Orientador: Sérgio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T08:14:17Z (GMT). No. of bitstreams: 1 Maddalena_TaniaLucia_M.pdf: 3560884 bytes, checksum: 2abeea4f014bd99d7e400725d8e721c9 (MD5) Previous issue date: 2013 / Resumo: Novas práticas de ensino-aprendizagem de línguas estrangeiras em espaços virtuais vêm se estabelecendo a partir do acesso e do uso criativo das Tecnologias da Informação e Comunicação (TIC). Frente ao novo contexto, a formação continuada de professores numa diversidade de linguagens (visuais, audiovisuais, hipermediais, digitais) e nas práticas de Letramento Digital é um desafio da educação do século XXI. A presente pesquisa, pensada e concebida como pesquisa-ação, nos termos de Barbier (2002), pretendeu avançar numa contextualização da utilização, criação e autoria de Recursos Educativos Digitais para o ensino do espanhol no Brasil, focando na concepção do professor-autor do seu próprio material educativo mediatizado pelas TIC no atual contexto contemporâneo da Cibercultura. O trabalho de campo, realizado entre setembro 2012 e junho 2013, se constituiu em um curso de formação continuada para professores de espanhol oferecido na modalidade de educação a distância. O grupo discente do curso foi composto por 60 professores de Espanhol como Língua Estrangeira (ELE) de escolas públicas das regiões sul, sudeste e centro-leste do Brasil. A proposta curricular foi oferecer a oportunidade de aperfeiçoamento no uso crítico das TIC, edição digital, e participação ativa na Internet, numa lógica de propostas didático-pedagógicas que promoveram a autoria de Recursos Educativos Digitais para o ensino do espanhol nas redes virtuais / Abstract: New practices of teaching and learning of foreign languages in virtual spaces are being established from the access and creative use of Information Technology and Communication (ICT). Compared to that new context, the training of teachers in a variety of languages (visual , audio, hypermedia , digital) and practices of Digital Literacy is a challenge for XXI century education . This research , designed and conceived as action research ( BARBIER, 2002 ) sought to advance a contextualization and the use , creation and authorship of Digital Educational Resources for teaching Spanish in Brazil , focusing on the concept of teacher - author of his educational material itself mediated by ICT in the current contemporary Cyberculture. The fieldwork , conducted between September 2012 and June 2013 , was offered as continuing distance education course for Spanish teacher. There were 60 students of Spanish as a Foreign Language (ELE ) in public schools of South, Southeast and Central -West of Brazil . The proposed curriculum was to provide the opportunity for improvement in the critical use of ICT , digital editing and active participation on the Internet, in the logic of didactic pedagogical proposals that promote authorship of Digital Educational Resources for teaching Spanish in Virtual Networks / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

abstract: Informed by Behavioral Ecological Model (BEM), Technological Pedagogical Content Knowledge (TPACK) framework, and Model for Learning With Digital Video, this project assessed: (a) the effects of mobile application (App) technology on students’ skill and game play development during a badminton sport education season and (b) a physical education teacher and students’ perceptions about the use of the App technology. Two eighth grade classes participated in the study (the teacher only used the App in Class A; students used the App in Class B). The Poole forehand overhead clear shot skill test, game performance assessment instrument (GPAI), and opportunity to respond (OTR) observation tool were used to measure skill development and game improvement in the first study. Students’ practices and game play performance were recorded. Critical incident sheets, the teacher’s daily reflections, and interviews with the teacher were used in second study. In the first study, students in both intervention classes, regardless of the App use condition (i.e., teacher vs students), improved in the clear shot skill, tactical dimensions of their game performance (i.e., skill execution, decision-making, and base position), and opportunities to respond rates (i.e., success and acceptability). In the second study, there was evidence that a physical education teacher can effectively integrate the use of a motion analysis App and complement his instructional skills during regular instruction in a middle school badminton context. Also, it was evident that the App provided students with active learning opportunities through instant feedback on skill and game performance. Further research on the use of such App technologies should focus on: (a) how the App technology can be innovative to foster student learning in game play in Physical Education settings and (b) how teachers understand the use of technology along with their pedagogical skills. / Dissertation/Thesis / Doctoral Dissertation Physical Education 2020

Background: Even though the health benefits of regular exercises are common knowledge, a concerning trend of obesity due to a lack of physical activity in the population exists. As Digital Technology is largely adapted among consumers, the question is if and how it can be used as a tool to close the intention behavior gap concerning physical activity. Purpose: The purpose of this thesis is to understand the intentions behind executing PA and to explore the role of digital technologies within PA. As a result, the aim of this research is to find potential opportunities to bridge the IB-Gap offered by DT and to suggest options for app developers and digital companies to improve their products to better meet customers' needs for utilizing them as tools to bridge the IB-Gap. Method: To understand and explore the intentions behind and ways how people are using Digital Technologies within physical activity a qualitative study was conducted. This included a two-week diary study capturing the intentions and behaviors, and in-depth interviews describing the usage of Digital Technology in more details. Conclusion: The results indicate that Digital Technology can support people in closing the Intention Behavior gap when it comes to Physical Activity. The study further showed that people use Digital Technology in different ways depending on factors such as motivation or proficiency towards Physical Activity. Therefore, Digital Technology should be tailored to the individuals needs to best support their efforts.

Background: Digitalization is the latest trend in the world. Companies are driving the process of digital transformation in order to meet the digital age. Many factors influence digital transformation, of which a review of previous research has identified digital technology and digital leadership as two important factors in digital transformation.  Purpose: The purpose of this thesis is to understand the impact of resisting the digital transformation of enterprises from the perceived dimensions of their employees. Method: A deductive and quantitative approach was adopted. The online survey is the channel to collect primary data. The empirical data are sorted and analyzed by Excel and SPSS. To ensure the accuracy of the data, 253 raw data were sampled and finally collated into 173 data for further analysis. Conclusion: Summarizes the findings of our article, which explores the factors influencing employees' attitudes towards resistance to digital transformation. The results found that employees' attitudes towards digital tools and digital transformation were positively correlated. The findings of this article have some limitations and are described in terms of the research methodology, the findings of the study. It also suggests areas for future research.

Philosophiae Doctor - PhD / Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.

New generations of youth are coming of age at a time when digital technology is omnipresent, where devices are our constant companions, extensions of ourselves. It is not yet fully known what effect this mass consumption of digital technology will have on current and future generations. Although not entirely negative, dramatic shifts in human interaction and well-being have already presented themselves, begging understanding. Among these shifts are rising rates of youth struggling with mental health – especially since the COVID-19 pandemic. Various international and domestic governing bodies highlight the importance of this burgeoning field of research, turning in part to our technology-loaded ecosystems for answers. Early research has established associations between increased digital screen usage and youth mental ill-health. Questions remain, however and there exist large gaps in counselling psychology research as to how we can best support youth in the digital age. Situated within this debate, the current study establishes a theoretical basis as to the role digital technology plays in youth mental health. The study employs a qualitative methodology, including semi-structured interviewing and thematic analysis. Eight youth were interviewed and asked to share their experiences of the relationship between their devices and their well-being. Thematic findings highlight a conflictual relationship between digital technology use and youth mental health, affecting their relationships with others, themselves, and the world around them. Because digital technology consumption on this scale is so new, this is one of the first available cohorts of youth to actively participate in the exploration of this topic, offering their unique voices in ways that will benefit broader societal understandings of technology and mental health. / Graduate

This project uses digital technology to interpret the human body as a malleable material for the development of sculptural and textile-based design. Mikhail Bakhtin’s definition of the grotesque human body lays the conceptual groundwork for using the human body as an interactive tool, that co-shapes itself with digital technology as an extension. The technology has been given agency to affect the creative outcome, rather than treating it as a means to an end. By 3D scanning the designer’s own body, and manipulating photographic documentation of it, through algorithmic interpretations, the morpho- logical transformations of the designer’s body, in multiple realities, were investigated while reflecting on its influence on self-perception. The investigated methods resulted in alternative bodily structures carved in polystyrene, and dressed in hybrid materials of transfer-printed textiles and bio-plastic. The design outcomes suggests a design method wherein agency is given to digital technology which allows for exploring unexpected ways of perceiving the human body.

This thesis aims to critically examine the relationship of digital technology and the modern art gallery in order to find the possible role of art galleries in the future. The integration of technology and the modern art gallery can change the way people experience art in built space. In order to examine this, certain questions needed to be asked. The most important of these questions is authenticity and originality in a digital art gallery. What if, in order for the notion of originality to exist, it needs the notion of the copy; a kind of parasite. What if we don’t consider them as opposites, but rather as variables of a knot. What if there was never an original voice, but only writing. The process of writing itself undermines any notion of a primary original. It creates a space of difference, a gap. The space from one letter to the next, from one word to the next, from the graphite to the paper, and to continue to the digital, the space from 1 to 0. The difference described by Derrida in of Gramatology is the idea of difference through “trace.” Derrida says “The trace is in fact the absolute origin of sense in general. Which amounts to saying once again that there is no absolute origin of sense in general. The trace is the difference which opens appearance and signification.” Through a process of language study a series of spatial conditions were derived from a structured process of analyzing trace. This series of spatial conditions were then used to design the interior and exterior spaces along with arranging the buildings program and circulation through the new University Gallery. These spatial conditions allowed for a development of space that looked beyond simple geometric forms to form genuine experiences derived from a process.

Museums play a vital role in society as institutions that bear the cultural and historical heritage of the public. In the last decade, visitors' digital habits have steadily been increasing as well as the digital technologies available for museums to use in their exhibitions. Some museums have the desire to accommodate the changes in the visitors' behaviours and embrace new technologies, but they often do not know how to do this sustainably. Previous research indicates that there is a need for guidelines and standards in building digital strategies for museums, this research investigates this issue within Swedish art museums. The purpose of this study is to give a background on digital technology strategies employed by art museums in Sweden. Exploring how the relationship between current strategies and previous research on visitor experience, could benefit the management of art museums and their visitors. A qualitative study with semi-structured interviews was carried out with seven art museums across Sweden about their use of digital technologies and their strategies. The data was then thematically analysed, resulting in five common themes: (1) Prolonged digital development, (2) Digital technology should be purposefully and logically used, (3) Adapting to digital habits as an institution for public access, (4) Museums have limited knowledge of the potential benefits of digital technologies and (5) Museums are trying to meet the visitors' needs and expectations. The research findings show that museums are struggling with the adoption of digital technologies, despite wanting to meet the expectations of visitors, having budget issues, lack of in-house expertise and having difficulties with the complexity of technology. The  data also suggests that Swedish museums need guidance for developing their digital strategies, though the extent of that differs from museum to museum. Museums need to be informed of the possibilities of digital technologies in enhancing visitor experience. Moreover, how digital technology can be used in their specific organisation. Further research can build upon the findings of this study to create guidelines for museums and explore how the research questions can be applied to other countries.

Since the breakthrough of digitization, the political parties have moved from running a physical to an increasingly digital operation. Today, parties use digital platforms as a megaphone to listen and dialogue with their members. Digital capabilities have influenced who can participate in internal party activities in the digital era. At the same time, members face different conditions for using digital platforms based on socioeconomic background and age. This study examines whether there is a digital exclusion among the older members of the Swedish Green Party and the Christian Democrats, two parties that face different conditions in their use of digital technology. The study finds empirical evidence of digital exclusion within both parties. The cultural exclusion the study identifies prevents members from participating in the internal party debate. Members who find it difficult to communicate via the parties' digital platforms are particularly vulnerable. The study supports the theory that the individual must master the purely technical aspects of digital platforms and manage the ideas that come with digital technology to be actively engaged in party politics in the digital era.