This study investigates how preschool teachers work with digitization in preschool, with a focus on motion pictures. I use three research questions, based on previous research linked to digitization in preschool, knowledge of educators, attitudes towards digitization and digital literacy: what attitude do preschool teachers have towards digitization and motion pictures? What competence do preschool teachers have for digitization and motion pictures? How do preschool teachers work with digital tools, with a focus on motion pictures? I use implementation theory (implementeringsteorin), and as a framework for collecting, reporting and analyzing the empirical data I use a distinction between to understand, to be able to use and to will. The survey is based on four qualitative and semi-structured interviews with four preschool teachers from municipal preschools in the city of Stockholm. The results show that preschool teachers mainly use the iPad as a digital tool in preschool, both when working with the children and for their own documentation and reflection of the work. Preschool teachers believe that they have sufficient knowledge of digital tools, but that they would like to learn more about how they can use them in preschool activities. They also want a bigger explanation for why they should use digital tools in preschool. Finally, this study shows that preschool teachers’ own attitudes to digitization have a great influence on whether they choose to use digital tools in preschool or not.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-04T16:37:39Z No. of bitstreams: 1 Gisele dos Santos Rodrigues.pdf: 866249 bytes, checksum: 0a1db063bd344ba878f04f31dc111db0 (MD5) / Made available in DSpace on 2015-05-04T16:37:39Z (GMT). No. of bitstreams: 1 Gisele dos Santos Rodrigues.pdf: 866249 bytes, checksum: 0a1db063bd344ba878f04f31dc111db0 (MD5) Previous issue date: 2013-07-29 / Nenhuma / Esta pesquisa objetiva analisar as representações de professoras de língua materna sobre as práticas de linguagem mediadas pelo uso das Tecnologias da Informação e da Comunicação (TICs) em sala de aula, com a finalidade de constatar se tais práticas se configuram como eventos de letramento digital - compreendidos aqui como um grupo de atividades sociais de leitura e escrita construídas com um propósito específico dentro do contexto digital. Para tanto, este estudo está inserido no projeto Por uma formação continuada cooperativa para o desenvolvimento do processo educativo de leitura e produção textual escrita no Ensino Fundamental, do Programa Observatório da Educação/CAPES, coordenado por Ana Maria de Mattos Guimarães, com Dorotea Frank Kersch como pesquisadora associada, do PPGLA/UNISINOS. Considerando as representações como conhecimentos coletivos acumulados a partir de uma interação social entre cada indivíduo e o meio que o cerca, tanto no âmbito da Psicologia Social (MOSCOVICI, 1978) quanto da Linguística Aplicada (BRONCKART, 2006, 2008, 2009), este estudo de cunho qualitativo-interpretativista com viés etnográfico contou como instrumentos de coleta de dados a entrevista semiestruturada e a observação participante, a fim de verificar como as professoras percebem o uso das TICs para promover suas práticas de linguagem em língua materna. Nesse viés, por meio dos estudos dos letramentos digitais (XAVIER, 2005; BUZATO 2006; BELSHAW, 2011) e letramento digital do professor (SOUZA, 2007; FREITAS, 2009; VALERIO, 2011, GUERRERO, 2013), que partem das concepções de letramento e prática social (STREET 1984, 2003, 2010; KLEIMAN 1995; SOARES 1998, 2002; BARTON;HAMILTON 1998; ROJO 2009), foram estipulados critérios de análise relacionados ao ensino de língua materna mediado pelas TICs, como as políticas públicas para o ensino de língua portuguesa, a partir dos referenciais curriculares nacionais (BRASIL, 1998, 2002) e estaduais (RIO GRANDE DO SUL, 2009), além do trabalho com gêneros e suportes digitais (MARCUSCHI, 2002, 2003, 2004, 2008). As representações foram analisadas segundo o procedimento de análise Interpretação do Agir (BULEA, 2010), ancorado na perspectiva do Interacionismo Sociodiscursivo (BRONCKART, 2006, 2008, 2009). Os resultados evidenciam que, para as professoras pesquisadas, o letramento digital como capacitação para o trabalho com as TICs em sala de aula está relacionado a ter habilidades técnico-operacionais e que os recursos das TICs não são recorrentemente usados para a promoção de eventos de letramento digital, pois são operados como suportes digitais para promover práticas de linguagem que não contemplam somente o texto como objeto central de ensino. As representações das professoras, entretanto, já estão se encaminhando para um trabalho vinculado aos projetos de letramento e prática social, e elas demonstram preocupação em promover práticas de linguagem que motivem seus alunos, a partir dos usos das TICs, adequadas às suas realidades. / This research aims to analyze the representations of teachers of language about language practices mediated by Information and Communication Technologies (ICT) use in the classroom, in order to determine whether such practices are configured as digital literacy events - understood here as a set of social activities reading and writing built with a specific purpose within the digital context. Therefore, this study is part of the project By training together for the continued development of the educational process of reading and writing textual production in Elementary Education, of Observatory Program of Education / CAPES, coordinating by Ana Maria de Mattos Guimarães and Dorotea Frank Kersch, of PPGLA/Unisinos. Considering representations as collective knowledge accumulated from a social interaction between each individual and the environment that surrounds it, both in Social Psychology (MOSCOVICI, 1978) as of Applied Linguistics (BRONCKART, 2006, 2008, 2009), this study a qualitative-interpretive biased ethnographic counted as instruments to collect data to structured interviews and participant observation, in order to determine how teachers perceive the use of ICT to promote their language practices in language. In this vein, through the studies of digital literacies (XAVIER, 2005; BUZATO 2006; BELSHAW, 2011) and digital literacy teacher (SOUZA, 2007; FREITAS, 2009; VALERIO, 2011 GUERRERO, 2013), leaving the conceptions of literacy and social practice (STREET 1984, 2003, 2010; KLEIMAN 1995; SOARES 1998, 2002; BARTON; HAMILTON 1998; ROJO 2009) were set analysis criteria related to mother tongue teaching mediated by ICT, how public policies for the teaching of the Portuguese language from the national curriculum frameworks (BRASIL, 1998, 2002) and state (RIO GRANDE DO SUL, 2009), in addition to working with digital media and genres (MARCUSCHI, 2002, 2003, 2004, 2008). The representations were analyzed according to the analysis procedure Interpretation Act (BULEA, 2010), anchored on the perspective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009). The results show that for the teachers surveyed, computer literacy and job training with ICT in the classroom is related to have technical and operational skills and resources that ICT are not recurrently used to promote literacy events digital, they are operated as digital media to promote language practices that do not include only the text as the central object of teaching. The representations of the teachers, however, are already heading for a job linked to literacy projects and social practice, and they show concern in promoting language practices that motivate students, from the use of ICT, appropriate to their realities.

The metaphors “tipping point” and “paradigm shift” are used to describe the moments surrounding social and scientific changes; however, I argue that in examining changes in culture and communication, the role of technology suggests the need for a new metaphor. Weaving together cultural studies, digital rhetoric and technology theories, I offer a complimentary metaphor, the cultural gateway, defined as specific artifacts that are simultaneously familiar and strange, providing a comfortable bridge between “before and after.” This thesis posits that the iPhone behaves as such a gateway to our current, fully mobile paradigm, and has changed the face of everyday composition. Employing the circuit of culture, I examine evidence found in early media accounts of iPhone’s impact, literacy narratives that name smartphones and iPhones as literacy agents, and early advertising. Investigations suggest that these quotidian artifacts have additional, unintended purposes that are quite human and intrinsic to our ordered realities.

The aim of this research programme was to explore ehealth technology in pharmacy practice in Scotland and, by doing so, contribute original knowledge to this area. Strategists worldwide believe technology has the potential to promote quality, safety and efficiency in healthcare. This has been reflected in national ehealth policies designed to support collaborative working between medical and non-medical healthcare practitioners and, more recently, the whole health and social care team. A meta-narrative systematic review was conducted to explore and contextualise research related to healthcare professionals’ views of the adoption of ehealth technologies to support shared care. Findings indicate the importance of organisational development and training for core and optional ehealth services with pharmacists particularly under-represented in ehealth research. Socio-technical systems theory and the computer supported cooperative working framework were adopted to explore healthcare practitioners’ perceptions of ehealth in relation to integrated care. Findings from the review indicate ehealth research continues to focus on doctors and nurses. No ehealth application was perceived to be an unqualified success with the socio-technical gap still evident. Multiple case studies were conducted to develop explanatory theory around the digital literacy experiences, education and training related needs of pharmacy staff in the NHS Grampian area. Digital literacy levels were self-reported as basic with mixed views on the need for formal education and training. Findings indicate organisational and social factors may act as restraining forces against implementation of technology in pharmacy and associated digital literacy training. A final theory testing, systematic review was conducted into digital literacy training experiences of pharmacy staff applying Kirkpatrick’s four level model. It found a lack of evidence of specific, measurable digital literacy levels but indications that suggest digital literacy should be included in pharmacy education at all levels and career stages. This research provides novel insight into ehealth and digital literacy in pharmacy practice. Combined ehealth, education and pharmacy research has been demonstrated to be an under-researched area therefore these findings contribute original knowledge.

Digitala teknologier har ändrat förutsättningarna inom utbildningssektorn och bidragit till en dramatisk ökning av studenternas tillgång till och användning av digitala verktyg för sina studier. Begreppet digital kompetens har beskrivits som en av flera nyckelkompetenser som behövs för att kunna delta i samhället och ingår numera som mål i examensordningen på akademisk nivå i utbildningen för exempelvis förskollärare. Men vad vet vi om studenters digitala kompetens och tillämpning av digitala verktyg som stöd för sitt eget lärande under sina studier vid högre utbildning? Vilka erfarenheter har de med sig och hur förhåller de sig till dessa digitala verktyg? Studiens syfte har varit att undersöka användning av och förhållningssätt till digitala verktyg i akademiska studier som stöd för lärande på en förskollärarutbildning. Studien har fokuserat kring frågeställningarna:Hur används digitala verktyg som stöd för lärande av studenter på en förskollärarutbildning? Och Hur förhåller sig studenter på en förskollärarutbildning till de möjligheter digitala verktyg tillhandahåller som stöd för lärande? Studien har kombinerande forskning som metodansats, där kvantitativa och kvalitativa forskningsstrategier kopplas samman. Resultatet bygger på en enkätundersökning och fokusgruppsintervjuer och pekar på att studenterna använder digitala verktyg dagligen i utbildningssyfte. Studenterna använder framför allt digitala verktyg för att läsa och skriva texter, göra presentationer, ta del av och söka informationen samt kommunicera. De vanligaste digitala verktyg som studenterna använder är mobila enheter, så som mobil, smartphone och bärbar dator. De flesta studenter använder webb 2.0-tjänster, så som Skype och sociala medier, för samarbete samt diskussionsforum. Vidare visar resultatet att studenterna innehar en viss digital litteracitet och anser att digitala verktyg kan vara stödjande i vissa avseenden men också störande i andra avseenden. Resultatet påvisar att studenterna till viss del känner sig digitalt kompetenta, men den kompetensen kan variera från individ till individ oavsett ålder och är enligt studenterna kopplad till individens grad av intresse. Studien bidrar till kunskap om hur studenter förhåller sig till de möjligheter digitala verktyg tillhandahåller som stöd för lärande samt hur de använder digitala verktyg i en akademisk diskurs. Genom att sätta fokus på ett studentperspektiv kan uppsatsen bidra med ett värdefullt kunskapstillskott om studenternas förhållningssätt till och användande av digitala verktyg och således ge en grund för bättre utformning av undervisning i strävan att nå upp till utbildningens mål.

As technology continues to change the way society communicates, teachers need to prepare their students for digital literacy and competencies in their adulthood. Specific training is necessary for educators in the appropriate and effective methods for incorporating technologies such as smart phones and hand-held devices. Teachers, who work in international boarding schools, are more effective in their use of technology when they understand the classroom cultural differences and are able to clarify any misconceptions. To determine what experienced teachers find missing in their instruction and what should be included in a teachers' instructional guide, a guide was developed based upon the existing literature; the guide was tested and revised under three conditions. In the first phase, a panel of subject-matter experts reviewed the guide draft to identify the instructional goals and validate the survey instrument. In the second phase, a teacher's workshop was conducted and provided in-depth discussions on how they use technology in the classroom. Teachers shared examples of how culture affected students' use and misuse of technology. In the final phase, observations were conducted as teachers used the lessons and resources in their instruction. The final revision, presented in this document, includes closing comments made by participating teachers. The goal was to develop a digital citizenship guide for teachers in international boarding schools that reflected best practices from the literature and the input from experts and teachers. The results identified the specific skills and competencies that are required to teach students how to communicate in the digital world and become good digital citizens. The culturally diverse student population at the investigation site made it possible to generalize instructional sets that will be of value to teachers everywhere. The guide, developed through the dissertation initiative, provides educators with the knowledge, tools, and examples necessary to teach students how these technologies can be used in a multicultural learning environment. It can be used to address the fundamentals of digital citizenship and provide insight into the role culture plays in the use of technology in education.

With the advent of digital technology into our lives, the fact that the socially weakest stratum of society is lagging behind in digital literacy is becoming increasingly apparent. This problem is referred to as the second form of the digital divide. Since it has not yet been sufficiently examined, we carried out qualitative research using the grounded theory method, aimed at identifying the causes leading to this second form of the digital divide and defining the development model for this inequality. The collection of data was conducted by means of students solving tasks focused on digital literacy. In the course of this process, the computer screen was recorded and the entire investigator-student communication was captured on an audio track. Subsequently, semi-structured interviews were conducted with the students and their teachers. On the basis of analysis of the data, we created a theory of learning to handle an unknown software program. The process of learning exposes the student to various problems. The strategy used by each student to address these is chosen by the person depending on their previous knowledge of and experience with similar situations, particularly with similar software. The effectiveness of the applied strategy is overseen by the student's metacognitive control mechanisms. On the basis of the results obtained, the student's learning may (or may not) occur that improves the person's knowledge and skills, thus influencing how he/she addresses similar problems in the future. We see the benefits of our theory in describing a process of independent learning in the specific world of digital technologies. This can make the theory highly beneficial for teaching informatics. On the basis of this theory we described differences between socially excluded students and the majority in learning how to handle unknown programs. On the basis of our research, we believe in the long term that the difference in speed of lifelong learning in the field of handling digital technologies is the root cause of the emergence of the digital divide. During data analysis we identified a total of eight factors influencing the speed of lifelong learning in this sector; half of these also directly affect the level of digital literacy through the ability to solve problems. The resulting theory describes the lifelong process of the emergence of the digital divide. We see the main gain of our work in the identification of the process of emergence of the digital divide.

O objetivo desta tese é refletir sobre o processo de visão como construção de sentido. Assim sendo, contrário à maneira tradicional de entender esse processo como algo transparente e imediato, propomos que ver é uma prática de construir sentido através de todos nossos sentidos e nosso corpo. Para essa discussão contrapomos leituras das áreas de Cultura Visual, Cultural Digital, Antropologia, Análise do Discurso, Biologia, Media Art, com exemplos de comunicação mediada por computador e uso de vídeos. / The objective of this thesis is to discuss vision as a sociohistoric meaning-making process. Thus, contrary to the traditional approach to vision, which deals with it as a transparent and non-interpretative object, we look at it as a social practice through which we make sense of and in the world using our senses and body. For this discussion we counterpose readings from Visual Culture, Digital Culture, Anthropology, Discourse Analysis, Biology, Media Art to some examples of computer-based communication and videos.

Apresentamos resultados de pesquisa de mestrado, por meio da qual investigamos as contribuições do letramento digital para o processo de aquisição da escrita de sujeitos-estudantes do 1º ano do Ensino Fundamental I. As TDIC (Tecnologias Digitais de Informação e Comunicação), produziram mudanças na discursividade do mundo, nas relações históricas, sociais e ideológicas, na constituição dos sujeitos e das redes de sentidos, na forma dos relacionamentos, do trabalho, da mobilidade e do fazer científico. Em razão dessas modificações, recebemos hoje, nas escolas, sujeitos-estudantes considerados nativos digitais, que não veem significado nas aprendizagens escolares empreendidas por sujeitos-professores que se inscrevem no interdiscurso dos imigrantes digitais, mas se identificam com os games, que produzem sentidos a esses sujeitos-estudantes, por meio de sua arquitetura lúdica. O mal-estar da escola, causado pela desconexão entre ensino e aprendizagem, no entanto, não é somente resultado da divergência de época, mas se inscreve também na perda de sua eficácia enquanto instituição que dociliza corpos pela arquitetura disciplinar servindo como produtora de mentes obedientes para que a máquina continue funcionando. Seu instrumental analógico, no entanto, não faz sentido em uma sociedade que tem como instituição-modelo, a empresa, que cultua o desempenho individual, imputando aos sujeitos a responsabilidade pelo sucesso e pelo insucesso de suas vidas. Este estudo divide-se em cinco seções que abordam os fundamentos teóricos da AD; as especificidades da alfabetização e dos letramentos; um breve percurso histórico sobre linguagens e tecnologias; os aspectos analíticos na perspectiva discursiva e, por fim, os gestos de interpretação das análises discursivas sobre o corpus. O aparato teórico-analítico mobilizado para esta investigação é constituído pela Análise de Discurso de matriz francesa (pecheuxtiana) e pela Teoria Sócio-Histórica do Letramento. O material que constitui o corpus de análise, resulta de entrevistas realizadas com professores-alfabetizadores, produções linguísticas escritas, questionário semiestruturado e entrevistas realizadas com sujeitos-estudantes-alfabetizandos de uma escola privada do município de Ribeirão Preto/SP, com o intuito de verificar como o letramento digital afeta o processo de aquisição da escrita pelo sujeito-alfabetizando. Para isso, buscamos corroboração nos estudos de Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky, entre outros. Os gestos de interpretação empreendidos permitem-nos considerar que há relação entre a utilização frequente das TDIC, principalmente os games, por sujeitos-alfabetizandos com a construção de textos com indícios de autoria, coerentes e inscritos no interdiscurso digital. Constatamos também que, para que haja influência do letramento digital na alfabetização, é necessário considerar que os jogos digitais utilizados por aqueles que possuem escrita convencional, são games que mobilizam a escrita durante o jogo. Propomos um caminho que considere olhar para o sujeito-estudante da contemporaneidade de forma diferenciada do que a escola vem fazendo, ao ignorar as mudanças sócio-históricas ocorridas desde a última metade do Século XX, com o aparecimento e rápida difusão das TDIC e todas as suas materialidades digitais, além de desprezar as qualidades multimídias de seus alunos. Consideramos fulcral que a escola se descole da formação discursiva onde se diverte, não se aprende e considere o uso de games e/ou sua arquitetura, como recursos de aprendizagem escolar, mas, consideramos também, que se utilize os recursos digitais de forma crítica, sem se deixar capturar pela ideologia que ofusca a realidade de uma escola que continua servindo como Aparelho ideológico de Estado, sendo orquestrada por organizações internacionais que determinam quem tem acesso à escola e à tecnologia e como esse acesso acontece. Aos professores e aos estudantes é essencial que se oportunize o letramento digital, como forma de resistência à reprodução das condições de produção na sociedade capitalista neoliberal. / In this study, we present the results of a masters research that investigates the inputs of the digital literacy to the writing acquisition process of students-subjects from the 1st degree of Elementary School initial degrees. The Digital Information and Communication Technologies (DICTs) are responsible to provoke changes in the discursivity in the world, in the historical, social and ideological relations, in the realms of work, mobility and in the scientific investigation. Due to these transformations, there are, in the current schools, students-subjects considered digital natives, which does not take as meaningful the learning practices carried by teacher-subjects circumscribed in the digital migrants interdiscourse. In the opposite way, these students conform themselves to different types of virtual games, that produce meanings to these students-subjects by its ludic architecture. The unrest school, provoked by the existent gap between the teaching and the learning processes, it is not just a phenomenon of generation conflict. This situation also mirrors the loss of the school efficacy as institution that docilize bodies through the disciplinary architecture, such as a mechanism that produces obedient minds in order to keep the machine working well. Its analogical instrument, however, does not make sense in a society whose the model-institution is the corporation, that emphasizes the individual performance, attributing to the subjects the responsibility for the success or the failures in their lives. This study is divided in five chapters. First, we present and discuss the theoretical basis of the Discourse Analysis (DA); then, there are considerations about the specificities related to the alphabetization and the literacy processes. Next, we present a brief historical path about languages and technologies and the analytical aspects involved in the discursive perspective. Finally, we comment and discuss about gestures of interpretation of discursive analysis on the corpus. The analytic-theoretical bases taken in this research are the French approach of Discourse Analysis (pecheuxtian) and the Sociohistorical Theory of Literacy. The corpus analyzed is result of interviews produced with literacy teachers, students linguistic writings, semi-structured polls and interviews with students-subjects in process of literacy in a private school of Ribeirão Preto State of São Paulo, Brazil, in order to verify how the digital literacy affects the writing acquisition process by the subject in literacy process. Considering these goals, this research is underpinned in the studies of authors like Pêcheux, Foucault, Orlandi, Tfouni, Assolini, Kleiman, Dias, Castells, Lévy, Prensky and others. The interpretation gestures noticed make possible to consider that exists relation among the frequent utilization of the DICTs, namely the virtual games, by subjects in literacy process and the composition of texts that indicate authorship, presenting coherency and circumscribed in the digital interdiscourse. We also verified that is necessary to consider the virtual games utilized by subjects, which can write conventionally, stimulates the writing process during the game, a necessary condition to occur influence of the digital literacy on the alphabetization process. We propose, therefore, a path that considers a different way to comprehend the contemporary subject-student. An way that is quite different in relation to that in what the school is currently based, that ignores the sociohistorical changes occurred since the second half of the XX century, the quick advent and diffusion of the DICTs and the digital platforms, and that does not consider the multimedia capabilities of the students. Thus, we defend that is focal that the school moves out of the discursive formation where have fun, there is no learning and consider the virtual games utilization and its architecture as important school learning resources. Nevertheless, we also consider that these digital instruments have to be used in a critical perspective. It is important, we point out, that the subjects do not be captured by the ideology that overshadows the school reality that continues working as an Ideological State Apparatus, concerted by international organizations that determine who can have access to school and to technology, and how this access occurs. Therefore, it is fundamental that the digital literacy be available to teachers and students as a manner of resistance to the reproduction of the production conditions in the neoliberal capitalist society.

BAKGRUND: Bakgrunden beskriver det förändrade kunskapsbehov som samhället nu genomgår och hur lärare i skolans verksamhet hanterar och förhåller sig till detta. Kritiskt förhållningssätt, elevernasmedieanvändning och begränsningar som kan förekomma är andra delar som behandlas.SYFTE: Syftet med studien är att undersöka hur sju lärare i årskurs 4-6 tolkar begreppet digital kompetens och hur de arbetar med digital kompetens i sin undervisning. Ett bisyfte är att undersöka om lärarna tror att de kommande styrdokumentens riktlinjer kring digitalkompetens kommer att förändra deras undervisning, och i så fall påvilket sätt.METOD: Metoderna som använts i studien är self report och delvis strukturerade intervjuer. Vi valde att lämna ut våra self reports först för att låta respondenterna associera fritt angående begreppet digitalkompetens utan påverkan från oss. När vi samlat in svaren formulerade vi individuella frågor utifrån dessa och följde sedan uppdem med delvis strukturerade intervjuer för att få en fördjupad kunskap om lärarnas åsikter.RESULTAT: Studien visar att lärare är positivt inställda till att integrera digitala medier i undervisningen. Samtliga respondenter i studien arbetarredan med detta, dock i olika stor utsträckning. Lärarna uttrycker även att de anser att digital kompetens är något som behövs i dagens samhälle och därför är viktigt att ta upp i undervisningen. / Program: Lärarutbildningen