approaches to data collection and analysis, including both qualitative and quantitative methods. The specific methods for each study were chosen to accommodate the research questions, for reasons of access to information, and due to ethical considerations. While each study differs in starting point and scope and provide particular contributions to the research area, the main contributions of the work as a whole are connected to findings on attitude changes, the professional role in students' use of social media, their teacher-like actions, confusion regarding moving between the identified roles, and the implementation of social media in higher education. The findings presented here are appropriate for guiding a nuanced discussion regarding the implementation of social media technologies in higher education, an implementation that was found to be contingent on appropriate use and a suitable social context. The findings suggest that the inclusion of social media in non-private contexts generally needs to have a clear aim and strategy for achieving it. The roles defined in this work - in terms of both being a student and the private and professional roles - could also serve as the basis for further exploration in other areas with comparable hierarchies in which it is necessary to understand how the individual relates to self-presentation, technological constraints, and roles, such as the relation between an employer and employee.
Denna avhandling avser att utforska hur studenter upplever användningen av sociala medier i högre utbildning. Närmare bestämt så ligger fokus på studenternas användning, erfarenhet och attityder till sociala medier när dessa integrerats i studenternas lärmiljö. Som komplement har också lärarnas incitament för inkludering av sociala medier belysts, samt i viss utsträckning även deras attityder, användning och kommunikation i respektive socialt medium. Fyra olika studier inkluderas i denna avhandling, och inkorporerar i sin tur tre olika typer av sociala medier: en social nätverkstjänst (Facebook), en publikt redigerbar webbplats (Wikipedia), och en mikroblogg (Twitter). Vidare har studierna använt olika metoder för datainsamling och analys, där både kvalitativa samt kvantitativa metoder finns representerade. Metoderna valdes med hänsyn till forskningsfrågorna, men baserades även på informationstillgång och etiska överväganden. De enskilda studierna hade olika syften och omfattning, och därigenom har de bidragit till specifika forskningsfynd. Huvudbidraget från detta arbete är kopplat till slutsatser kring studenters attitydförändringar, den professionella rollen i studenters användning av sociala medier, deras lärarliknande agerande, förvirring beträffande att röra sig mellan de identifierade rollerna, och implementeringen av sociala medier i högre utbildning. Resultaten utgör en grund för en nyanserad diskussion kring implementeringen av sociala medier i högre utbildning; en implementation som beror på lämpligt användande i lämplig social kontext. En tolkning av detta är att inkluderande av sociala medier i icke-privata kontexter bör ha ett klart mål och en tydlig strategi. Rollerna som definieras i detta arbete - student, privat och professionell - utgör underlag för utforskande inom områden där jämförbara hierarkier finns representerade och där det är nödvändigt att förstå hur individen förhåller sig till självpresentation, tekniska begränsningar och roller. Exempel på ett sådant är relationen mellan arbetsgivare och arbetstagare.

QC 20171211

Стилі APA, Harvard, Vancouver, ISO та ін.

5

Hepburn, Marian. "Investigating the potential for new media and new technologies in design and technology undergraduate education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10923.

Повний текст джерела

Анотація:

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.

Стилі APA, Harvard, Vancouver, ISO та ін.

6

Pradia, Sean Andrew. "Understanding College Students' Readiness to Use Web 2.0 Technologies in Online Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3061.

Повний текст джерела

Анотація:

Web 2.0 technologies offer many educational benefits in higher education. Leaders of the U.S. community college examined in this study desired to explore students' familiarity with the educational benefits of Web 2.0 tools before investing in technology upgrades for the college. The purpose of this quantitative survey research was to explore community college student readiness to use Web 2.0 technologies as part of their distance learning experience. The research questions were designed to clarify students' attitudes and behavioral intentions towards using Web 2.0 applications. Data were collected from 253 randomly selected distance-learning students using a survey derived from the decomposed theory of planned behavior (DTPB). The DTPB assesses individuals' likely actions related to using Web 2.0 technologies as a function of behavioral intentions reflected through attitude, subjective norms, and perceived behavioral control. Results of the Spearman rho analyses indicated significant positive relationships related to Web 2.0 applications between attitude and behavioral intentions, subjective norms and behavior, peer influence and subjective norms, and self-efficacy with facilitating conditions and perceived behavioral control. There was no relationship between perceived behavioral control and behavior. Additional findings revealed that students perceived the existence of a beneficial social network within the distance-learning environment. The results of this study facilitated college administrator awareness of students' perceptions of using Web 2.0 tools for learning, and suggest that implementing these tools would be beneficial for the students and college by creating a more inclusive learning environment for online students.

Стилі APA, Harvard, Vancouver, ISO та ін.

7

Langendoen, David, Pamela J. Mims, Brook Morrill, Steve Schneider, Carol Stanger, William Tally, and Grace Wardhana. "Developer-Researcher Collaborations: Developing and Evaluating Education Technology Learning Products." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/184.

Повний текст джерела

Анотація:

During this session, three education game developers funded by the ED/IES Small Business Innovation Research (ED/IES SBIR) program to create commercially viable learning games will discuss why and how they have partnered with outside education researchers to build capacity for their project. The session will feature short video demonstrations of the education technology games that are being developed and brief presentations on the iterative research that are being conducted to inform refinements to the technology and the pilot studies that are being performed to evaluate the promise of the games to increase student learning. The discussion will center on the benefits and challenges related to game developer-researcher collaborations.

Стилі APA, Harvard, Vancouver, ISO та ін.

8

Korte, Laurie E. "Collaborative and Creative Thinking Skill Development Through the Design of Wearable Technologies." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/65.

Повний текст джерела

Анотація:

Skills inherent in the creative thinking process such as reflecting and collaborating are needed for success in many careers. However, a focus on standardized testing in K-12 schools in the United States has resulted in the restructuring, reduction, and in some cases, elimination of arts in the curriculum to the detriment of students' creative thinking process. The purpose of this study was to discover whether creative thinking and collaborative skills were positive unintended consequences of a curriculum that includes the design of wearable technologies. Jonassen's modeling using Mindtools for conceptual change and Rosen's culture of collaboration provided the conceptual framework. This qualitative case study explored students' and teachers' perceptions of collaborative and creative thinking skill development while designing wearable technologies. The data analysis used interviews with 3 students and 1 teacher and an evaluation of participant wearable technology artifacts. Rich themes and patterns were determined through open coding. The themes identified to explain the perceived development of creative thinking skills were divergent thinking, stimulation of the imagination, generation of new knowledge, and creative climate. The themes identified to explain the perceived development of collaborative skills were diverse membership, culture of collaboration, and community building. The design of wearable technologies as a Mindtool showed promise as a new way to integrate art with science, technology, engineering, and math (STEM). This study may effect positive social change by informing educational policy and influencing school budgetary consideration toward including art as a value-added benefit to STEM curriculum.

Стилі APA, Harvard, Vancouver, ISO та ін.

9

Tunjera, Nyarai. "Enhancing dialogue to reduce transactional distance: a case of using mobile mediated social media in a virtual group activity." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13050.

Повний текст джерела

Анотація:

Includes bibliographical references.
Transactional distance (TD) theory argues that psychological and communications barriers have the potential of creating misunderstandings in any formation of learning contexts. Distance education is seen as providing both opportunities and challenges. The distance programme being studied has experienced high deferment rates. However, the lack of communication infrastructural challenges and specifically lack of interaction is one major challenge hindering reduction of TD for remotely dispersed distance learners. It has become evident that WhatsApp popularity has risen; one unique feature is its affordance to enhance communication within a group. Hence, WhatsApp group was used to enhance interactions, as well as nurturing social engagement that creates dialogue and sharing amongst a virtual group. This study was aimed at enhancing dialogue as a potential of reducing TD amongst distance students for purposes of improving their study experiences. This study set out to explore how Salmon's (2000) 5-stage Model could be used as one way of implementing a mobile-mediated WhatsApp group activity as an opportunity to reduce TD. Six pre-service teachers participated in the WhatsApp mediated group activity virtually to try and find out how implementing a WhatsApp group activity could enhance dialogue consequently reduce TD.

Стилі APA, Harvard, Vancouver, ISO та ін.

10

Hester, Sr Reginald J. "Experiences of High School Dropouts in a Work Force Development Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7545.

Повний текст джерела

Анотація:

The issue of high school dropouts has been an ongoing concern for educators, community stakeholders, and politicians on local, national, and global levels. Little was known about students' experiences before they enrolled in a workforce development program and how their earlier experiences may have caused them to drop out of high school. The purpose of this qualitative descriptive case study was to understand the school-related experiences of high school dropouts enrolled in a workforce development program, and how the innovation and integration of social media technologies during academic instruction helped reengage these learners. The research questions focused on how the participants described their personal and academic experiences before they dropped out of high school, their collaborative learning and social-relational experiences while enrolled in the New Hope workforce development program, and how the infusion of social media technologies during academic instruction impacted their development. Yin's descriptive qualitative case study model was used to capture the academic and social experiences of 20 program participants from one-on-one interviews and focus groups. Cross-unit evaluation was used to identify emerging codes and themes. Results revealed the importance of sustainable relationships between the students and instructors. Findings may be used to promote functional learning communities with conscientious and compassionate instructors.

Стилі APA, Harvard, Vancouver, ISO та ін.

11

Buqawa, Afaf Mubarak Mohamed. "The impact of the interactivity of Web 2.0 technologies on the learning experience of students in higher education." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/12466.

Повний текст джерела

Анотація:

The use of Web 2.0 technologies in the field of learning is on the rise, yet there have been a limited number of studies of the impact of Web 2.0 technologies on learning. By their nature, Web 2.0 technologies increase the interactivity between users. Interactivity is considered to be a key to success in traditional classrooms. The purpose of this thesis is to determine whether the interactivity of Web 2.0 technologies has an impact on the learning experience of students. The thesis investigated the use of Web Polls to provide interactivity inside the classroom and the use of Twitter to provide interactivity outside the classroom. Four studies were conducted, two involving Web Polls and two involving Twitter. Mixtures of methods such as qualitative and quantitative approaches were employed in the studies in order to triangulate the data, and the data from participants were collected via questionnaires and interviews. The primary purpose of employing triangulation techniques is to have more explanation and more understanding of the student behaviour from different points of view. The responses to the four studies revealed that the use of interactivity of Web 2.0 technologies were more positive than neutral about the learning experience of students. Across these field studies, the interactivity inside the classroom had a greater effect on the learning experience of students. Overall, the research revealed that the perception of using interactivity of Web 2.0 technologies inside and outside the classroom was more positive than neutral about the credibility of the instructor, the engagement, the communication by students, and the motivation of students, and results in a positive attitude to the use of Web 2.0 for learning. The thesis suggests that the adoption of interactivity of Web 2.0 technologies has the potential to support learning in higher education.

Стилі APA, Harvard, Vancouver, ISO та ін.

12

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

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

13

Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.

Повний текст джерела

Анотація:

English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.

Стилі APA, Harvard, Vancouver, ISO та ін.

14

Coulombe, Steven Louis. "Using Blackboard technologies as an instructional supplement for teaching high school chemistry." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1907.

Повний текст джерела

Анотація:

This project attempts to use an on-line telecommunication supplement to extend the boundary of the classroom beyond the limits of time and space in order to improve communication and extend the reach of the classroom.

Стилі APA, Harvard, Vancouver, ISO та ін.

15

Köhler, Thomas, and Nina Kahnwald. "Online Communities: Technologies and Analyses for Networks in Industry, Research and Education: 17. Workshop GeNeMe ’14 Gemeinschaften in Neuen Medien: Virtual Enterprises, Research Communities & Social Media Networks: TU Dresden, 01./02.10.2014." Technische Universität Dresden, 2014. https://tud.qucosa.de/id/qucosa%3A28314.

Повний текст джерела

Анотація:

GeNeMe steht für Gemeinschaften in Neuen Medien, im englischen Sprachgebrauch als Web-based Communities oder Online Communities bezeichnet. Diese Konfigurationen aus Informationstechnologie und sozialer Gemeinschaft sind gleichermaßen Thema für Anwendung und Forschung. Dabei wird deutlich, dass diese Konfigurationen aus Informationstechnologie und sozialer Gemeinschaft in vielfältigen Kontexten zu beobachten sind. Online Communities sind ohne Softwaretechnologie nicht denkbar - ebenso wenig wie ohne die neue Kultur gemeinschaftlichen Online-Handelns in Wirtschaft, Forschung und Bildung oder in privaten Räumen. Online Communities sind daher Thema mehrerer Fachdisziplinen: Informatik und Wirtschaftswissenschaft, Bildungswissenschaft und natürlich Kommunikationswissenschaft. Auf der GeNeMe trifft Medien- und Softwaretechnologie auf Wirtschaftsinformatik, Sozial- und Erziehungswissenschaft, werden Wissensarchitektur und -kooperation diskutiert. Diese Interdisziplinarität ist Tradition und Stärke der GeNeMe auch im 17. Jahr ihres Bestehens. Die Schwerpunkte des vorliegenden Bandes widmen sich eingangs überblicksartig der Analyse und Exploration von Trends und der Ausdifferenzierung von Forschungsfeldern. In den folgenden Kapiteln stehen dann zum einen die Beobachtung und Analyse von Informations- und Kommunikationshandeln unterschiedlicher Zielgruppen sowie zum anderen praktische Ansätze zur technologisch-didaktischen Gestaltung kollaborativer Systeme im Vordergrund. Nach Beiträgen aus spezifischen Einsatz- bzw. Forschungsfeldern bilden Analysen zu Nutzerverhalten in Business-Netzwerken sowie zu Geschäftsmodellen für MOOCs den Abschluss.:Inhalt A Eingeladene Vorträge 1 A.1 Wissenskooperation in betrieblichen Gemeinschaften 1 A.2 Dropbox & Co, alles schon ge-cloud? 3 B Trend- und Strukturanalysen 5 B.1 Trends der digitalen Lehre. Befunde einer Analyse des wissenschaftlichen Fachdiskurses. 5 B.2 Existieren Wissensmanagement-Schulen? - Eine Clusteranalyse von Wissensmanagement-Beiträgen aus den letzten 10 Jahren 17 B.3 Fablabs für die Forschung: Die Fusion von Makerspace und Bibliothek 33 C Information und Kommunikation 49 C.1 Gut vernetzt ist halb gewonnen? – Eine Analyse der Zusammenhänge zwischen Facebook-Nutzung und sozialem sowie akademischem Erfolg von Studierenden 49 C.2 Informationsbezogene Mediennutzung Jugendlicher und Senioren in (Online-)Communities 63 C.3 Enterprise 2.0 – ein Konzept das dem Kommunikationsverhalten junger Menschen entgegen kommt? 79 D Wissensgenerierumg und -kollaboration 93 D.1 Vergleich von offener und Script-basierter Kollaboration in einer Videolernumgebung 93 D.2 COMPASS – Eine kollaborative Plattform zur Wissensgenerierung über Accessibility-Probleme und deren Lösungen 105 D.3 auditorium – Frage, Diskutiere und Teile Dein Wissen! 117 E Anwendungsfelder 127 E.1 Online Communities für Energieversorger – Mehr als nur Self-Service? 127 E.2 „Ich nehme etwas für meine persönliche Balance mit“ – Eine explorative Studie zum Erleben von Erholung in Massively Multiplayer Online Role-Playing Games 137 F Business Netzwerke 153 F.1 Einfl usskompetenz 2.0 – eine Analyse erfolgsstrategischen Nutzerverhaltens in webbasierten Business-Netzwerken 153 F.2 Mehr Schein als Sein? – Eine Analyse der Selbstdarstellung vonStudierenden im Karrierenetzwerk Xing 165 G MOOCs .179 G.1 Analyse von Geschäftsmodellen nationaler und internationaler MOOC-Provider 179 G.2 Kosten und Wert von MOOCs am Beispiel der Plattform iMooX 191 Adress- und Autorenverzeichnis 207

Стилі APA, Harvard, Vancouver, ISO та ін.

16

Vieira, Aldo Freitas. "Ensino de cálculo diferencial e integral: das técnicas ao humans-with-media." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06062013-102222/.

Повний текст джерела

Анотація:

As dificuldades epistemológicas e metodológicas do ensino de Cálculo Diferencial e Integral em cursos do ensino superior presenciais, a rápida evolução tecnológica (tanto em hardwares como em softwares) e o avanço aparentemente irreversível do ensino a distância, constituíram uma grande motivação para este trabalho. Analisando as dificuldades na construção de significados no estudo do Cálculo como em Barufi (1999), sua natureza epistemológica em Rezende (2003), e metodologias usadas na Educação à Distância, apresentam-se as idéias da natureza artificial de Simon (1981), as tecnologias da inteligência de Lévy (1993), as mediações sobre a técnica de Ortega y Gasset (1963), culminando no conceito do coletivo humans-with-media, como em Borba e Villarreal (2005). Pretende-se alargar os passos, verificando-se os limites e possibilidades do uso de novas Tecnologias da Informação (TI´s) no ensino do Cálculo Diferencial e Integral, aplicáveis tanto no ensino Presencial como na Educação à Distância, no coletivo humans-with-media. A expectativa é a de que uma nova fase da técnica tem início, uma fase em que a separação homem/técnica é impossível. Não se trata mais da técnica e o humano, ou o humano e a técnica, mas do humano midiático. Tanto um (o humano) quanto o outro (a técnica) são atores no processo de construção do conhecimento. Sendo assim, não é mais possível abrir mão do uso das tecnologias informáticas no estudo do Cálculo Diferencial e Integral. Faz-se necessária a compreensão de sua importância na construção dos significados 9 num curso de Cálculo para o coletivo humans-with-media, e também trabalhálas, as tecnologias, como recurso potencial na mediação das dificuldades de natureza epistemológica existentes nos eixos sistematização/construção, variabilidade/permanência, global/local, discreto/contínuo, finito/infinito e construção/significação.
The epistemological and methodological difficulties in teaching Differential and Integral Calculus in graduate classrooms, the rapid technological advancements in both hardware and software and the apparently irreversible growth of distance learning constituted a major inspiration for this work. Analyzing the difficulties in giving meaning to the study of calculus as in Barufi (1999), its epistemological nature in Rezende (2003) and the methodologies used in Distance Education, this paper explores the ideas of artificial nature in Simon (1981), the intelligence technologies of Lévy (1993) and the debate over the technique of Ortega y Gasset (1963) to culminate with the concept of the collective humans-with-media as in Borba and Villarreal (2005). The present study intends to expand the boundaries by verifying the limits and possibilities of using new Information Technologies (IT\'s) to teach Differential and Integral Calculus courses to real and virtual students within the collective of humans-with-media. It suggests a new phase is beginning, where it is impossible to separate the technique from the human being, where there is no longer a technique and a human being, but only a media oriented individual who merges with the technique to become combined actors in the process of building knowledge. In this sense, it is impossible to relinquish the use of information technologies in the study of Differential and Integral Calculus. It is imperative to understand the importance of these technologies in giving meaning to the study of Calculus by 13 the collective humans-with-media and explore these technologies as a potential resource to overcome the epistemological difficulties found in the axes systematization/construction, variability/permanence, global/local, discrete/continuous, finite/infinite and construction/meaning.

Стилі APA, Harvard, Vancouver, ISO та ін.

17

Bezerra, Wagner da Silveira. "A mediação do consumo midiático no universo escolar: estudo de Caso do projeto gente." Universidade Federal Fluminense, 2015. https://app.uff.br/riuff/handle/1/3989.

Повний текст джерела

Анотація:

Submitted by Programa de Pós-Graduação em Mídia e Cotidiano (ppgmc@vm.uff.br) on 2017-05-02T19:44:48Z No. of bitstreams: 1 DISSERTAÇÃO WAGNER DA SILVEIRA BEZERRA.pdf: 1217116 bytes, checksum: 92ca23f8fac5c2a0b889c5f71f26fc96 (MD5)
Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-07-12T14:02:40Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO WAGNER DA SILVEIRA BEZERRA.pdf: 1217116 bytes, checksum: 92ca23f8fac5c2a0b889c5f71f26fc96 (MD5)
Made available in DSpace on 2017-07-12T14:02:40Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO WAGNER DA SILVEIRA BEZERRA.pdf: 1217116 bytes, checksum: 92ca23f8fac5c2a0b889c5f71f26fc96 (MD5) Previous issue date: 2015
O problema central desta dissertação refere-se à necessidade de adaptação da comunidade escolar em face da necessária reconfiguração das estratégias de ensino-aprendizagem, a partir do uso das novas Tecnologias da Informação e da Comunicação (TICs) enquanto ferramentas pedagógicas nos ambientes escolares. O objetivo principal é analisar o processo de adaptabilidade de educandos e educadores frente a esse processo, por meio do estudo de caso do Projeto Ginásio Experimental de Novas Tecnologias (GENTE), desenvolvido na Escola Municipal André Urani, na Rocinha, Rio de Janeiro. O objetivo secundário é compreender como se dá a mediação do consumo de mídia em um ambiente em que o uso das TICs ganhou centralidade. Do ponto de vista teórico, pretende-se discutir aspectos das interconexões entre os campos da Comunicação e da Educação, a partir de referencial que tem como alicerce a produção de autores filiados aos estudos culturais, sobretudo os latino-americanos, em posição dialógica às teorias dos campos da Educação para a mídia, destacando-se a Educomunicação e a Mídia-Educação, bem como alguns pressupostos da chamada Educação para o Século XXI. Para o levantamento de dados valeu-se, primordialmente, da abordagem qualitativa, com uso de pesquisa exploratória, observação participativa e entrevistas em profundidade. A análise dos dados baseou-se na utilização da teoria do Discurso do Sujeito Coletivo (DSC) e do software desenvolvido para aplicação dessa técnica. Dentre os principais resultados alcançados, destaca-se a agregação de conhecimento científico que possa, de alguma forma, colaborar com as políticas públicas de Educação e com ações subsequentes do uso das TICs nos ambientes públicos escolares, por meio do relato de um caso real de empenho adaptativo coletivo para tornar o uso das novas tecnologias um aliado na missão de educar e preparar os alunos para a vida cidadã, sem perder de vista os novos desafios da Educação, como a promoção da autonomia e do protagonismo infantil e juvenil
The core problem of this work concerns the need to adapt the school community, due to the necessary reconfiguration of teaching and learning strategies from the use of new Information and Communication Technologies (ICTs) as teaching tools in educational environments. The main objective is to analyze the adaptability process of learners and educators to this process through the case study of Project New Technologies Experimental Gymnasium (GENTE in portuguese), developed at André Urani Municipal School at Rocinha, Rio de Janeiro. The secondary objective is to understand how the mediation of media consumption occurs\happens on the environment in which the use of ICTs has gained centrality. From a theoretical point of view, we intend to discuss aspects of the interconnections between the fields of Communication and Education, from a reference that has as its foundation the production of authors affiliated with the well-known School of Latin American Cultural Studies, in dialogic position to theories of media education courses, highlighting Educational Communication and Media-education, as well as some assumptions of the so-called Education for the twenty-first century. For data collection a primarily qualitative approach was chosen, using exploratory research, participative\ interactiveobservation and in-depth interviews. Data analysis was based on the use of the Collective sSbject Discourse theory (DSC) and the software developed for the application of this technique. Among the main results that we sought to achieve, we can\should\must emphasize, adding scientific knowledge that can somehow work with public policies of education and subsequent actions of the use of ICTs in school public environments through the account of a real case of adaptive collective commitment to make the use of new technologies an ally in the mission of educating and preparing students for civic life, without losing sight of the new challenges ineducation, such as the promotion of autonomy and child and youth participation

Стилі APA, Harvard, Vancouver, ISO та ін.

18

Sganzerlla, Sérgio. "Rádios web e educação: comunicação protagonista na formação do cidadão." Faculdade de Educação, 2011. http://repositorio.ufba.br/ri/handle/ri/15061.

Повний текст джерела

Анотація:

Submitted by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-06-06T15:37:32Z No. of bitstreams: 1 Sérgio Sganzerlla _ Dissertação.pdf: 2134933 bytes, checksum: 45447a245df9d3d662a22a3bbbae2393 (MD5)
Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-06-06T15:38:55Z (GMT) No. of bitstreams: 1 Sérgio Sganzerlla _ Dissertação.pdf: 2134933 bytes, checksum: 45447a245df9d3d662a22a3bbbae2393 (MD5)
Made available in DSpace on 2014-06-06T15:38:56Z (GMT). No. of bitstreams: 1 Sérgio Sganzerlla _ Dissertação.pdf: 2134933 bytes, checksum: 45447a245df9d3d662a22a3bbbae2393 (MD5)
O crescente desenvolvimento de práticas de mídias-educativas na escola, especialmente voltadas à produção de áudios, vem gerando diversos estudos e pesquisas. Estas pesquisas são direcionadas, em sua maioria, para esse tipo de atividade e seus efeitos na formação dos alunos. Esta dissertação tem como objetivo analisar a educação por meio da percepção de como os meios de comunicação e a tecnologia têm uma forte interface na formação crítica do cidadão. A implantação das rádios web nas escolas é um desses instrumentos. A dissertação analisa a transição radiofônica do analógico para o digital e como esta mudança transforma a realidade da comunicação dentro e fora das escolas, mudando as linguagens, as formas de transmissão e os processos de armazenamento dos dados. Tais perspectivas privilegiam a relação de jovens espectadores com as diferentes mídias, como sujeitos ativos na produção de significados, tomando-os como atores críticos e criativos. Reflete sobre a convergência da mídia e como ela transforma a educação, abrindo uma discussão em relação aos meios e as mediações, tendo como foco o homem e sua existência, reconhecendo que a tecnologia digital fornece uma informação onde não há uma linearidade, adaptando-a a seu favor. Pondera que a educação, dentro da rádio web, transforma-se em um espaço aberto, rompendo com toda a hierarquização do saber dentro de uma escola, implantando ecossistemas educativos e criativos. E conclui que a implantação de rádios web na escola representa colaboração, liberdade e desenvolvimento de novas estratégias pedagógicas e cidadãs, possibilitando o desenvolvimento de idéias e práticas pedagógicas novas. Os resultados obtidos permitiram a identificação de contribuições próprias e originais de jovens envolvidos no estudo. Isso ratifica a necessidade de serem levadas em conta suas concepções, desejos e aspirações na proposição das diversas atividades que lhes são apresentadas na escola, bem como no desenvolvimento de políticas públicas voltadas para esse setor.
ABSTRACT The increasing development of educational-media practices in schools, especially aimed at producing audio, has generated several studies and research. These research are commonly about this type of activity and its effects on students learning. This dissertation aims to analyze the education through the perception of how the media and technology have a strong interface in the citizen critical formation. The deployment of web radios in the schools is one of these instruments. The dissertation examines the transition from analogic radio to digital and how this change makes the reality of communication within and outside of schools, changing languages, ways of transmission and storage processes the data. These perspectives emphasize the relationship of young viewers with different media, as active in the production of meanings, taking them as critical and creative actors. Reflects on the convergence of media and how it transforms education, opening a discussion on means and mediations, focusing on the man and his existence, recognizing that digital technology provides information with no linearity, adapting it in his favor. Ponder that the education within the web radio, turns into an open space, disrupting the entire hierarchy of knowledge within a school, implementing educational and creative ecosystems. It concludes that the deployment of web radio station in school results in collaboration, freedom and development of new teaching and citizen strategies, enabling the development of new ideas and teaching practices. The results obtained allowed the identification of own and unique contributions of young people involved in the study. This confirms the necessity of taking into account their views, wishes and aspirations of the various activities in the proposal presented to them at school as well as the development of public policies for this sector.

Стилі APA, Harvard, Vancouver, ISO та ін.

19

Sreenan, Patrick N. "Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31548/.

Повний текст джерела

Анотація:

Technology offers opportunities for museums to expand the ways in which cultural perspectives relevant to objects on display can be exchanged and understood. Multimedia content offered online in an environment with user input capabilities can encourage dialogue and enrich visitor experiences of museums. This action research project using narrative analysis was an effort to develop the use of web technology in museum education practice, with an emphasis on constructivist learning. Concepts including the visitor-centered museum and multiple narratives led the researcher to collaborate with a pre-service art teacher education classroom and a local Hindu community to create content that might better develop understandings of one museum's Hindu sculpture collection that are personal, cultural, and complex.

Стилі APA, Harvard, Vancouver, ISO та ін.

20

Kuksa, Iryna. "Scenography and new media technologies : history, educational applications and visualization techniques." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1156/.

Повний текст джерела

Анотація:

The endemic presence of digital technology is responsible for numerous changes in contemporary Western societies. This study examines the role of multimedia within the field of theatre studies, with particular focus on the theory and practice of theatre design and education. In the cross-disciplinary literature review, I investigate such primary elements of contemporary media as interactivity, immersion, integration and hyper-textuality, and explore their characteristics in the performing arts before and during the digital epoch. I also discuss various IT applications that transformed the way we experience, learn and co-create our cultural heritage. In order to illustrate how computer-generated environments could change the way we perceive and deliver cultural values, I explore a suite of rapidly-developing communication and computer-visualization techniques, which enable reciprocal exchange between viewers, theatre performances and artefacts. I analyze novel technology-mediated teaching techniques that attempt to provide a new media platform for visually-enhanced information transfer. My findings indicate that the recent changes towards the personalization of knowledge delivery and also towards student-centered study and e-learning necessitated the transformation of the learners from passive consumers of digital products to active and creative participants in the learning experience. The analysis of questionnaires and two case studies (the THEATRON and the VA projects) demonstrate the need for further development of digital-visualization techniques, especially for studying and researching scenographic artefacts. As a practical component of this thesis, I have designed and developed the Set-SPECTRUM educational project, which aims to strengthen the visual skills of the students, ultimately enabling them to use imagery as a creative tool, and as a means to analyze theatrical performances and artefacts. The 3D reconstruction of Norman Bel Geddes' set for The Divine Comedy, first of all, enables academic research of the artefact, exposing some hitherto unknown design-limitations in the original set-model, and revealing some construction inconsistencies; secondly, it contributes to educational and creative practices, offering an innovative way to learn about scenography. And, thirdly, it fills a gap in the history of the Western theatre design. This study attempts to show that when translated into digital language, scenographic artefacts become easily retrievable and highly accessible for learning and research purposes. Therefore, the development of such digital products should be encouraged, but care should also be taken to provide the necessary training for users, in order to realize the applications' full potential.

Стилі APA, Harvard, Vancouver, ISO та ін.

21

Bittencourt, Priscilla Aparecida Santana [UNESP]. "O uso das mídias digitais como apoio ao processo didático e pedagógico: uma abordagem exploratória." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/135858.

Повний текст джерела

Анотація:

Submitted by PRISCILLA APARECIDA SANTANA BITTENCOURT null (priscillasant@gmail.com) on 2016-03-02T14:24:26Z No. of bitstreams: 1 Dissertação_Defesa_Definitiva.pdf: 1600282 bytes, checksum: c5ba3b73339c6486a91d00122955e1cc (MD5)
Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-03-02T17:59:25Z (GMT) No. of bitstreams: 1 bittencourt_pas_me_bauru.pdf: 1600282 bytes, checksum: c5ba3b73339c6486a91d00122955e1cc (MD5)
Made available in DSpace on 2016-03-02T17:59:25Z (GMT). No. of bitstreams: 1 bittencourt_pas_me_bauru.pdf: 1600282 bytes, checksum: c5ba3b73339c6486a91d00122955e1cc (MD5) Previous issue date: 2016-01-27
Esta pesquisa apresenta uma reflexão sobre a utilização criativa dos recursos tecnológicos de maneira didática, explorando o uso das mídias digitais nas escolas. O uso das mídias digitais na educação é um desafio com muitas questões em aberto, como, por exemplo: Por que e como utilizar mídias digitais na educação? Quais mídias utilizar?, dentre outras. O emprego das mídias digitais em todo lugar e a facilidade de seu uso pelos jovens obrigam o processo de ensino-aprendizagem e os principais atores participantes desse processo a se adequarem para continuar preparando e desenvolvendo cidadãos críticos e ativos. Ao redor do mundo, a mídias em evolução é a principal força que está transformando a sociedade. Com o intuito de levantar dados e refletir sobre as mídias digitais na educação e a questão emergente dos chamados nativos digitais, termo criado pelo norte-americano Marc Prensky em 2001, foi realizada, inicialmente, uma pesquisa bibliográfica sobre o assunto para fundamentar tais conceitos. Posteriormente, foi realizada uma pesquisa de campo em uma amostra de alunos e professores da comunidade acadêmica em duas escolas de nível médio, uma pública e outra privada. Para tanto, foi aplicado um questionário para cada grupo de atores. Os resultados foram analisados e confrontados com o objetivo de validar as perguntas iniciais da pesquisa e contribuir para discutir os desafios e possibilidades do uso das mídias digitais na educação. A pesquisa demonstrou que é preciso estudar o conceito de mídias digitais na educação, a fim de nortear profissionais e estudantes desta comunidade acadêmica. Se faz necessário um olhar acadêmico para oferecer novas formas de motivação para o aprendizado por meio do uso criativo das mídias e tecnologias disponíveis.
This research presents a reflection on the creative use of technological resources in a didactic way, exploring the use of digital media in schools. The use of digital media in education is a challenge with many open questions, such as: Why and how to use digital media in education? What types of media should be used?, among others. The use of digital media everywhere and the ease of their use by young people has pointed the need for adaptation by the teaching and learning processes and the main actors involved in this process, in order to continue preparing and developing critical and active citizens. In all parts of the world, evolving technology is the main force that is transforming society. In order to collect data and reflect on digital technologies in education and the emerging issue of so-called digital natives, a term created by the american Marc Prensky in 2001, a literature search was held initially to support such concepts. It was later conducted a field research in a sample of students and teachers of the academic community, held in two high schools, one public and one private. To that end, it applied the questionnaire technical in each group of actors. The results were analyzed and compared with the goal of validate the initial research questions and contribute to discuss the challenges and possibilities of the use of technology in education. The research demonstrated that it is necessary to study the concept of digital media in education, in order to guide professionals and students in this field. It is necessary an academic look to offer new forms of motivation for learning through the creative use of media and technology available.

Стилі APA, Harvard, Vancouver, ISO та ін.

22

Prazeres, Michelle. "A moderna socialização escolar: um estudo sobre a construção da crença nas tecnologias digitais e seus efeitos para o campo da educação." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10102013-113416/.

Повний текст джерела

Анотація:

Este estudo parte de um problema concreto: as políticas adotadas pelo Estado de São Paulo para modernizar a educação via tecnologias digitais. Seu objetivo é analisar como as tecnologias são representadas por quatro campos sociais: Poder Público, empresas, mídias e universidades. A intenção é averiguar se os valores promovidos por estes campos constituem um ambiente favorável ao processo de valorização, adoção e uso das tecnologias na educação. Tal processo recebe o nome de moderna socialização escolar, recurso retórico cuja validade é testada pelo estudo a partir de dois pressupostos centrais: (1) o de que existe uma sinergia entre estes campos na construção e na divulgação do repertório relacionado à moderna socialização escolar; (2) o de que esta zona de convergência ou ambiência comum formada pelo compartilhamento de valores incide em um campo da educação poroso, que acolheria tais contribuições, aderindo à modernização de forma incontestável ou mesmo natural. As perguntas que movem a pesquisa são: como se explicaria a valorização dos usos das tecnologias nas escolas? Seriam as empresas em busca de maior rentabilidade em seus negócios? Seriam os educadores e as escolas buscando a atualização de seus currículos? Seriam os governantes no afã de se adequarem ao estilo de um novo tempo? Quais valores e posicionamentos institucionais são veiculados sobre a moderna socialização escolar? Quem são seus porta-vozes? Quais instituições e posições na sociedade eles representam? A teoria da socialização é o alicerce fundante da pesquisa, que também tem como aportes centrais a teoria dos campos e as noções relacionadas ao conceito de cibercultura, incluindo a perspectiva de modernidade. A partir deste arcabouço teórico, mapeiam-se os elementos discursivos dos campos do Poder Público, empresarial, da mídia e da Academia a partir da análise de registros documentais publicados no site da Secretaria de Educação do Estado de São Paulo; nos relatórios corporativos da empresa Microsoft; nos jornais Folha de São Paulo e O Estado de São Paulo; e em revistas acadêmicas das áreas do conhecimento Educação e Comunicação. O resultado é um olhar para as representações sobre a moderna socialização escolar, que pode desvelar a plataforma estruturante deste esquema e a partir do qual é possível visualizar: (1) os repertórios e valores de cada campo relacionados ao processo de modernização educacional; e (2) a alquimia das dinâmicas entre agentes e instituições (e campos) anunciando a lógica de construção da crença na modernização da educação via tecnologias digitais.
The starting point for this study is a concrete matter: the policies adopted by the State of São Paulo to overhaul education through technologies. Its goal is to analyze how technologies are represented by four social fields: public authorities, corporations, the media and universities. The intent is to ascertain whether values promoted by these fields provide a favorable environment to the process of valorization, adoption and employment of technologies in education. Such process is known as modern school socialization, a rhetorical resource whose validity is examined by this study with base on two core assumptions: (1) there is a synergy between these fields in the construction and spreading of the repertoire related to modern school socialization; (2) this convergence zone or common environment generated by shared values represents a pervious education field, which admits such contributions and embraces modernization in an undeniable or even natural manner. The questions that guide this research are: how to explain the valorization of the use of technologies in schools? Would it be related to the corporate quest for profitability? Would it be an effort by educators and schools to update their curriculums? Would it be an attempt by the government to catch up with the style of a new era? Which values and institutional approaches are transmitted as far as the modern school socialization is concerned? Who are their spokespeople? Which institutions and society positions do they represent? The theory of socialization is the foundation for this research, which also finds crucial support on the field theory and the ideas related to the concept of cyberculture, including the perspective of modernity. This theoretical framework is followed by the mapping of the discursive elements in the fields of public authorities, corporations, the media and the academia through the analysis of documented records published on the Education Department of the State of São Paulo website; corporate reports by the Microsoft company; newspapers Folha de São Paulo and O Estado de São Paulo; and academic publications in the areas of Education and Communication. The result is a glance at the representations regarding modern school socialization, which may unveil the structuring platform for this scheme, from which it is possible to identify (1) the repertories and values for each field related to the process of education modernization; and (2) the alchemy in the dynamics between agents and institutions (and fields), heralding the construction logic for the belief in the overhauling of education through digital technologies.

Стилі APA, Harvard, Vancouver, ISO та ін.

23

Tan, Jennifer Pei-Ling. "Digital kids, analogue students : a mixed methods study of students' engagement with a school-based Web 2.0 learning innovation." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30396/.

Повний текст джерела

Анотація:

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

Стилі APA, Harvard, Vancouver, ISO та ін.

24

Sudre, Aurore. "L'efficacité des outils de rapprochement dans les espaces francophone et européen." Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30108.

Повний текст джерела

Анотація:

Les espaces européen et francophone, qui se recoupent partiellement, sont marqués par la diversité culturelle de leurs peuples. Pourtant ces derniers se sentent éloignés de l’Europe technocratique et de la Francophonie à la fois méconnue et réduite aux colloques et aux cocktails. L’Union européenne (UE) a instauré une citoyenneté européenne et un certain sentiment d’être européen coexiste avec les identités multiples forgées par le processus de la mondialisation actuelle. Pour sa part, l’Organisation internationale de la Francophonie (OIF), qui n’est pas une organisation d’intégration régionale, n’a pas pu instituer un tel instrument et la question de l’identité francophone se pose toujours avec autant d’acuité. Portées par la solidarité dans une perspective de paix durable, ces deux organisations internationales ont mis en place des outils de rapprochement dans les domaines de l’éducation, de la culture et des médias auxquels les nouvelles technologies de l’information et de la communication apportent un concours appréciable
The European and the Francophone spaces, which partly intersect, are marked with the cultural diversity of their people. Nonetheless these last ones feel far from technocratic Europe and Francophonie which is both unknown and reduced to colloquia and cocktail parties. The European Union (EU) has established a European citizenship and a certain feeling of being European coexists with the many identities made by the process of the current globalization. For its part, the International Organization of Francophonie (IOF), which is not a regional integration organization, could not institute such an instrument and the Francophone identity is still at issue. Leaded by solidarity in a prospect of a long-lasting peace, these two international organizations have created tools of rapprochement in the fields of education, culture and media with the useful support of new information and communication technologies

Стилі APA, Harvard, Vancouver, ISO та ін.

25

Nascimento, Neuvani Ana do. "AS MÍDIAS DIGITAIS COMO INSTRUMENTOS CULTURAIS NO DESENVOLVIMENTO INFANTIL." Pontifícia Universidade Católica de Goiás, 2014. http://localhost:8080/tede/handle/tede/1118.

Повний текст джерела

Анотація:

Made available in DSpace on 2016-07-27T13:53:15Z (GMT). No. of bitstreams: 1 NEUVANI ANA DO NASCIMENTO.pdf: 1360623 bytes, checksum: aefbe6d7b4d2a8d8fef8a1d58c5a28b0 (MD5) Previous issue date: 2014-08-13
The present work which is linked to the Research Line Educational Theories and Pedagogical Processes of the Program of Postgraduate in Education of the PUC Goiás University investigated the children s digital practices, comprehending these kids under the perspective of the historical-cultural approach, taking them as concrete agents which give form to their humanity in the relations established in their social-historical-cultural context. The guide-question of the research was: what are the forms of appropriation of the digital media performed by children aged 4 to 5 years old. The specific objectives were: identifying their technical domain, as well as the finalities of the using of digital media by these kids, and also comprehending how do the media can be integrated into the child s process of development, as being cultural tools of learning. For such a thing, it was made a qualitative research, which was developed in two steps. The first one consisted in a review of the bibliography concerning the theme, and the second one was an empirical research which was executed in two public kindergartens. The data was collected by the observations of the activities developed in the computer lab and in some pedagogical workshops, through the using of different digital artefacts. The research s subjects were children aged 4 to 5 years old and enrolled in these institutions. The research was based in the assumptions of the Historical-Cultural Theory, based in the studies of Vygotsky (2007), Leontiev (1988), Pino (2005), Freitas (2012), Libâneo (2005), Freitas (2009), Duarte (2001) and Wertsch (1998), as well as in the theoretical approaches which analyse the relations between the subjects and the Technologies of Information and Communication (TIC), substantiated in the studies of Belloni (2010), Cardon (2005) and Peixoto (2008). The data analysis was executed in a qualitative approach, taking as the epistemological base the theoretical referential which was adopted and also the social-historical-cultural reality of those children. The data showed that the digital media s appropriations performed by the children are all directly linked to their real living conditions, so these data cannot be realised under a determinist perspective.
O presente trabalho, vinculado à linha de pesquisa Teorias da Educação e Processos Pedagógicos do Programa de Pós-Graduação em Educação da PUC Goiás, investigou as práticas digitais das crianças, compreendendo-as na perspectiva da abordagem histórico-cultural, como sujeitos concretos que formam sua humanidade nas relações estabelecidas em seu contexto sócio-históricocultural. A pergunta norteadora da pesquisa foi: Quais as formas de apropriação das mídias digitais por crianças de 4 e 5 anos de idade da rede pública de Educação Infantil? O objetivo geral da pesquisa foi conhecer as formas de apropriação das mídias digitais por crianças de 4 e 5 anos. Os objetivos específicos foram: identificar o domínio técnico, os tipos e as finalidades de uso das mídias digitais por crianças de 4 e 5 anos, além de compreender como as mídias podem integrar-se ao processo de desenvolvimento da criança como instrumentos culturais de aprendizagem. Para tanto, realizou-se uma pesquisa qualitativa, desenvolvida em duas etapas. A primeira consistiu em uma revisão da literatura sobre o tema e a segunda foi uma pesquisa empírica em duas instituições públicas de Educação Infantil. Os dados foram coletados por meio da observação de atividades desenvolvidas no laboratório de informática e de oficinas pedagógicas, com o uso de diferentes artefatos digitais. Os sujeitos da pesquisa foram crianças de 4 e 5 anos matriculadas nessas instituições. A pesquisa fundamentou-se nos pressupostos da Teoria Histórico-Cultural, com base nos estudos de Vygotsky (2007), Leontiev (1988), Pino (2005), Freitas (2012), Libâneo (2005), Freitas (2009), Duarte (2001) e Wertsch (1998), bem como nas abordagens teóricas que analisam as relações dos sujeitos com as TIC, fundamentadas nos estudos de Belloni (2010), Cardon (2005) e Peixoto (2008). A análise dos dados foi realizada dentro de uma abordagem qualitativa, tomando como base epistemológica o referencial teórico adotado e a realidade sócio-históricocultural das crianças. Os dados mostraram que as apropriações das mídias digitais pelas crianças estão diretamente ligadas às suas reais condições de vida, logo não podem ser apreendidas em uma perspectiva determinista.

Стилі APA, Harvard, Vancouver, ISO та ін.

26

Suriyawongse, Suteera. "Attitudes of Faculty Members in the Open Universities in Thailand toward Media Technologies." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc330857/.

Повний текст джерела

Анотація:

This study was to compare the attitudes in terms of sex and current position, and to investigate the attitudes of faculty members in Open Universities in Thailand toward media technologies in terms of age, education, and teaching experience. A 25-statement questionnaire, with a reliability of 0.91 for measuring attitudes, was used to gather the data. The total stratified random sampling population was 300 faculty members in the Open Universities, 272 from Ramkhamhaeng University (RU) and 28 from Sukhothai Thammathirat Open University (STOU). The returned rate of the questionnaire was 244 (81.33%), 219 (80.51%) from RU and 25 (89.28%) from STOU. The t test was used to test significant differences between males and females, and administrators and faculties. The one-way analysis of variance was used to test significant differences among the levels of age, education, and teaching experience. The results of this study indicated that the attitudes of faculty members in Open Universities in Thailand toward media technologies were not significantly different in terms of sex, age, education, teaching experience, and current position. The faculty members considered the use of (1) closed circuit television as the form of media which enhanced teaching quality and student learning in virtually all instructional contents, aided instructors, improved instruction, and was readily available; (2) television as the form of media which made the content of the course more clear for students, promoted students* independent study, increased student motivation, was helpful to instructors in improving instruction, and was cost-beneficial; (3) radio as the form of media most frequently used in the past; (4) overhead projector as the form of media most manageable in the teaching process; (5) laser disc player as the form of media too complex for efficient classroom use; and (6) interactive video systems as the form of media most inhibiting to instructors.

Стилі APA, Harvard, Vancouver, ISO та ін.

27

Osman, Negla, and Thomas Köhler. "Does community matter? Social and cultural influences on acceptance and use of collaborative educational technologies." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126210.

Повний текст джерела

Анотація:

The recent advances in information and communication technologies (ICTs) over the past two decades have influenced many aspects of live ([19] and [7]). These advances make the issue of acceptance of ICTs a topic of increasing importance, particularly in educational research and practice [18]. Many studies have been conducted to understand, explain, and predict the issue of acceptance and use of new technologies. Fortunately, these studies have resulted in several serious theoretical developments [9]. Overall understanding of the role of culture and social norms in influencing acceptance and use of education technologies, particularly collaborative and interactive technologies such as the internet, can facilitate the successful implementation and use of these technologies in the educational context. This study concentrates on providing insight into the influence of culture and social processes on staff members’ acceptance and use of educational technology, namely the internet at Khartoum state universities (KSUs). Specifically, the study aims to identify the influential role of these factors on acceptance and the use of the internet as a helpful collaborative educational technology. To achieve this aim, the study adopts technology acceptance model (TAM), which is modified (i.e. extended) with Hofstede’s cultural dimensions (mainly uncertainty avoidance and masculinity). With the help of a structural equation model (SEM), the data assessment demonstrates the validity of the model and proves that social influence process and cultural factors have significant (direct and moderate) influence on staff members’ acceptance and use of internet technology for teaching and academic activities – i.e. the authors are able to assert that community matters in the adoption of these new ICTs. The article concludes by offering important implications and recommendations for both research and practice.

Стилі APA, Harvard, Vancouver, ISO та ін.

28

Wallace, Robert. "Categories of Conceptions in Karlstad Community Classrooms : An analysis of educator interviews regarding new media technologies as teaching tools." Thesis, Karlstads universitet, Avdelningen för medie- och kommunikationsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15046.

Повний текст джерела

Анотація:

Från höstterminstarten 2011 har alla nya elever inom de kommunala gymnasieskolorna i Karlstad och Hammarö tillgång till en egen dator, en satsning som brukar gå under beteckningen en-till-en. Denna situation öppnar för en möjlighet att studera hur denna tekniska förändring också påverkar lärares upplevelse av teknikskiftet och hur lärarna uppfattar att tekniken förändrar skolvardagen. Under december 2011 intervjuades 47 lärare i engelska (du skriver rätt antal) utifrån en gemensam intervjuguide med öppna frågor kring erfarenheter, strategier och åsikter om hur det är att arbeta i klasser som omfattades av en-till-en-satsningen. Syftet med studien var att kategorisera lärarnas uppfattningar och hur de erfar denna nya situation; detta då med hjälp av en fenomenografisk analysmetod. Studien tar sin utgångspunkt i ett sociokulturellt perspektiv där lärandet ingår i en social kommunikativ process. Resultatet av analysen pekar mot att det går att dela in lärarnas syn på den nya situationen i tre huvudkategorier; erfarenhet av fenomen genom jämförelse; undervisning strategier i förhållande till fenomenet; fenomen i praktik.

Стилі APA, Harvard, Vancouver, ISO та ін.

29

Murray, Iain. "Instructional eLearning technologies for the vision impaired." Curtin University of Technology, Department of Electrical & Computer Engineering, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=120496.

Повний текст джерела

Анотація:

The principal sensory modality employed in learning is vision, and that not only increases the difficulty for vision impaired students from accessing existing educational media but also the new and mostly visiocentric learning materials being offered through on-line delivery mechanisms. Using as a reference Certified Cisco Network Associate (CCNA) and IT Essentials courses, a study has been made of tools that can access such on-line systems and transcribe the materials into a form suitable for vision impaired learning. Modalities employed included haptic, tactile, audio and descriptive text. How such a multi-modal approach can achieve equivalent success for the vision impaired is demonstrated. However, the study also shows the limits of the current understanding of human perception, especially with respect to comprehending two and three dimensional objects and spaces when there is no recourse to vision.

Стилі APA, Harvard, Vancouver, ISO та ін.

30

Muniz, Guilherme Resende. "O uso do design e das tecnologias 3D na criação do repositório digital de elementos de fachada dos prédios históricos da UFRGS." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/143935.

Повний текст джерела

Анотація:

As novas tecnologias informacionais mudaram o nosso modo de vida, modificaram nossos hábitos e transformaram profundamente a sociedade. A evolução da informática e da internet trouxe um mundo no qual estamos constantemente conectados através de smartphones, tablets e/ou computadores. Entretanto, na era da informação a velocidade e a facilidade de acesso aos dados, muitas vezes, têm se mostrado superiores à nossa capacidade de absorvê-los e transformar a informação em conhecimento. Neste contexto, novas mídias emergem criando possibilidades de comunicação, dentre as quais destacam-se as tecnologias 3D. Essas abrem novas possibilidades nas mais diversas áreas, oferecendo maior liberdade para que os objetos sejam representados e manipulados no espaço. O campo da educação, por sua vez, tem encontrado dificuldades de absorver estas tecnologias e utilizá-las como ferramentas didáticas. Acredita-se que as tecnologias 3D possam vir a ser importantes instrumentos para a prática pedagógica. O presente trabalho tem como objetivo pesquisar possibilidades de ampliação e facilitação do uso da tecnologia 3D para fins educacionais e de preservação histórica. Para tal, realizou-se uma pesquisa sobre como esta tecnologia tem sido utilizada em ambos os campos. Após, foi realizado levantamento das principais técnicas de digitalização em 3D. Em seguida, foram testadas as principais plataformas e tecnologias para a exibição deste tipo de conteúdo: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D e Unity. A partir desta análise, em caráter experimental, criou-se um repositório virtual 3D, o qual encontra-se hospedado nos servidores da UFRGS. O repositório facilita a divulgação de modelos 3D por parte dos criadores deste tipo de conteúdo, pois permite a sua inserção na internet de forma simples, sem a necessidade de conhecimento prévio de programação. Deste modo, o conteúdo gerado pode ser visualizado em computadores e/ou dispositivos móveis, diretamente no navegador, dispensando a instalação de programas complementares, contribuindo para a propagação deste tipo de mídia. Também é possível disponibilizar as obras digitalizadas para reprodução física, mediante técnicas de prototipagem rápida como manufatura aditiva (popularmente conhecida como impressão 3D) e/ou usinagem em CNC. Para a criação do conteúdo 3D, digitalizou-se em três dimensões de quatro elementos, fachadas específicas dos prédios históricos da UFRGS. Os modelos gerados a partir da digitalização foram disponibilizados, através do repositório 3D, e podem ser acessadas no endereço: www.ufrgs.br/ldsm/3d. O repositório 3D dos prédios da UFRGS é uma ação inovadora com propósitos educacionais e de conservação de patrimônio histórico, agindo como catalisador, onde arte, tecnologia e educação convergem em prol da construção do conhecimento.
The new informational technologies have changed our way of life, have changed our habits and profoundly transformed the society. The evolution of computer science and the internet brought a world in which we are constantly connected, whether through smartphones, tablets, and/or computers. However, in this Information Age, the speed and ease of access to data often has been shown to be superior to our capacity to absorb them and to transform the information into knowledge. Within this context, new media has emerged creating new possibilities of communication, among which stand out the 3D technologies, which open up new possibilities in the most diverse areas, offering greater freedom for the objects that are represented and manipulated in space. Fields of education, in this matter, have found difficulties to absorb these technologies and use them as teaching tools. In this context, it is believed that 3D technologies are likely to be important instruments for the pedagogic practice. The present study aims to search possibilities of expansion and facilitation in the use of 3D technology for educational purposes and historical preservation. With this research, it was studied on how this technology has been used in both fields. After this, it was done a survey of the main techniques of 3D scanning. Then, were tested major platforms and technologies for the display of this content type: Cl3ver, Sketchfab, JSC3D, WebGL, Three.js, VRML, X3D, PDF3D and Unity. Trough this analysis, for experimental, purposes was done the creation of a 3D virtual repository which is hosted on the servers of UFRGS. The repository facilitates the dissemination of 3D content by content creators, as it allows its insertion on the Internet in a simple way, without the need for programming skills, so that the content generated can be viewed on computers and/or mobile devices directly in the browser, without the need to install additional programs, contributing to the popularization of this type of media. It is also possible to transform the digitized 3D data creating physical models through rapid prototyping techniques, such as additive manufacturing (popularly known as 3D printing) and/or CNC machining. To create 3D content, 3D scanning was performed of four elements of specific historical UFRGS buildings facades. The models generated from scanning were provided through 3D repository, that can be accessed at: www.ufrgs.br/ldsm/3d. The 3D buildings of UFRGS repository is an innovative action, with educational purposes besides the conservation of historical heritage, acting as a catalyst where art, technology and education converge towards the construction of knowledge.

Стилі APA, Harvard, Vancouver, ISO та ін.

31

Tonnetti, Fávio Américo. "Mapear, medir, tecer e narrar: dimensões fundamentais da ação docente permeadas pelas novas tecnologias." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16032017-160425/.

Повний текст джерела

Анотація:

Após uma revisão de trabalhos que se dedicam a investigar as relações entre a docência e a tecnologia em suas múltiplas formas apresentamos uma série de redimensionamentos das ações docentes no contato com tecnologias digitais. Partindo dos quatro verbos fundamentais propostos por Nílson Machado como forma de caracterizar e expressar a natureza das ações docentes mapear, mediar, tecer e narrar discutimos o redimensionamento da docência no contato com aparatos tecnológicos em contextos permeados por tecnologias ou constituídos digitalmente a partir delas, sobretudo em modalidades de educação híbridas e online considerando, portanto, a Educação a Distância (EAD) de variadas formas. Em nossa tese buscamos, além de examinar e apresentar um conjunto de ações e estudos, oferecer subsídios e ideias que possam contribuir para a prática docente, na esperança de ampliar a compreensão das ações do professor no ciberespaço e das relações mediadas por dispositivos digitais examinando diferentes abordagens e formas possíveis de interação com os alunos no interior de uma comunidades de aprendizagem num paradigma ecossistêmico de educação online.
After a review of works devoted to understand the relationships between teaching and technology in its many forms we present a series of teachers\' actions redefined in contact with digital technologies. Based on four key verbs proposed by Nílson Machado as a way to characterize and express the nature of teaching practices mapping, mediating, weaving and storytelling we discourse about the new dimensions of teaching in contact with technology devices in contexts permeated or digitally made by technology, especially in hybrid and online education modalities therefore considering Distance Education (DE) in different perspectives. Besides an examination and after presents a set of researches and proposals, this work seeks to provide insights and ideas that can contribute to the teaching practices, hoping to broaden the understanding of the teacher\'s actions in cyberspace and about the relationships mediated by digital devices examining different forms and approaches of interacting with students inside a learning community in an ecosystem paradigm of online education.

Стилі APA, Harvard, Vancouver, ISO та ін.

32

Hanson, Kami M. "The Utilization of Mixed-Reality Technologies to Teach Techniques for Administering Local Anesthesia." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/850.

Повний текст джерела

Анотація:

The ability to perform local anesthesia on dental patients is an important clinical skill for a dental hygienist. When learning this procedure in an academic situation, students often practice on their peers to build their skills. There are multiple reasons why the peer practice is not ideal; consequently, educators have sought the means to simulate the practice of local anesthetic procedures without endangering others. Mixed-reality technologies offer a potential solution to the simulated procedure problem. The purpose of this research was to determine if students could learn the techniques for providing local anesthesia using a mixed-reality system that allows them to manipulate 3D objects in virtual space. Guiding research questions were: In what ways do using 3D objects allow for a greater understanding of anatomical, spatial, and dimensional acuity? Will students develop conceptual understandings regarding the application of anatomical and technical concepts through iteration? Will students demonstrate the proper technique and verbalize a level of confidence for administering local anesthesia after using the mixed-reality system? Design-based research methods allowed for multiple iterations of design, enactment, analysis, and redesign. The first iteration focused on building a knowledge base for designing and developing virtual reality technologies for use in dental hygiene education. The second phase of research increased in technical sophistication and involved a virtual system that allowed for student interaction and manipulation of 3D objects. The interactions supported students' learning through the association of anatomical, spatial, and dimensional acuity. Built-in learner prompts promoted the understanding and identification of anatomical landmarks for performing an injection for the lower jaw. Further, the system promoted self-controlled practice and iterative learning processes. Redesign and development in the final iteration focused on design improvements of the system that included an output metric for assessing student performance, a data glove, and a marker to assist in following student interactions. Results support that students learned "while doing" in a specific immersive environment designed for dental hygiene education and they increased their level of confidence for performing a specific procedure.

Стилі APA, Harvard, Vancouver, ISO та ін.

33

Karla, Jürgen. "Konzeption einer Plattform zur nachhaltigen beruflichen Qualifizierung mittels Web 2.0-Technologien." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141925.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

34

Karla, Jürgen. "Konzeption einer Plattform zur nachhaltigen beruflichen Qualifizierung mittels Web 2.0-Technologien." Technische Universität Dresden, 2009. https://tud.qucosa.de/id/qucosa%3A27999.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

35

Yartey, Franklin Nii Amankwah. "Digitizing Third World Bodies: Communicating Race, Identity, and Gender through Online Microfinance/A Visual Analysis." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329782791.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

36

Araújo, Luzia Barbosa. "Percepção e desafios do educador frente às mídias: um estudo de caso na Escola Estadual Heitor Villa Lobos: Salvador/BA." Faculdades EST, 2011. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=298.

Повний текст джерела

Анотація:

O presente trabalho trata de uma pesquisa, estudo de caso, realizada na Escola Estadual Heitor Villa Lobos, localizada na rua Theodulo Albuquerque Cabula VI, Salvador-BA. A referida escola situa-se numa área remanescente de quilombos o que nos privilegia em termos educacionais. O objetivo do trabalho foi verificar a percepção dos professores frente às novas mídias, identificar quais os recursos disponíveis na escola e qual a periodicidade de uso dos mesmos, além de um breve relato a partir de observação participante. O mundo moderno traz consigo a necessidade de atualização constante nas formas de aprender e ensinar. As novas mídias são exemplos de como as transformações na era contemporânea têm acontecido cada vez mais velozes, trazendo inúmeros benefícios ao campo educacional, bem como exigindo do docente o desenvolvimento de novas habilidades para o uso dos novos recursos de informação/comunicação disponíveis. Assim, este trabalho buscou entender a influência das novas tecnologias como fonte de recursos para o processo de ensino-aprendizagem. Entre outros aspectos, os resultados da pesquisa apontam que os educadores ainda são resistentes aos novos modelos educacionais, sendo a falta de conhecimento e indisponibilidade das novas mídias nas escolas os principais fatores para que estes profissionais não se enquadrem no novo modelo do processo de ensino-aprendizagem. Foi verificado que a maioria dos professores têm mais de 10 anos de formação e não foram preparados para esta nova sociedade da tecnologia. Pelos resultados apresentados observamos que dentre a mídias disponíveis e utilizadas na escola, destacam-se: Computador, internet, CD-Rom, DVD, Pen-drives, TV-pendrive e som, sendo a internet a tecnologia que ocupa maior destaque em termos de importância e utilização para pesquisas e desenvolvimento das práticas pedagógicas.
The present work relates to a search, case study carried out at the high school Heitor Villa Lobos, located at Rua Theodulo Albuquerque Cabula VI, Salvador-BA. The referred school is within Quilombos remaining area which privileges us with educational issues. The objective of this work is to verify the perception of teachers through new medias, identify the available resources at the school and the use periodicity of same and a prompt report of participant observation. The modern world brings with itself the need of constant updates in the manners of learning and teaching. The new medias are examples of how fast changes have been occurring in the contemporaneous era, bringing dozens of benefits to the educational area, as well as demanding from the teacher development of skills for use of new and available information and communications resources. This work aimed to understand the influence of new technologies as source of resources for the teaching-learning process. Among other aspects, the results of search indicate that educators are still reluctant to the new educational methods, being lack of knowledge and unavailability of new medias at schools the main factors for these professionals do not fit the new model of teaching-learning process. It was verified that the majority of teachers have more than 10 years of formation and were not prepared for this new society of technology. By the results presented, we noticed that among the available medias utilized at schools, Computer, internet, CD-Rom, DVD, Pen-drives, TV-pendrive are featured, being internet the technology in feature on what relates to the importance and utilization for searches and development pedagogic practices.

Стилі APA, Harvard, Vancouver, ISO та ін.

37

Tassi, Ahmad. "Electronic Learning Management System Integration Impact on Tertiary Care Hospital Learners' Educational Performance." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2694.

Повний текст джерела

Анотація:

Technological innovations have been shown to improve the quality of health information and improve safety in health care systems. The purpose of this project was to offer hospital nurses a more flexible and practical alternative to education and training than the traditional face-to-face method, supporting nurse educators in overcoming many of the obstacles in responding to nurses' needs in the clinical areas. This project used a randomized, 2-group posttest-only experimental design to measure the effect of treatment at a targeted hospital. The experimental group received a new instructional approach using an Electronic Learning Management System (ELMS) and the control group used the site's traditional standard method; both groups completed the Posttest Knowledge Assessment. The study population consisted of registered nurses who had attended the project site's Safe Blood Transfusion Practice program over a period of 1 month. There were no significant differences between the 2 groups' members' gender, age, level of education, or nursing experience. Data analysis showed a significant (p < .00) difference between the 2 groups' posttest scores, indicating that the participants who used the ELMS attained a higher median knowledge (M = 89.39, SD = 9.26) than did participants who received traditional, face-to-face instruction (M = 76.85, SD = 10.628). These results suggest that ELMS-based learning is a more effective method of instructional delivery that could effectively replace many of the traditional face-to-face education programs. Implementing this innovative system will create positive social change on the targeted hospital by improving health care delivery. The application of the finding would support clinical educators to improve educational delivery to their clients at the clinical areas.

Стилі APA, Harvard, Vancouver, ISO та ін.

38

Levoin, Xavier. "Médias et enseignement spécialisé de la musique : un projet communicationnel ?" Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD078/document.

Повний текст джерела

Анотація:

L’utilisation de technologies éducatives (outils informatiques et médias numériques) dans l‘enseignement de la musique en conservatoire constitue un phénomène émergent dont nous nous efforcerons de mesurer l’ampleur. Dans quelle mesure peut-il intéresser les sciences de l’information et de la communication, alors que des analyses approfondies ont déjà été menées dans le milieu de l’enseignement général ? Nous faisons l’hypothèse que la création et la diffusion de dispositifs de cet ordre est susceptible de modifier substantiellement les relations entre les acteurs du milieu spécifique que constitue l’enseignement spécialisé de la musique, tant sur un plan organisationnel que socio-économique, et que l’on peut d’ores et déjà en mesurer l’incidence. Nous aborderons donc ce terrain dans une perspective communicationnelle. Pour mener à bien cette recherche, nous nous appuierons sur une construction méthodologique articulant I‘analyse des discours produits par les institutions et les acteurs industriels qui encouragent chacun à s’emparer de ces outils et médias, l’exploitation d’une série d’entretiens menés auprès d’acteurs représentatifs des secteurs concernés, l’observation de situations d’enseignement, enfin, l’analyse d’une documentation complémentaire constituée notamment de rapports d’activité et de projets d’établissements d’enseignement
This thesis questions the place of ICT in music conservatories in France. Where a ‘digital revolution’ is supposed to affect the worlds of education, our analyses show that, on the contrary, few of the changes announced can be observed in both teaching and learning, in production and distribution of educational ICT. From an original methodological approach combining discourse analysis, fieldwork and socio-economic analysis of cultural and educational industries, our analyses let us elaborate three sets of observations. First, the collection of (rhetorical) topoï about digital educational media shows consistent elements of a 'major project' of digitization of education. The hopes and promises that characterize this project affect the main aspects of its organization. Secondly, this project is based on the belief that ICT (educational or presented as such) could work as tools of re-mediation, in a world suffering from a lack of mediations: institutions that fail to keep their public interested, isolated teachers, publishers or readers without users. Thirdly, the existence of the an ICT economic sector is a major aspect of the ‘communicational’ project presented above. However, our analyses show that the conditions for a structured market are not met, although experiments can be observed at different levels

Стилі APA, Harvard, Vancouver, ISO та ін.

39

Umbert-Doig, Micaela. "Estudio comparativo sobre el uso del Internet en niños entre 8 y 10 años, de la institución educativa No. 1263, Puruchuco - Ate, Lima, Perú, en los años 2013 y 2016." Bachelor's thesis, Universidad de Lima, 2017. http://repositorio.ulima.edu.pe/handle/ulima/4699.

Повний текст джерела

Анотація:

Este estudio se centra en el uso del Internet en niños entre 8 y 10 años del colegio Puruchuco, en Ate Vitarte y consta de dos etapas que permitieron un análisis comparativo entre los años 2013 y 2016. Con este trabajo se buscó tener un diagnóstico de esta realidad y conocer así cuanto del potencial de las tecnologías está siendo aprovechado por los niños, y si es que se da una confluencia de intereses entre los niños, los padres y los docentes de la institución a la que asisten los niños. Se buscó así conocer como los niños perciben este medio, la frecuencia de su uso, los programas que utilizan, las diferencias entre niños y niñas, sus opiniones con respecto a sus beneficios y riesgos y si reciben algún acompañamiento o enseñanza por parte de sus padres o profesores.
Trabajo de investigación

Стилі APA, Harvard, Vancouver, ISO та ін.

40

Martínez, Cerdà Juan Francisco. "Socio-technical lifelong e-learning for the 21st Century: employability and empowerment." Doctoral thesis, Universitat Oberta de Catalunya, 2018. http://hdl.handle.net/10803/461584.

Повний текст джерела

Анотація:

Aquesta recerca estudia la viabilitat d'una educació en línia basada en l'apoderament com a via per a la millora de l'ocupabilitat al segle XXI. Concretament, mitjançant una implementació de la teoria del capital humà fonamentada en: 1) un aprenentatge al llarg de la vida fent servir mitjans en línia; 2) una educació en línia assentada sobre els pilars sociotècnics formats per sistemes de persones i tecnologies que actuen integradament; 3) una educació que ha de formar treballadors, però també ciutadans actius i emancipats socialment, i 4) una consideració dels estats de liminaritat existents en els estudiants, d'acord amb les seves diverses situacions individuals d'accés i ús de múltiples dispositius digitals de manera ubiqua i ininterrompuda, és a dir, en espais, llocs, temps i moments adequats a les seves necessitats. La recerca mostra que aquest tipus d'educació proporciona resultats positius en tres àmbits, no sempre estretament lligats entre si: 1) l'econòmic, contribuint a tenir contractes de feina, estabilitat laboral i seguretat dels llocs de treball; 2) el social, considerant l'alfabetització mediàtica com a via per a l'apoderament i la inclusió social, en el sentit de desenvolupar habilitats orientades a la ciutadania activa i a l'emancipació, i 3) el socioeconòmic, fusionant totes dues dimensions i establint una educació d'acord amb valors, coneixements i tècniques amb els quals es pugui fomentar una integració d'habilitats relacionades amb predisposició per a l'ocupació, la gestió del coneixement, l'apoderament mediàtic, la col·laboració, la digitalització i la consciència respecte a les tendències futures del mercat de treball. Les proves científiques mostren que una educació en línia vàlida per a l'ocupabilitat ha de tenir una forta orientació social i estar basada en uns estudiants amb un rol de ciutadania activa i responsables sobre el seu futur professional. Una educació d'aquest tipus serà capaç de resoldre el nus gordià d'una ocupabilitat entesa com un capital de fluïdesa contínua amb el qual saber moure's emancipadament en el mercat de treball.
Esta investigación estudia la viabilidad de una educación en línea basada en el empoderamiento como vía para la mejora de la empleabilidad en el siglo XXI. Concretamente, mediante una implementación de la teoría del capital humano fundamentada en: 1) un aprendizaje a lo largo de la vida usando medios en línea; 2) una educación en línea asentada sobre los pilares sociotécnicos conformados por sistemas de personas y tecnologías que actúan de forma integrada; 3) una educación que tiene que formar a trabajadores, pero también a ciudadanos activos y emancipados socialmente, y 4) una consideración de los estados de liminaridad existentes en los estudiantes, de acuerdo con sus distintas situaciones individuales de acceso y uso de múltiples dispositivos digitales de modo ubicuo e ininterrumpido, es decir, en espacios, lugares, tiempos y momentos adecuados a sus necesidades. La investigación muestra que este tipo de educación proporciona resultados positivos en tres ámbitos, no siempre estrechamente ligados entre sí: 1) el económico, contribuyendo a tener contratos de empleo, estabilidad laboral y seguridad de los puestos de trabajo; 2) el social, considerando la alfabetización mediática como vía para el empoderamiento y la inclusión social, en el sentido de desarrollar habilidades orientadas a la ciudadanía activa y a la emancipación, y 3) el socioeconómico, fusionando ambas dimensiones y estableciendo una educación de acuerdo con valores, conocimientos y técnicas con los que pueda fomentarse una integración de habilidades relacionadas con predisposición para el empleo, la gestión del conocimiento, el empoderamiento mediático, la colaboración, la digitalización y la consciencia respecto a las tendencias futuras del mercado de trabajo. Las pruebas científicas muestran que una educación en línea válida para la empleabilidad debe tener una fuerte orientación social y estar basada en unos estudiantes con un rol de ciudadanía activa y responsables acerca de su futuro profesional. Una educación de este tipo será capaz de resolver el nudo gordiano de una empleabilidad entendida como un capital de continua fluidez con el que saber desenvolverse de un modo emancipado en el mercado de trabajo.
This research studies the viability of empowerment-based online education as a way to improve employability in the 21st century. Specifically, through an implementation of human capital theory based on: 1) lifelong learning through online media; 2) online education based on the socio-technical pillars that are systems that integrate the actions of people and technologies; 3) an education that must deliver people who are ready to work but are also active and socially emancipated citizens; and 4) a consideration of the states of liminality existing in students, according to their different individual circumstances regarding access and use of multiple digital devices in a ubiquitous and uninterrupted way, that is in spaces, places, times and moments appropriate to their needs. The research shows that this type of education provides positive results in three areas which are not always closely linked: 1) economics: contributing to employment contracts, job stability and job security; 2) social: considering media literacy as a path towards empowerment and social inclusion, with the development of skills that encourage active citizenship and liberation; and 3) socioeconomics: combining the two previous dimensions, and providing education in accordance with the values, knowledge and techniques needed for students to acquire skills relating to readiness to work, knowledge management, media empowerment, collaboration, digitization, and awareness as regards future labour market trends. Scientific evidence shows that online education valid for employability must have a strong social orientation and be based on students having a role of citizens who are active and responsible as regards their future professional lives. Education of this kind will be able to solve the Gordian knot of employability, understanding it as a continuously fluid capital with which the labour market can be freely navigated.

Стилі APA, Harvard, Vancouver, ISO та ін.

41

Köhler, Thomas, Nina Kahnwald, and Eric Schoop. "Wissensgemeinschaften 2015: 18. GeNeMe-Workshop, TU Dresden, 25./26.06.2015: GeNeMe 2015, Gemeinschaften in Neuen Medien." Technische Universität Dresden, 2015. https://tud.qucosa.de/id/qucosa%3A28972.

Повний текст джерела

Анотація:

Unter dem gemeinsamen Dach „Wissensgemeinschaften“ werden nun zwei Tagungen mit sich gegenseitig ergänzenden thematischen Schwerpunkten zusammengebracht, die Lern- und Wissensprozesse im Spannungsfeld zwischen Organisation, Technologie und (Unternehmens-)Kultur verhandeln. Während die Konferenz „Gemeinschaften in neuen Medien (GeNeMe)“ organisationale und technische Perspektiven im Kontext von Virtual Enterprises, Communities & Social Networks thematisiert, liefert die zweijährlich stattfindende Konferenz „Professionelles Wissensmanagement (ProWM)“ der Fachgruppe Wissensmanagement in der Gesellschaft für Informatik (fgwm) einen breiten integrativen Überblick über die organisatorischen, kulturellen, sozialen und technischen Aspekte des Wissensmanagements.:1 Vorwort: Wissensgemeinschaften in Wirtschaft und Wissenschaft XII 2 Preface: Knowledge Communities in Busuness and Schience XVII Keynotes – eingeladene Vorträge 1 Knowledge Management – Advancements and Future Research Needs – Results from the Global Knowledge Research Network study 1 2 Leeds University Business School, Leeds, UK, 2 Beginnt die neue Arbeitswelt mit einer Abwesenheitsnotiz? 13 Hochschuldidaktik 2.0 1 Vernetztes Lernen an der Hochschule? Ergebnisse und Erfahrungen eines cMOOS 17 2 Smart communities in virtual reality. A comparison of design approaches for academic education 25 3 Flipped Classroom in der Hochschullehre der TU Dresden – Ein Work in Progress-Bericht 39 4 Konzepte für den Einsatz von E-Tutoren in komplexen E-Learning-Szenarien – Ein Erfahrungsbericht 45 Wissensmanagement I 1 Barrieren im interorganisationalen Wissensaustausch auf individueller Ebene – Ordnungsrahmen und Analysemethoden 55 2 GIS-based sales support by company knowledge reuse in the telecommunications sector 67 3 Praktische Entwicklung einer wissensorientierten Unternehmenskultur. Entwurf einer Zertifizierungsmethode 75 4 Supporting Knowledge Management Instruments with Composable Micro-Services 81 Communities 1 MeetingMirror – Unterstützung von Wissenschaftler-Communities auf Konferenzen 91 2 The SIFA community as a virtual learning space in OSH 101 3 Reflexion, Begleitung, Austausch – Die Online-Plattform StudentBodies-AN zur Prävention von Magersucht 107 Technologien, Methoden, Systeme 1 Gamification in der Hochschullehre. Herleitung von Handlungsempfehlungen für den Einsatz von Gamedesign-Elementen in der sächsischen Lernplattform OPAL 115 2 Gebrauchstauglichkeit und Nützlichkeit. Usability und wahrgenommener Nutzen digitaler Lernangebote S. 125 3 Barrierefreiheit im MOOC 135 4 Strukturierte Wikis – Konzept und Anwendungsbeispiel 141 Feedback, Austausch, Ideenfindung 1 Idea-Space: A Use Case of Collaborative Course Development in Higher Education 149 2 Onlinegestützte Audience Response Systeme: Förderung der kognitiven Aktivierung in Vorlesungen und Eröffnung neuer Evaluationsperspektiven 157 3 Mobiles Feedback – Praxisbericht zur Integration eines Audience Response Systems in eine Lehrveranstaltung als Instrument der Lehrevaluation 67 4 Jazz in der Stadt und Rock auf der Autobahn - von der kollaborativen zur kollaborativ-kontextorientierten Musikempfehlung 173 Education 1 Wissens- und Nachhaltigkeitsmanagement durch Kooperationen in Weiterbildungsprojekten 185 2 Lernen aus Erfahrung – vom agilen zum verteilten Präsenzteam 193 3 Development of an E-Learning instructional model for vocational training in Indonesia 203 4 A Survey of Teachers’ Media Literacy in Chinese Vocational Schools 209 Prozess 1 Welche Use Cases eignen sich für die Umsetzung in einem Enterprise Social Network? Eine Fallstudie bei der N-ERGIE Aktiengesellschaft 225 2 Kontextbezogene, workflowbasierte Assessmentverfahren auf der Grundlage semantischer Wissensbasen 237 3 Collaborative Knowledge Acquisition and Explorationin Technology Search 243 Wissensmanagement II 1 Assessing Informal Social Learning at the Workplace – A Revalidation Case from Healthcare 251 2 Wie Barrieren im Wissenstransfer überwunden werden können – Ergebnisse einer Studie zur Grundhaltung des Misstrauens oder Vertrauens 267 3 Integration von Topic Models und Netzwerkanalyse bei der Bestimmung des Kundenwertes 277 4 Wissensmanagement im Kontext öffentlich-rechtlicher Rahmenbedingungen: Praktische Erfahrungen aus einem Wasserverband 285 Adress- und Autorenverzeichnis 293

Стилі APA, Harvard, Vancouver, ISO та ін.

42

Marty, Frédéric. "Les usages de l’audiovisuel éducatif par les enseignants face au numérique : l’exemple du site.tv." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20041/document.

Повний текст джерела

Анотація:

Cette recherche porte sur les usages de l’audiovisuel éducatif par les enseignants. Elle s’inscrit dans le cadre théorique de la sociologie des usages, pour autant, l’objet de recherche au cœur de cette thèse est au croisement de l’audiovisuel et des enjeux éducatif. Il s’agit donc de développer une approche communicationnelle des outils et médias éducatifs, telle que la définit Pierre Moeglin (2005). La première étape de ce travail consiste à mettre en évidence les éléments qui configurent l’usage, notamment du côté des acteurs : nous proposons une archéologie de l’audiovisuel éducatif, puis nous revenons sur l’offre actuelle en matière d’audiovisuel éducatif et plus particulièrement sur lesite.tv, premier service numérique de vidéo éducative à la demande. La deuxième étape se focalise davantage sur les usages à proprement parler. Après avoir étudié l’utilisation du site.tv au moyen de données quantitatives, nous observons dans quelle mesure les représentations que les concepteurs se font des usagers participent de la configuration des usages. Ces derniers sont analysés à travers le discours d’enseignants usagers et non-usagers, via une série d’entretiens compréhensifs. Les portraits d’usagers, puis l’analyse transversale des entretiens, permettent d’évaluer les «renoncements négociés » qui se manifestent à travers l'usage de l'audiovisuel. Somme toute, cette recherche interroge la tension que l’usage de l’audiovisuel éducatif instaure entre logiques éducatives et médiatiques. Il convoque à ce titre les enjeux relatifs à une certaine industrialisation de l’éducation ; et du côté audiovisuel, les perspectives relatives aux écritures transmédiatiques
This research focuses on the uses of educational audiovisual by teachers. It falls within the theoretical framework of the sociology of uses, however, the research object at the heart of this work is at the intersection of audiovisual and educational issues. Therefore, it aims to develop a communicationnal approach of educational tools and media, as defined by Pierre Moeglin (2005). The first stage of this work tries to highlight the elements that configure the use, regarding the side of actors. First, we propose an archeology of educational audiovisual, then, we return to the current offer in terms of educational audiovisual and specifically on the content proposed by the first digital educational video on demand for teachers, lesite.tv. The second phase focuses more on the uses itself. After studying the use of lesite.tv, using quantitative data, we see how far the representations of designers are part of the user configuration uses. These are analyzed through the speeches of users and non-users teachers, within a series of comprehensive interviews. The realization of som user’s portraits and cross-sectional analysis of the interviews, allows to evaluate the "negotiated renunciations" that occur within the class, regarding to the professional identity of teachers, refering to public and private spheres and, finally, facing the so called "digital conversion". Overall, this research questions the tension that the use of educational audiovisual established between educational and media logics. It carries as such issues related to the industrialization of education ; and towards audiovisual, transmedia prospects

Стилі APA, Harvard, Vancouver, ISO та ін.

43

Gupta, Adit. "Learning environments of technology supported secondary science classrooms: a study in an Indian school." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18708.

Повний текст джерела

Анотація:

Science teaching at the secondary level can be made more effective with the judicious utilization of a multi-media approach involving modem information and communication technologies that is entering the Indian educational system in general and the schools in Jammu region (J&K State), in particular, surely but slowly. A major impact of technology today in the field of education is that at all levels classrooms are becoming technology-rich learning environments and as such there is a need to conduct research to study the learning environments of technology-supported classrooms. The study described in this thesis utilized the Technology-Rich, Outcomes-Focused Learning Environment Inventory (TROFLEI), to study the perceptions of students' actual and preferred classroom learning environment in a technology-supported science classroom at the secondary level in an Indian school situation. An important aspect of this research was to determine the reliability and validity of this scale for use in Indian classroom settings. An attitude scale derived from the Test for Science Related Attitudes (TOSRA) for studying the attitude of students towards science was also employed and lastly the Questionnaire on Teacher Interaction (QTI) was used to analyze the teacher student interactions in a technology-supported science classroom environment. Data for research were collected from 700 secondary students in a co-educational Indian school in the city of Jammu.
The study reported that the TROFLEI and the QTI were reliable and valid instruments for assessing the psychosocial learning environments III a technology-supported classroom and the teacher-student interactions III such environments. Significant associations are also reported between the students' perceptions of their technology-supported learning environment and their perceptions of the teacher-student interactions with three learner outcomes; attitude towards science, academic efficacy and academic achievement. Significant gender differences in technology-supported learning environments have also been reported in this study. This research study happens to be the first of its kind in this region and should provide a thrust towards the use of technology-supported classrooms for effectively teaching other school subjects.

Стилі APA, Harvard, Vancouver, ISO та ін.

44

Wanderley, Yuri Bastos. "Apropriações tecnológicas no ensino e aprendizagem: as experiências dos educadores da Rede Anísio Teixeira." Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/22983.

Повний текст джерела

Анотація:

Submitted by Adriene Marchiori (adrienemarchiori@yahoo.com.br) on 2017-06-12T14:51:38Z No. of bitstreams: 1 FACED_DISSERTAÇÃO-YURI BASTOS WANDERLEY.pdf: 2278085 bytes, checksum: 52191a30f859e881aa5813660b1a7521 (MD5)
Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-06-13T10:30:50Z (GMT) No. of bitstreams: 1 FACED_DISSERTAÇÃO-YURI BASTOS WANDERLEY.pdf: 2278085 bytes, checksum: 52191a30f859e881aa5813660b1a7521 (MD5)
Made available in DSpace on 2017-06-13T10:30:50Z (GMT). No. of bitstreams: 1 FACED_DISSERTAÇÃO-YURI BASTOS WANDERLEY.pdf: 2278085 bytes, checksum: 52191a30f859e881aa5813660b1a7521 (MD5)
Por atender, em sua maioria, jovens das classes populares, as Redes Públicas de Ensino podem desempenhar um papel estratégico na diminuição das barreiras impostas por condições históricas e culturais, provenientes das desigualdades sociais e econômicas, que limitam um maior potencial das apropriações tecnológicas por parte dos jovens das classes populares. O desafio não é apenas incluir a escola pública e a sua comunidade no mundo da tecnologia por meio da distribuição de equipamentos, mas contribuir para a construção de bases pedagógicas, técnicas e políticas que possibilitem e estimulem apropriações tecnológicas críticas, contextualizadas e colaborativas, dentro e fora das escolas. A pesquisa teve como objeto de estudo o Programa de Difusão de Mídias e Tecnologias Educacionais da Rede Pública Estadual de Ensino da Bahia, a Rede Anísio Teixeira, no qual o pesquisador atua como educador e gestor. Por meio de um Estudo de Caso inspirado na Etnopesquisa Crítica e Implicada e a Pesquisa da Experiência propostas por Macedo (2009, 2010 e 2015), buscou compreender as experiências vivenciadas pelos educadores nos processos de gestão, formação, produção e compartilhamento de Mídias e Tecnologias Educacionais Livres desenvolvidos no Programa. Ao considerar as experiências dos educadores como principais elementos de seu exercício de compreensão, a pesquisa trouxe para o centro da discussão as relações humanas, suas compreensões e implicações. Experiências vivenciadas no contexto de um programa de governo, orientado por uma proposta de apropriação tecnológica nos processos de ensino e aprendizagem, que se inspira na criticidade, na contextualização e na colaboração. Apesar de ser um programa de difusão tecnológica, as experiências dos educadores da Rede Anísio Teixeira, mostraram que as tecnologias não precisam ser compreendidas como o fim em si, mas como linguagens que promovem relações, permeadas por desafios e potencialidades, oportunidades e ameaças, que podem ser apropriadas pela comunidade escolar como dispositivos políticos de afirmação social, histórica e cultural.
ABSTRACT By mostly assisting young people of the popular classes, the public-school system can play a strategic role in reducing the barriers imposed by historical and cultural conditions, resulting from social and economic inequalities, which limit the greater potential of technological appropriations by the popular classes teenagers. The challenge is not only to include public schools and their communities in the technological world by distributing equipment, but to contribute to the construction of pedagogical, technical and political bases that allow and stimulate critical, contextualized and collaborative technological appropriations inside and outside school. This research had as its object of study the “Rede Anísio Teixeira”, which is the Educational Media and Technologies Dissemination Program of Bahia’s Public School System, in which the researcher acts as an educator and manager. Through a case study inspired by the critical and involved “ethnoresearch” and the experience research proposed by Macedo (2009, 2010 and 2015), he sought to understand the experiences lived by educators in the processes of management, formation, production and sharing of Free Educational Media and Technologies developed in the Program. In considering the experiences as the main element of its exercise of understanding, the research brought to the center of the discussion the human relationships, their understandings and implications. Experiences lived in the context of a government program, guided by a proposal of technological appropriation in the teaching and learning processes, which is inspired by criticality, contextualization and collaboration. Although it is a technological dissemination program, the experiences of “Rede Anísio Teixeira” educators have shown that technologies need not be understood as an end in themselves, but as languages that foster relationships, permeated by challenges and potentialities, opportunities and threats, that can be appropriated by the school community as political devices of social, historical and cultural affirmation.

Стилі APA, Harvard, Vancouver, ISO та ін.

45

Nogueira, Christiano. "As concepções de homem, natureza e trabalho de alunos dos cursos de técnico em meio ambiente e tecnólogo em gestão ambiental do campus pelotas - visconde da graça do Instituto Federal Sul-Rio-Grandense." reponame:Repositório Institucional da FURG, 2015. http://repositorio.furg.br/handle/1/6013.

Повний текст джерела

Анотація:

Submitted by Ingrid Contreira (ingridcontreiradesu@gmail.com) on 2016-03-31T18:53:42Z No. of bitstreams: 1 CHRISTIANO NOGUEIRA.pdf: 1459049 bytes, checksum: 9b1a06b3915427f533ef504568570171 (MD5)
Made available in DSpace on 2016-03-31T18:53:43Z (GMT). No. of bitstreams: 1 CHRISTIANO NOGUEIRA.pdf: 1459049 bytes, checksum: 9b1a06b3915427f533ef504568570171 (MD5) Previous issue date: 2015
Este trabalho objetivou compreender a questão de pesquisa sobre como são construídas no processo formativo dos alunos as concepções de homem, de natureza e de trabalho, que implicam em perspectivas de Educação Ambiental e Educação Profissional, do curso Técnico em Meio Ambiente e do curso Tecnólogo em Gestão Ambiental do campus Pelotas-Visconde da Graça do Instituto Federal Sul-rio-grandense. Trata-se de uma investigação de perspectiva qualitativa e se configura como um estudo de caso. A hipótese foi a de que esses cursos estejam formando profissionais com concepções em que o homem, através das relações sociais, trata a natureza de forma isolada de si mesmo. Participaram doze alunos do curso Técnico em Meio Ambiente e onze alunos do Tecnólogo em Gestão Ambiental. Na coleta de dados foram utilizadas entrevistas e documentos. Foram analisados os projetos pedagógicos dos cursos, documentos oficiais do Ministério da Educação que apresentam as diretrizes para estes cursos. As entrevistas foram submetidas à Análise de Conteúdo. Na análise e discussão dos dados emergiram três categorias gerais: homem, natureza e trabalho, para os dois cursos e suas respectivas unidades de análise. Para ambos os cursos emergiram as unidades: Homem produz impactos à natureza, Relação trabalho emprego e natureza; Perspectiva interdisciplinar e também a unidade Foco de formação do curso para educador ambiental no curso Técnico em Meio Ambiente. Os resultados mostram compreensões no curso Técnico em Meio Ambiente de uma cisão entre o homem e a natureza em que o trabalho humano é um processo de exploração da natureza pelo homem, causando impactos; compreensões de uma formação relacionada aos interesses do mercado; e compreensões em que a formação estaria voltada para educadores ambientais. Estas concepções de homem, natureza e trabalho implicam perspectivas de Educação Ambiental que permitiriam a conscientização para diminuir impactos ambientais, e de Educação Profissional voltada às necessidades do capitalismo. No curso Tecnólogo em Gestão Ambiental há compreensões de cisão entre o homem e natureza; compreensões de que o gestor ambiental atua diminuindo impactos ambientais, relacionandoos com a lucratividade das empresas; compreensões de trabalho e emprego com foco no mercado segundo suas demandas; e compreensões de uma empresa se utilizar de práticas que seriam ecologicamente corretas como marketing, ou seja, uma compreensão do marketing ambiental como uma das estratégias para a manutenção da lógica capitalista. As perspectivas de Educação Ambiental verificadas permitiriam a conscientização para diminuir os impactos ambientais, e as de Educação Profissional qualificariam para um “mercado de trabalho”, segundo o processo produtivo. Este estudo contribui para o direcionamento de uma formação de trabalhadores que desenvolvam a capacidade de tomadas de decisão democraticamente no trabalho e na sociedade, com vistas à superação das necessidades impostas pelo mercado para as necessidades básicas do homem.
This study aimed to understand the research question about how they are built in the formative process of the students the conceptions of man, nature and work, which imply perspectives of Environmental Education and Professional Education in Technician in Environment and Technologist in Environmental Management courses in the PelotasVisconde da Graça campus of the Instituto Federal Sul-rio-grandense. This study was guided by qualitative research with critical theorists of Environmental Education and Professional Education. This is a qualitative perspective of research and turn into a case study. The hypothesis was that these courses are forming professionals with conceptions that man, through social relations, is the nature of isolated form of himself. Twelve students participated in the Technician in Environment and eleven students Technologist in Environmental Management. In data collection, interviews and documents were used. The pedagogical projects of the courses, official documents of the Ministry of Education to present the guidelines for these courses were analyzed. The interviews were subjected to Content Analysis. The analysis and discussion of the data emerged three general categories as follows, man, nature and work for two courses and their units of analysis. For both courses emerged units: man produces impacts on nature, relations employment, work and nature; interdisciplinary perspective and also the unit course of the training focus to environmental educator in the Technician in Environment. The results show understanding in the Technician in Environmental a division between man and nature in which human work is a process of exploration of nature by man causing impacts, understanding of a related formation to market interests and understandings that the formation would be focused on preparation of environmental educators. These conceptions of man, nature and work imply perspectives of environmental education that would allow awareness to reduce environmental impacts and Professional Education directed to the needs of capitalism. In the course of Environmental Management Technologist there are understandings of division between man and nature, understanding that the environmental manager acts reducing environmental impacts relating them to the profitability of companies, labor and employment comprehensions focused on the market according to their demands and understanding of a company is using practices that would be environmentally friendly as marketing, that is, an understanding of environmental marketing as a strategy for the maintenance of capitalist logic. Perspectives for Environmental Education analysis were that allow awareness to reduce the environmental impacts and Professional Education to qualify for a "labor market" according to the production process. This work contributes to the direction of training workers to develop the decision-making capacity democratically at work and in society with a view to overcome the demands of the market for the basic needs of man.
En este estudio se objetivó comprender los conceptos de hombre, naturaleza y trabajo en el proceso de formación de los alumnos, y que implican perspectivas de Educación Ambiental y Educación Profesional, en el curso de Técnico de Medio Ambiente y de Tecnólogo en Gestión Ambiental del campus Pelotas-Visconde da Graça, del Instituto Federal Sul-Riograndense. Se trata de un estudio de corte cualitativo y se configura como un estudio de caso. La hipótesis fue la de que estos cursos estén formando profesionales con la concepción de que el hombre, a través de sus relaciones sociales, trata a la naturaleza de manera aislada de si mismo. Doce estudiantes del Curso Técnico en Medio Ambiente y once del curso Tecnólogo en Gestión Ambiental participaron de la investigación. En la recogida de los datos, se utilizaron citas y documentos. Se analizaron los proyectos pedagógicos de los cursos y los documentos oficiales del Ministerio de Educación que presentan las directrices para estos cursos. Las citas fueron sometidas al Análisis de Contenido. Emergieron en el análisis y discusión de los datos de los dos cursos tres categorías generales: el hombre, la naturaleza y el trabajo, y sus respectivas unidades de análisis. Para ambos los cursos han surgido las siguientes unidades: el hombre produce impactos sobre la naturaleza; la relación entre el empleo, la naturaleza y el trabajo; perspectiva interdisciplinaria; y el eje de formación del curso de educador ambiental. Los resultados muestran comprensiones en el Curso Técnico en Medio Ambiente que dan cuenta de una ruptura entre el hombre y la naturaleza, en la que el trabajo humano es un proceso de explotación de la naturaleza por el hombre causando impactos; comprensiones de una formación relacionada con los intereses del mercado y entendimientos que la formación se centró en la preparación de educadores ambientales. Estas concepciones de hombre, naturaleza y trabajo implican perspectivas de la educación ambiental que permitirían la sensibilización para reducir los impactos ambientales y de Educación Profesional orientadas a las necesidades del capitalismo. En curso Tecnólogo en Gestión Ambiental existen entendimientos de la ruptura entre el hombre y la naturaleza; comprensiones de que actúa el gestor ambiental reduciendo los impactos ambientales, pero en línea con la rentabilidad de las empresas; comprensiones sobre el trabajo y el empleo centradas en el mercado, de acuerdo a sus demandas; y entendimientos sobre una empresa utilizar como publicidad prácticas nombradas “ecológicas”, es decir, la comprensión de publicidad ambiental como una de las estrategias para el mantenimiento de la lógica capitalista. Las perspectivas para el análisis de la Educación Ambiental fueron que permita la concienciación para reducir los impactos ambientales y de la Educación Profesional para calificar para un "mercado de trabajo", según el proceso de producción. Este estudio contribuye a la orientación de la formación de trabajadores para desarrollar la capacidad de toma de decisiones democráticamente en el trabajo y en la sociedad con el fin de superar las exigencias del mercado para las necesidades básicas del hombre.

Стилі APA, Harvard, Vancouver, ISO та ін.

46

Herrmann, Ines. "Neue Medien im Fremdsprachenunterricht." Master's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-203297.

Повний текст джерела

Анотація:

Die Arbeit bildet die fachwissenschaftlich gestützte Erziehung von Deutsch-als-Fremdsprachelehrkräften zur Medienmündigkeit ab. Dafür werden Vorstudien zu einem umfassenden Konzept zusammengefügt. Es werden drei Fachbereiche vernetzt: Lehrerbildung, Medienpädagogik und Deutsch als Fremdsprache. Der Konzeption abgeleitet ist eine mögliche Didaktik für neuere Technologien, die mit einem von der Autorin selbst erstellten Kursbaustein veranschaulicht wird.

Стилі APA, Harvard, Vancouver, ISO та ін.

47

"Online Communities: Technologies and Analyses for Networks in Industry, Research and Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-153950.

Повний текст джерела

Анотація:

GeNeMe steht für Gemeinschaften in Neuen Medien, im englischen Sprachgebrauch als Web-based Communities oder Online Communities bezeichnet. Diese Konfigurationen aus Informationstechnologie und sozialer Gemeinschaft sind gleichermaßen Thema für Anwendung und Forschung. Dabei wird deutlich, dass diese Konfigurationen aus Informationstechnologie und sozialer Gemeinschaft in vielfältigen Kontexten zu beobachten sind. Online Communities sind ohne Softwaretechnologie nicht denkbar - ebenso wenig wie ohne die neue Kultur gemeinschaftlichen Online-Handelns in Wirtschaft, Forschung und Bildung oder in privaten Räumen. Online Communities sind daher Thema mehrerer Fachdisziplinen: Informatik und Wirtschaftswissenschaft, Bildungswissenschaft und natürlich Kommunikationswissenschaft. Auf der GeNeMe trifft Medien- und Softwaretechnologie auf Wirtschaftsinformatik, Sozial- und Erziehungswissenschaft, werden Wissensarchitektur und -kooperation diskutiert. Diese Interdisziplinarität ist Tradition und Stärke der GeNeMe auch im 17. Jahr ihres Bestehens. Die Schwerpunkte des vorliegenden Bandes widmen sich eingangs überblicksartig der Analyse und Exploration von Trends und der Ausdifferenzierung von Forschungsfeldern. In den folgenden Kapiteln stehen dann zum einen die Beobachtung und Analyse von Informations- und Kommunikationshandeln unterschiedlicher Zielgruppen sowie zum anderen praktische Ansätze zur technologisch-didaktischen Gestaltung kollaborativer Systeme im Vordergrund. Nach Beiträgen aus spezifischen Einsatz- bzw. Forschungsfeldern bilden Analysen zu Nutzerverhalten in Business-Netzwerken sowie zu Geschäftsmodellen für MOOCs den Abschluss.

Стилі APA, Harvard, Vancouver, ISO та ін.

48

Moreira, Luciano Jose Santos Reis. "The Digital Media in the Portuguese Education: Representations and Practices." Tese, 2021. https://hdl.handle.net/10216/134960.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

49

Moreira, Luciano Jose Santos Reis. "The Digital Media in the Portuguese Education: Representations and Practices." Doctoral thesis, 2021. https://hdl.handle.net/10216/134960.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

50

Van, Soest Catherine Patricia. "Making sense of converging technologies and new media: a study of distance education course developers." Thesis, 2000. http://hdl.handle.net/2429/10524.

Повний текст джерела

Анотація:

Distance Education, as it is practiced today in the Western world, is undergoing rapid change. This is no less true within the British Columbia distance education community. This change is due, in part, to the increasing speed of technological innovation, specifically in the convergence between broadcast, telecommunications, and data communications fields (Bates, 1994). Therefore, a research study was conducted to look at the phenomena of converging technologies and new media (CT/NM) and their impact on course development decisions in distance education for adult learners. Specifically, the purpose was to describe how selected distance education course developers were conceptualizing, or making sense, of CT/NM. This study was conducted with eight distance education course developers from two education institutions in the Lower Mainland of British Columbia, Canada between May and June 1999. Five participants were from the Open Learning Agency and three were from University of British Columbia's Distance Education and Technology Unit (DE&T). A qualitative research methodology, based on an interpretive understanding and using participant interviews and document analysis, was applied. Three conclusions emerged from the study. First, the course developers' practices were being affected by CT/NM and as a result, some new planning considerations and four new course development practices were emerging. The four practices were media and technologies replacement, hybrid course development, resource-based course development and structured information. Secondly, the course developers were applying an enhanced systems-based course development model and moving towards a new course development paradigm, based on networked multimedia and using post-fordist production processes. The final conclusion was that there were six specific organizational issues that could enable or impede the success of CT/NM for the course developers in this study. These issues were roles, training and professional development, delivery systems, funding arrangements, intellectual property policies, and new opportunities. Overall, the course developers in this study were making sense of CT/NM within their practices pragmatically, in an incremental and evolutionary way. Based on the conclusions from the study, three suggestions for further study were also provided.

Стилі APA, Harvard, Vancouver, ISO та ін.

Дисертації з теми "Media education technologies"

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями