This paper presents Wetnerk, a Research through Design portable local computer network sonification artifact designed with a Reflective Design approach. Wetnerk explores how we might sonically engage with local computer network characteristics. The aim is to reveal hidden qualities of a local computer network, normally undetectable by human senses. Specifically Wetnerk attempts to invite people to engage in novel ways with their local area network. It does so by probing the network ports, analyzing the result from an information security perspective and subsequently sonifying the results. A preliminary pilot study indicates that people are so unaware of local computer network characteristics that they have trouble perceiving any of its qualities beyond its mere existence. Wetnerk shows promise in supporting people to critically reflect on and question this low awareness. In some cases curiosity is ignited sparking a desire to further engage with qualities of a local network in more novel ways than the current norm.

Durante la pandemia de Covid-19, la educación ha visto grandes cambios en la enseñanza y la implementación de nuevas estrategias didácticas, impulsando a padres, estudiantes y docentes a involucrarse más en el uso de la tecnología. En este contexto, la investigación se realizó siguiendo un paradigma positivista y un enfoque cuantitativo con el objetivo de diseñar un proyecto formativo usando recursos tecnológicos para promover el acercamiento a la lectoescritura en niños de cinco años, se utilizó el diseño descriptivo, teniendo una población muestral de 20 niños de cinco años sección “A” de la Institución Educativa Particular San Agustín Motupe, la cual fue seleccionada al azar usando el método no probabilístico. Asimismo, se empleó como instrumento la lista de cotejo comprendiendo los niveles de lectoescritura articulada con el currículo nacional de educación básica regular y como resultados esto permitió identificar en qué etapa de lectoescritura se encuentran los niños de dicha institución, además que el proyecto formativo, Ayuda a desarrollar habilidades de alfabetización relacionadas con las etapas de escritura y lectura a fin de consolidar las competencias y capacidades que son útiles e importantes en este complejo proceso. En definitiva, este estudio es de gran importancia para el nuevo proceso de adaptación virtual en el proceso de aprendizaje, porque crearán una gran cantidad de situaciones importantes que son muy útiles y alfabetizan a distancia a niños de cinco años. / In times of pandemic due to COVID 19, in the educational field there was a great change in terms of the teaching provided and the implementation of new teaching strategies, therefore, parents, students and teachers were immersed in the use of technologies. . Based on this context, an investigation with a positivist paradigm and quantitative approach was carried out with the objective of designing a training project using technological resources to promote the approach to reading and writing in five-year-old children. The descriptive design was used, having a sample population of 20 five-year-old children, section “A” of the San Agustín Motupe Private Educational Institution, which was selected at random using the non-probabilistic method. Likewise, the checklist was used as an instrument, understanding the levels of literacy articulated with the national curriculum of regular basic education and as results this allowed us to identify at what stage of literacy the children of said institution are, in addition to the training project, Help to develop literacy skills related to the stages of writing and reading in order to consolidate the skills and abilities that are useful and important in this complex process. In short, this study is of great importance for the new process of virtual adaptation in the learning process, because it will create a large number of important situations that will be very useful for teaching literacy in five-year-old children in remote environments.

TITLE: Conditions for the development of digital literacy of preschool children AUTHOR: Karolína Fenclová DEPARTMENT: Department of information technology and education SUPERVISOR: Ing. Irena Fialová, CSc. ABSTRACT This thesis analysis possibilities and directions of the development of digital literacy by preschool children. It describes the ways of creation and the construction of children's information-technology competencies in preparation for the first grade of elementary school. The theoretical part defines some basic terms such as digital literacy, ICT literacy and others, it describes specifics of development of the child's preschool and shows the possibilities of using of digital technology in nursery school. The practical part of the thesis investigates how information technologies are incorporated into the education of children in nursery school; it investigates development of information-technology competencies of children of preschool age by work on computer and by interview of children and of their parents. On the basis of the discovered facts are showed ways for the development of the information-technological competencies of preschool children. KEYWORDS digital literacy, ICT literacy, information-technological competencies, information and communication technologies, preschool age, preschool...

Cette recherche vise à comprendre de quelle manière l’exploitation des sites du Net participatif et de leur dimension sociale peut favoriser les apprentissages en classe de langue. Notre recherche s’appuie sur deux expériences de terrain réalisées auprès de deux publics différents, un public en FLE en 2012 et en 2013, à l’Alliance française Paris Île-de-France, et un public faiblement ou non scolarisé, en 2014, aux Cours Municipaux pour Adultes de la Ville de Paris, en post-alphabétisation. Dans une approche sociocritique, nous avons analysé des dispositifs pédagogiques dans lesquels les apprenants ont posté des messages sur des forums de discussion, des avis et des commentaires sur différents sites dont TripAdvisor, YouTube, Doctissimo, Le Parisien. Essentiellement qualitative, notre analyse a tout particulièrement interrogé la prise en compte de la dimension interactionnelle et sociale du Net participatif qui est sa caractéristique et son avantage principal. L’expérience en FLE nous a permis, en adoptant une approche émique, de repérer un certain nombre de conditions, favorables et défavorables, à l’intégration du Net participatif en classe de langue, de montrer le rôle déterminant de la culture d’usage dans l’appropriation de l’outil par les apprenants et de mettre en avant les notions de besoin et d’utilité de la tâche. À partir de ces conclusions, nous montrons qu’en post-alphabétisation les sites du Net participatif utilisés semblent avoir répondu aux besoins des apprenants faiblement ou non scolarisés. Grâce à la socialisation des écrits qu’il permet, et à l’engouement certain qu’il suscite chez ce public, le Web participatif, crée un effet d’entraînement dans les tâches de lecture-écriture. Nous émettons l’hypothèse que l’hybridité entre oral et écrit et entre langage et action des messages de forums de discussion et des sections commentaires lève certaines inhibitions généralement constatées chez ce public et facilite le processus d’écriture. Ainsi, nous avons repéré sur ce deuxième terrain le potentiel du Net participatif en tant que levier d’acquisition de la littératie traditionnelle et numérique chez un public en insécurité scripturale, et examiné les liens synergiques qui peuvent se créer entre ces deux littératies. Nous dégageons l’intérêt heuristique que présente le Net participatif dans les tâches de lecture-écriture, quel que soit le public, et nous montrons les avantages d’une démarche centrée sur l’apprenant. / The aim of this research was to understand and evaluate the use of some sites of the participative web, viewed in their social dimension, to meet the learning needs of learners in language courses. Our study was based on two field experiments conducted on two different types of audiences, one in 2012 and 2013 with French as a Foreign Language (FFL) students at the Alliance française Paris Île-de-France, and another in 2014 with learners with low levels of education at the Cours Municipaux d’Adultes de la Ville de Paris (adult training provider of the City of Paris) in a post–literacy programme. Following a sociocritical approach, we worked on case-based scenarios in which learners were asked to post messages on discussion forums and in the comments section of online magazines on websites such as TripAdvisor, YouTube, Doctissimo and Le Parisien. In a qualitative analysis, we took into account the interactional and social dimensions of the Web 2.0 which are its distinctive features and main advantages. In FFL our experiment enabled us, through an emic approach, to pinpoint some conditions necessary for the effective use of the participative web in language courses, to show the decisive role of culture of use in tool appropriation and to underline the two notions of need and purpose. Our first results led us to show in a second experiment that in post-literacy programmes, the participative websites seemed to answer the needs of learners with low levels of education. Socialization of writing skills and the keen interest these tools arouse in this type of audience were the main factors of improved achievements. The fact that the participative web seemed to improve the performance of reading and writing tasks leads us to formulate the hypothesis that the hybridization of written and oral languages and of language and action found in discussion forum messages and comments section frees this second type of learners from some of the anxieties generally observed at a low education level and helps the writing process. We suggest from our findings that the participative web is a potential lever for the acquisition of traditional and digital literacies in learners with writing skill insecurities, and examine the synergies that could be created in the acquisition of these two literacies. We look into the heuristic value of the participative web in writing-reading skills, regardless of the learner's level of education, and we discuss the benefits of a learner-centered approach.

O contexto escolar tem se deparado com demandas de duas ordens. Por um lado, a vivência em um mundo no qual a presença das Tecnologias Digitais de Informação e de Comunicação (TDIC) exige mudanças na forma de pensar e de agir. Por outro lado, o ensino tradicional, com predomínio da transmissão expositiva e avaliação pautada no processo mnemônico dos conteúdos curriculares, passa por descompasso. Isto impõe às escolas mudanças de design pedagógico apoiado por recursos tecnológicos digitais. Os estudos sobre Letramento Digital revelam a necessidade de integração das TDIC ao centro do processo de ensino-aprendizagem. Entretanto, são reduzidos os estudos sobre a temática que envolvem imersão na realidade escolar. Neste espaço há uma confluência de diferentes dimensões, que compõem uma complexidade importante a ser considerada, sobre o desenvolvimento de competências digitais. O Letramento Digital, como processo de desenvolvimento de competências para acessar, localizar, selecionar, organizar informações, construir e compartilhar conhecimentos, visa o alcance de possibilidades de protagonismo na resolução de problemas. Nesta pesquisa, o Letramento Digital foi utilizado como referência à criação de um design pedagógico, cuja intencionalidade educativa atribuída à seleção das TDIC trouxe contribuições ao processo de ensinoaprendizagem. Com natureza de pesquisa-ação, os dados da investigação foram coletados em uma escola pública de tempo integral no município de Cotia (SP), a Escola Estadual Fernando Nobre, durante imersão de um ano letivo. O Design pedagógico foi construído coletivamente, resultante das inter-relações entre novas informações, reflexão e experiências dos professores e alunos. Ficou evidenciada a urgência de sua implementação diante das mudanças decorrentes das evoluções tecnológicas, econômicas e sociais. Esta pesquisa reconheceu a importância estratégica de integração das TDIC para ampliar as práticas de desenvolvimento de uma cultura digital. O Design pedagógico sob perspectiva de Letramento Digital mobilizou um Ciclo de Ações Educativas para desenvolvimento das habilidades docentes de mapear, narrar, tecer e mediar. Contribuiu para o entendimento dos desafios existentes nas dimensões infraestrutura, administrativa-pedagógica, didática-pedagógica e pessoal. Estimulou o desenvolvimento do Letramento Digital integrado ao planejamento escolar, o que ampliou as habilidades de busca de informação, comunicação e compartilhamento em múltiplos formatos. O Design pedagógico criado permitiu ampliar habilidades que tiveram, como resultado, maior sentido e significado sobre a apropriação das TDIC e do desenvolvimento do Letramento Digital. O uso de blogs, redes sociais e diferentes aplicativos incentivaram novas práticas de ensino e aprendizagem, de comunicação e de interação. Ampliouse na direção de uma educação emancipatória, autônoma, coletiva e ética, expressas nos trabalhos escolares. O corpo docente enfrenta desafios para se atualizar, justificados pela acelerada evolução das TDIC. Por esta razão, a formação docente deve ser permanente, a fim de estimular a autonomia dos sujeitos, para a construção dialógica de saberes na busca de soluções para os problemas escolares. A imersão na realidade da escola representou terreno fértil de pesquisa para a compreensão da complexidade do Letramento Digital em contexto escolar. / The school context has been faced with demands of two orders. On the one hand, living in a world in which the presence of Digital Information and Communication Technologies (DICT) requires changes in the way of thinking and acting. On the other hand, traditional teaching, with predominance of expository transmission and evaluation based on the mnemonic process of curricular contents, goes through mismatch. This imposes on schools changes in pedagogical design supported by digital technological resources. Studies on Digital Literacy highlight the need to integrate DICT to the center of the teaching-learning process. However, studies on the subject involving immersion in school reality are reduced. In this space there is a confluence of different dimensions, which compose an important complexity to be considered, on the development of digital skills. Digital Literacy, as a process of developing skills to access, locate, select, organize information, build and share knowledge, aims at reaching possibilities of protagonism in solving problems. In this research, Digital Literacy was used as reference to the creation of a Pedagogical Design, whose educational intentionality attributed to the selection of the DICT brought contributions to the teaching-learning process. With an action-research nature, research data were collected at a full-time public school in the city of Cotia (State of São Paulo), the Fernando Nobre State School, during a one-year immersion. The Pedagogical Design was built collectively, resulting from the interrelations between new information, reflection and experiences of teachers and students. The urgency of its implementation was evident in the face of changes resulting from technological, economic and social developments. This research recognized the strategic importance of integrating DICT to broaden the practices of developing a digital culture. The Pedagogical Design under the perspective of Digital Literacy mobilized a Cycle of Educational Actions to develop the teaching skills of mapping, narrating, weaving and mediation. It contributed to the understanding of the existing challenges in the dimensions infrastructure, administrative-pedagogical, didactic-pedagogical and personal) It stimulated the development of Digital Literacy integrated with school planning, which expanded information search, communication and sharing abilities in multiple formats. The Pedagogical Design created allowed to expand abilities that have, as a result, greater sense and meaning on the appropriation of the DICT and the development of Digital Literacy. The use of blogs, social networks and different applications encouraged new teaching and learning practices, communication and interaction. It has expanded towards an emancipatory, autonomous, collective and ethical education expressed in school work. The faculty faces challenges to be updated, justified by the accelerated evolution of the DICT. For this reason, teacher education must be permanent, in order to stimulate the autonomy of the subjects, for the dialogical construction of knowledge, for the solutions to school problems. Immersion in the school reality represented fertile ground for research to understand the complexity of Digital Literacy in a school context.

This thesis deals with the issue of media education and teachers who teach the class. The first part of the thesis is devoted to a theoretical definition of the cross-curricular theme of media education, its historical development and the gradual establishment of the topic in Czech curriculum and the subsequent introduction into schools in the form of a cross-sectional topic that concerns grammar schools and not only them. Attention is paid to textbooks, publications and Internet links and courses available to teachers. Part of the attention is devoted to the latest research on this topic. The research part of the thesis presents the results of my qualitative research, which outlines patterns of approaches, opinions and attitudes of media education teachers at selected grammar schools in South Bohemia. The thesis deals with the question of who are the teachers, who teach media education, whether they are already prepared for this topic from the university, or whether they had to educate themselves and what are their most frequent approvals. Only recent university graduates, unlike their older colleagues, have had the opportunity to become acquainted with media education in their higher education. Their older colleagues did not have it so easy and had to deal with this task and topic during their teaching. There are different views on media education among young and senior teachers. As a rule, every young teacher is enthusiastic and positively perceives the importance of media education.

Made available in DSpace on 2016-04-28T18:23:05Z (GMT). No. of bitstreams: 1 Clara Vianna Prado.pdf: 2715202 bytes, checksum: 8fc2dd1083cf6f3f5b3c67f629e93f87 (MD5) Previous issue date: 2015-07-31 / This paper aims to discuss changes in the use of information and communication technologies (ICT) in two partcipanting groups: the digital natives and digital immigrants. Therefore it means to (1) identify the media being used in these two contexts and the differences in use between the two groups (2) identify how different groups use the tools available in the new technologies and finally (3) what the participants think about teaching and learning today. This research, of interpretive basis, aims to bring contributions to inquiries related to the diferente participaning groups and how this affects their relations in their everyday lives. This study is theoretically supported by the Social-Historical-Cultural Theory from the work of Vygotsky (1978/1997; 1930/1998; 1934/2009; 2001), and later by Engeström (1987) Leontiev (1977/2009), which focuses on the development and learning of individuals in a particular context; Theory of Information Society by Harry Pross (1971), Castells (2000) and Baitello Jr. (2005), reviewing the solutions provided by computing resources for the generation and use of information; in digital literacy and the necessary characteristics and skills according to multiliteracy theories of Kress and Van Leeuwen (2001), Jenkins (2007) and Rojo (2013). The collection of data used were questionnaires and semi-structured interviews conducted with young people aged between 13 and 15 years and adults from 27 to 53. The data were analyzed according to Bardin's content analysis (1977) / O presente trabalho visa discutir mudanças acerca do uso das tecnologias de informação e comunicação (TIC) entre dois grupos de participantes: os nativos digitais e a dos imigrantes digitais. Visa assim, (1) identificar quais as mídias que têm sido utilizadas nesses dois contextos e quais as diferenças identificadas nos dois grupos de participantes; (2) identificar como os diferentes grupos de participantes utilizam os instrumentos disponíveis nas tecnologias digitais; e, por fim, (3) o que pensam os participantes sobre ensinar e aprender na atualidade. Esta pesquisa, de base qualitativa interpretativista, pretende trazer contribuições a questionamentos relacionados à diferença entre jovens e adultos e como isso afeta as relações na vida cotidiana. As bases teóricas que sustentam o estudo são: a Teoria Sócio-Histórico-Cultural, a partir dos trabalhos de Vygotsky (1978/1997; 1930/1998; 1934/2009; 2001), e, posteriormente, de Engeström (1987) e Leontiev (1977/2009), que tem foco no desenvolvimento e aprendizagem dos indivíduos em seu determinado contexto; a Teoria da Sociedade da Informação, segundo teorias de Pross (1971), Castells (2000) e Baitello Jr. (1997/2005), que estudam as soluções providas por recursos de computação para geração e uso da informação; no Letramento digital e as características e habilidades do mundo atual segundo teorias de multiletramento de Kress e Van Leeuwen (2001), Jenkins (2007) e Rojo (2012). Os instrumentos de coleta utilizados foram questionários e entrevistas semiestruturadas conduzidas com jovens com idades entre 13 e 15 anos, e adultos de 27 a 53. Os dados coletados foram analisados segundo análise de conteúdo de Bardin (1977)

Este trabalho apresenta uma pesquisa desenvolvida em uma instituição de educação básica e investiga práticas que usam ou refletem sobre o uso das tecnologias digitais na formação docente e discente. Para tanto, utilizou-se das contribuições de autores de diversas áreas do conhecimento como da educação, comunicação e linguística, além de autores que discutem sobre os novos letramentos e a contemporaneidade. A introdução deste trabalho apresenta as justificativas e questões de investigação, as escolhas metodológicas e o campo investigado. Os dados da pesquisa foram organizados a partir de práticas de letramento digital que tinham como foco o estudo sobre as tecnologias; ações que se utilizaram dos recursos e ambientes virtuais como apoio à prática pedagógica e atividades cujo objetivo era a reflexão sobre o tempo presente e a ubiquidade das tecnologias. No capítulo 1 analiso algumas concepções teóricas usadas na análise dos dados e relato uma sequência de aulas de história, cujo tema de estudos é a globalização. Parte dos aspectos discutidos se relaciona com a chamada pós-modernidade, a circulação de informação na Internet e o uso das tecnologias digitais nos movimentos sociais. No segundo relato e respectiva análise (capítulo 2), os alunos exploram recursos digitais e constroem um jogo de caça ao tesouro com realidade aumentada; trata-se aqui do conceito de apropriação das tecnologias numa perspectiva crítica. Ao final, no capítulo 3, são relatadas e analisadas práticas de formação docente a partir de oficinas técnico pedagógicas, visando a apropriação e a reflexão sobre o uso de recursos digitais; atividades que usam ferramentas de apoio à prática pedagógica e que promovem a reflexão sobre aspectos éticos do uso dos ambientes virtuais no ensino fundamental. Ainda neste capítulo, analiso as mudanças de procedimentos de estudos com o uso das tecnologias digitais a partir de práticas investigadas. / This study presents the research developed in a primary and secondary educational institution and investigates practices which use and reflect upon digital technologies in the development of teachers and students. For this, the contributions of authors from diverse areas of knowledge were used, such as education, communication and linguistics, as well as authors who discuss approaches to new literacies and contemporary society. The introduction of this study presents the investigation justifications and questions, methodological choices and the investigated field. The data from the research were collected from the digital literacy practices which focused on the study of technology; actions which used virtual resources and environments as support for the pedagogical practices and activities which had as an objective the reflection on the present times and the ubiquity of technology. In chapter 1, I analyze some theoretic conceptions used in the data analysis and I report a sequence of history classes, where the object of study is globalization. Part of the aspects discussed are related to post-modernity, the circulation of information on the internet and the use of digital technologies in social movements. In the second chapter, the students explore digital resources to build a treasure-hunt game with augmented reality; based on the concept of appropriation of technologies from a critical perspective. Finally, in chapter 3, teacher development practices are described and analyzed during technical-pedagogical workshops, focusing on the appropriation and reflection on the use of digital resources; activities that use the tools to support pedagogical practices and promote reflection on ethical aspects and the use of virtual environments in primary education. Still in this chapter, I analyze the change in study procedures with the use of digital technologies from the investigated practices.

Este trabalho examina as funções e os significados que o computador adquire no contexto escolar tendo em vista o uso que os alunos fazem dele em situações de aprendizagem. Esse exame foi feito a partir de dois trabalhos de campo etnográficos realizados em duas escolas públicas da rede municipal de educação de São Paulo, uma de educação infantil, outra de ensino fundamental, de 1ª a 8ª série. Os dados qualitativos que constituem a base para a análise e construção do objeto de pesquisa foram obtidos por meio de observações realizadas no laboratório de informática das escolas e de entrevistas com alunos, monitores, coordenadores pedagógicos e professores orientadores de informática educativa. Como pressuposto epistemológico, considera-se a idéia do computador como uma máquina que se dirige à nossa inteligência, apoiada nos princípios lógicos, da álgebra booleana. Com base em discussões sobre a virtualidade, o computador é caracterizado como um sistema de representação do real, que tem em comum com a linguagem a construção lógica. A consideração desse aspecto comum entre sistema de representação do real e linguagem fundamenta-se em Wittgenstein. A principal conclusão deste trabalho é a constatação que, em situação de aprendizagem, o computador supera a concepção de uma máquina de ensinar, pois os alunos desenvolvem não apenas saberes necessários ao seu uso, mas também apropriam-se de um sistema de representação, o que caracteriza um processo de letramento digital. / This paper discusses the roles and the importance of a computer-based education in the school environment and its multiple use in effective learning activities. This analysis was based on two ethnographic field researches conducted at two schools belonging to the São Paulo City Public Education network, an elementary school and a junior high school. The qualitative data that comprise the foundation of the analysis and the research derive from watching activities in the schools informatics laboratories, interviews with students, advisers, education supervisors and educational informatics tutors. As epistemological premise, one should conceive the idea of the computer as a machine that drives to one\'s intelligence based on logical principles from the Boolean algebras. Based on discussions about the virtuality, the computer is deemed as a system representing the real world, which has the logical judgment in common with the language. This common aspect of the real world and language is underpinned by Wittgenstein. The main conclusion of this paper is the confirmation that, in a learning condition, the computer excels the conception of being a teaching machine as students develop skills further from those of learning how to use the computer, they take hold of a representation system, which constitutes a digital literacy process.

Made available in DSpace on 2015-03-04T19:56:49Z (GMT). No. of bitstreams: 0 Previous issue date: 15 / Nenhuma / Esta dissertação tem como objetivo problematizar a experiência pedagógica que envolveu alunos e alunas de uma Escola de Ensino Médio da rede pública estadual do Rio Grande do Sul, realizada durante o segundo semestre de 2006. A experiência teve como lócus o laboratório de Informática. O objetivo principal foi envolver os estudantes em atividades que utilizaram como recurso a Internet, mais especificamente, a Plataforma Lattes do CNPq, com vistas ao processo de alfabetização científica-tecnológica-digital dos mesmos, esta entendida como a possibilidade de realizar uma melhor leitura de mundo, através da linguagem da Ciência, aliada à capacidade de lidar com os artefatos tecnológicos, em especial a Informática, o que permite uma apropriação crítica dos códigos digitais. Apoiada em tal concepção, são analisados os enunciados dos alunos, dando o sentido da pesquisadora para os sentidos dados pelos mesmos à experiência pedagógica vivida. Para tanto, fez-se necessário investigar o universo que permeia a inter-rela