nÃo hà / Na presente pesquisa utilizamos as potencialidades das tecnologias digitais para criar condiÃÃes favorÃveis na formaÃÃo inicial para o ensino do campo conceitual das estruturas multiplicativas. Este conceito advÃm da Teoria dos Campos Conceituais, em que Vergnaud (2009) afirma que um indivÃduo nÃo aprende um conceito isolado e sim um campo de conceitos. Este campo envolve diversos conceitos, como os de multiplicaÃÃo, divisÃo, razÃo, proporÃÃo, funÃÃo, combinaÃÃo, entre outros. Neste estudo nosso foco serà no conhecimento do conceito de funÃÃes. Para auxiliar nessa compreensÃo buscamos autores como Ball, Thames e Phelps (2008), para debater sobre o conhecimento matemÃtico para o ensino e sobre o conhecimento comum e especializado do conteÃdo. TambÃm trazemos Mishra e Koehler (2006), para a discussÃo sobre Technological Pedagogical Content Knowledge (TPACK), que aborda o conhecimento pedagÃgico do conteÃdo e da tecnologia. Definimos como problema central dessa pesquisa a seguinte pergunta: como acontece o processo de construÃÃo dos conceitos de estruturas multiplicativas e de funÃÃo, por parte de futuros professores de MatemÃtica, nos domÃnios conceitual e pedagÃgico, a partir do uso de tecnologias digitais? Assim, o nosso objetivo geral à analisar o processo de construÃÃo dos conceitos de estruturas multiplicativas e de funÃÃo, por parte de futuros professores de MatemÃtica, nos domÃnios conceitual e pedagÃgico, a partir do uso de tecnologias digitais. Em relaÃÃo à metodologia, nosso objeto de estudo nos levou a adotar a pesquisa colaborativa, pois nÃo nos interessou apenas entender a natureza do trabalho desenvolvido pelos futuros docentes, mas igualmente pela formulaÃÃo de alternativas em uma formaÃÃo colaborativa. O referido mÃtodo divide-se em trÃs etapas, quais sejam, a co-situaÃÃo, a co-operaÃÃo e a co-produÃÃo. O prefixo co significa aÃÃo conjunta. O lÃcus da pesquisa foi o Instituto de FormaÃÃo de Educadores (IFE) da Universidade Federal do Cariri (UFCA), mais especificamente o curso de Licenciatura Interdisciplinar em CiÃncias Naturais e MatemÃtica, local onde atuamos como professor da Ãrea do Ensino de MatemÃtica. Os participantes da pesquisa foram quatro estudantes da Licenciatura Interdisciplinar em CiÃncias Naturais e MatemÃtica, denominados de D2, I3, J4 e N5. Na etapa de co-situaÃÃo da pesquisa colaborativa evidenciamos os conhecimentos prÃvios dos graduandos sobre o campo conceitual multiplicativo para o ensino, propomos a elaboraÃÃo de problemas envolvendo o conceito de funÃÃes e refletimos sobre a prÃtica docente. Nestes momentos de debate, constatamos que os participantes da pesquisa estÃo na fase do conhecimento comum do conteÃdo. Na etapa de co-operaÃÃo da pesquisa colaborativa evidenciamos que os futuros docentes compreenderam a importÃncia de se trabalhar com tecnologias digitais no ensino e na aprendizagem de MatemÃtica, ou seja, demonstraram avanÃos no conhecimento pedagÃgico da tecnologia. Este conhecimento emergiu quando os futuros professores perceberam a importÃncia das tecnologias na experimentaÃÃo e no desenvolvimento de mÃltiplas representaÃÃes. Isto demonstra uma relaÃÃo apropriada entre tecnologia e conhecimento especÃfico. A co-produÃÃo perpassou as outras duas etapas e caracterizou-se pela produÃÃo de conhecimentos. / In the current study we utilize the potentialities of digital technologies to create favorable conditions in the initial education for teaching the conceptual field of multiplicative structures. This concept derives from the theory of conceptual fields, where Vergnaud (2009) suggests that an individual doesnât learn an isolated concept but rather a field of concepts. This field involves various concepts, including multiplication, division, reasoning, proportion, function, and combination, among others. In this study our focus will be on the knowledge of the function concept. To assist in this comprehension we look to authors such as Ball, Thames, and Phelps (2008) to debate mathematic knowledge for teaching and common and specialized knowledge of content. We also incorporate the work of Mishra and Koehler (2006) for the discussion of Technological Pedagogical Content Knowledge (TPACK), which addresses the pedagogical knowledge of content and technology. We define as the central problem of this study the following question: how does the process of the construction of concepts of multiplicative structures and function on the part of future teachers of Mathematics take place in the conceptual and pedagogical domains through the of the use of digital technologies? Therefore, our general objective is to analyze the process of construction of concepts of multiplicative structures and structures of function on the part of future Mathematics teachers in the conceptual and pedagogical domains through the use of digital technologies. In relation to methodology, our object of study brought us to adopt a collaborative approach to our research, since we were not interested only in understanding the nature of the work developed by the future teachers, but equally in the formulation of alternatives in a collaborative formation. This method is divided in three stages, which are co-situation, co-operation, and co-production. The prefix co means joint action. The locus of the study was the Institute of Teacher Education (Instituto de FormaÃÃo de Educadores â IFE) at the Federal University of Cariri (UFCA), more specifically the program of Interdisciplinary Teaching in the Natural Sciences and Math, where we worked as professors in the area of Math Education. The participants of the study were four students from the Interdisciplinary Teaching in Natural Sciences and Mathematics program, denominated as D2, I3, J4, and N5. In the stage of co-situation of the collaborative study we demonstrated the previous knowledge of the students about the multiplicative conceptual field for teaching, we proposed the development of problems involving the concept of functions, and we reflected on teaching practice. In these moments of debate, we found that the participants of the study were in the phase of common knowledge of the content. In the stage of co-operation of the collaborative study, we showed that the future teachers understood the importance of working with digital technologies in the teaching and learning of Mathematics. In other words, they demonstrated advances in the pedagogical knowledge of technology. This knowledge emerged when the future teachers perceived the importance of the technologies in experimentation and in the development of multiple representations. This demonstrates an appropriate relation between technology and specific knowledge. The co-production surpassed the other two stages and was characterized by the production of knowledge.

Esta pesquisa tem por objetivo geral analisar o uso da tecnologia digital para facilitar a integração creche-família. Foi desenvolvida de acordo com os pressupostos da abordagem qualitativa de pesquisa (FLICK, 2004; SEVERINO, 2007; LÜDKE e ANDRÉ, 1986) e, mais especificamente, como estudo de caso (YIN, 2005) a partir dos dados empíricos obtidos na creche municipal de São Bernardo do Campo/SP, onde a pesquisadora exerce o cargo de diretora escolar. As pesquisas teóricas sobre a Educação de crianças de 0 a 3 anos e sobre os usos da tecnologia digital nos contextos escolares buscaram situar os conceitos centrais que envolviam a proposta. A pesquisa empírica foi realizada por meio de questionário enviado a todas as famílias das crianças atendidas na creche e por entrevistas semi-estruturadas realizadas com mães/pais e professoras. Pela análise dos dados levantados, constatou-se que a maioria das famílias das crianças matriculadas na creche pesquisada tem acesso à internet, principalmente via telefone celular, e a utiliza diária ou semanalmente. Outra constatação foi de que são poucas as famílias que acessam o Blog da instituição para acompanhar o trabalho desenvolvido com seus filhos. Por outro lado, a maior parte das famílias, que respondeu ao questionário, afirmou que utilizaria ferramentas de comunicação via internet para se comunicar com a creche e sugeriu o aplicativo WhatsApp para potencializar a integração creche-família. Em termos de resultados, a pesquisa identifica que as famílias e professoras da creche estão imersas na cultura digital, fazem uso de dispositivos móveis e desejam usar esses dispositivos para interações frequentes com a creche a fim de, no caso das famílias, acompanhar virtualmente o desenvolvimento de seus filhos. Neste sentido, considera-se que a tecnologia digital pode facilitar e potencializar a comunicação e a integração entre creche e família e que as iniciativas de propostas para essa maior integração devem partir da equipe da creche. / This researchs general goal is to analyze the use of digital technology to facilitate day care/family integration. It has been developed in consonance with the theoretical assumptions of the Qualitative Research approach (FLICK, 2004; SEVERINO, 2007; LÜDKE and ANDRÉ, 1986) and, more specifically, with the assumptions of the Case Study approach (YIN, 2005) applied on the empirical data obtained from the municipal day-care center of São Bernardo do Campo/SP, where this researcher holds the position of headteacher. Our theoretical researches about the Education of children under 3 years old and the uses of digital technology in school context aim to shed light on the main concepts that involve our general goal. The empirical research is based on a survey form sent to the families of all the children that attend the mentioned day-care center and on semistructured interviews with their parents and teachers. Through the analysis of the collected data, it has been possible to realize that the majority of those families have access to the internet, mainly through smartphones, and use it on a daily or weekly basis. Another realization the empirical analysis made possible was that few are the families that access the institutional Blog to keep up with the work developed with their children. On the other hand, the majority of the families who answered the survey said they would use internetbased communication tools to be in touch with the day-care center, and suggested that WhatsApp could improve the day care/family integration. In terms of results, this research shows that the families and daycare teachers are immersed in digital culture, make regular use of mobile devices and that the family wish to employ them on everyday interaction with the day-care center in order to keep up with their childrens development. Therefore, we consider that digital technology can facilitate and improve communication and integration between day-care center and families, and such initiatives should come from the daycare staff.

La sustitución del mundo maravilloso encantado por el reencantamiento tecnológico plantea una serie de problemas que atañen al advenimiento de la era digital. Nuestra Tesis intenta aproximarse a una teorización crítica del nuevo entorno virtual. En primer lugar, contextualizando las teorías sobre la técnica y la tecnología con la nueva realidad tecnocientífica, de la que surge una regresión al encantamiento arcaico. En segundo lugar, proponemos relacionar las nuevas tecnologías con el contexto socioeconómico del tardocapitalismo. En tercer lugar, nos ocupamos del reencantamiento en su vertiente digital, a través del condicionamiento estético, la mediación invisible de la experiencia y la afirmación de la unidimensionalidad en la sociedad digital. Como conclusión, la extrañeza con la que afrontamos el estudio de la comunicación digital nos hace vislumbrar en el ciberespacio una segunda realidad maravillosa e inestable, que actúa como fuente de poder al servicio de la economía neoliberal de mercado. / The substitution of the enchanted and wonder world by the technological renchanting offers a sequence of problems concerning the rising of digital era. Our Thesis tries to approach to a critical theorization of the new virtual environment. Firstly, by contextualizing the theories about technique and technology, according with the technoscience and the consecutive return to the enchantment. Secondly, we propose to connect new technologies with the socialeconomic context of late capitalism. Thirdly, we realize the renchanting concerning the digital dimension, through the aesthetic constraints, the invisible mediation of the experience and the affirmation of unidimensionality in digital society. As conclusion, the strangeness in relation to the studies concerning digital communication expect us to treat cyberspace as a wonder and instable second reality, that evolves a power source for neoliberalist and market economy.

隨著社會與科技發展，電影教育之規劃也持續改變，特別是數位科技的浪潮衝擊下，電影教育的變化也隨之加劇。本研究之目的即在探討美國電影教育如何受到電影產業對、社會及科技的影響。本文以University of Southern California, New York University, University of California-Los Angeles, and Syracuse University 這四個學校為主要研究對象，針對其自1960年代迄今的電影教育規劃、學位授與設計、和課程結構進行整理分析，以試圖理解電影教育與產業、社會與科技變化之關係，並透過文獻研究與專家深訪，加以驗證。此研究發現電影教育機構透過新課程的開設、學程提供及學位授與規定的調整等等方式，反應產業、社會、科技的變化。雖然電影創造的本質並未改變，但其本質及概念仍持續影響學校電影課程的外貌。 / American film education system is changing, particularly in light of the digital technology boom. Just how American film education has evolved with regards to the market, social, and technical influences is the objective of this research. Four schools--University of Southern California, New York University, University of California-Los Angeles, Syracuse University--and their undergraduate and graduate curricula from 1960s to present are examined. Qualitative explanations are supported by interviews with administrators and instructors. The study finds that technological developments play an important role in the evolution of American film education by engendering the creation of new courses, programs, departments, and degrees. Yet, the fundamentals of filmmaking have not changed, and schools’ origin and philosophy remain influential factors in shaping the film curriculum.

Many people with disabilities have been traditionally excluded from receiving or interpreting the news. U.S. law has changed requirements for Internet content and will lead to drastic changes in how news is conveyed online. Mainstream media is making headway toward communicating to the culture and abilities of people with disabilities, but serious errors still exist, particularly in digital news formats that exclude many people with disabilities from accessing news. While people with different disabilities are producing primarily niche news content, mainstream media is still the main source of authoritative news regarding people with disabilities. Hiring news staff with disabilities will help mainstream media develop an understanding of the physical, cultural and intellectual requirements of people with a variety of abilities. / text

The thesis and exhibition, Interaction: Portraiture in a Digital World, seeks to analyze digital portraiture today. I choose to depict concepts and ideas, as they relate to digital portraiture, through four distinct series of work, which encompass similar ideas and themes, but come at them from different perspectives. The work within the exhibition is comprised of several portraits of personal friends, family, and acquaintances, which have all been appropriated from online sources such as Facebook, and online dating sites. Because the portraits consist of people that I know on a personal level, are a collection of portraits that are derived from my personal social media profile, and represent individuals with whom I have frequently interacted with online, one could assess that in addition to being a collection of unique individual portraits, the exhibition is also a self-portrait of me, the artist. The exhibition includes Facebook Text Portraits, Nightclub Portraits, Online Dating HTML Portraits, and a Crying Girl Portrait, all of which strive to blur the lines between art and digital design, while addressing the function and meaning of digital portraiture today.

The aim of this thesis is to study the teacher’s role when pupils are using computers to create their art work. Working with computers raises new questions for teachers and pupils. Working with digital technology requires teachers to develop new pedagogical, educational and classroom-oriented strategies. The aim of the study is therefore to investigate these strategies and what kinds of challenges and questions arise from them. I investigate how teachers at the senior level of compulsory school conduct education and learning in teaching situations when digital visual work is in focus.  The theory I use is Discourse Psychology combined with Bakhtin’s theory of dialogue and learning.  The Discourse Psychology approach stresses context and the idea that people construct knowledge of the world in dialogue with others. The concept of interaction is used in the study and includes how teacher and pupil interact with the use of verbal language and gestures, where the computer also can be an actor. The method consists of interviews and observation, documentation using a small video camera attached to the teacher as well as by taking notes in the classroom. When digital technology is a part of education, teachers need to have good understanding not only of handling the technology but also deciding in what way they would like to use and work with computers in education. The research contributes to an understanding of art education with computers and the conditions in school when working with digital technology.

The present ethnography documents computer activities in everyday life. The data consist of video recordings, interviews and field notes, documenting (i) 16 students in a seventh grade class in a computer room and other school settings and (ii) 22 children, interacting with siblings, friends and parents in home settings. The thesis is inspired by discourse analytical as well as ethnographic approaches, including notions from Goffman (1974, 1981), e.g. those of activity frame and participation framework, which are applied and discussed. The thesis consists of four empirical studies. The first study focuses on students’ illegitimate use, from the school’s point of view, of online chatting in a classroom situation. It is shown that the distinction offline/online is not a static one, rather it is made relevant as part of switches between activity frames, indicating the problems of applying Goffman’s (1981) notions of sideplay, byplay and crossplay to analyses of interactions in which several activity frames are present, rather than one main activity. Moreover, it is shown that online identities, in terms of what is here called tags, that is, visual-textual nicknames, are related to offline phenomena, including local identities as well as contemporary aesthetics. The second study focuses on placement of game consoles as part of family life politics. It is shown that game consoles were mainly located in communal places in the homes. The distinction private/communal was also actualized in the participants’ negotiations about access to game consoles as well as negotiations about what to play, when, and for how long. It is shown that two strategies were used, inclusion and exclusion, for appropriating communal places for computer game activities. The third study focuses on a digital divide in terms of a generational divide with respect to ascribed computer competence, documenting how the children and adults positioned each other as people ‘in the know’ (the children) versus people in apprentice-like positions (the adults). It is shown that this generation gap was deployed as a resource in social interaction by both the children and the adults. The forth study focuses on gaming in family life, showing that gaming was recurrently marked by response cries (Goffman, 1981) and other forms of blurted talk. These forms of communication worked as parts of the architecture of intersubjectivity in gaming (cf. Heritage, 1984), indexing the distinction virtual/‘real’. It is shown how response cries, sound making, singing along and animated talk extended the virtual in that elements of the game became parts of the children’s social interaction around the screen, forming something of an action aesthetic, a type of performative action for securing and displaying joint involvement and collaboration. As a whole, the present studies show how the distinctions master/apprentice, public/private, virtual/real and subject/object are indexicalized and negotiated in computer activities.

Abstrakt Titel: Leksaker i den digitala tidsåldern – Leksaksbranschens bemötande av nya preferenser Författare: Sandra Nilsson och Victor Tydesjö Handledare: Leif Rytting Kurs: Företagsekonomi III – examensarbete 15 hp. Linnéuniversitetet VT 2014 Syfte Vårt syfte med uppsatsen är att undersöka hur leksaksbranschen har förändrat och kommer att förändra sin verksamhet i den teknologiska tidsåldern. För att genomföra detta har vi fastställt några aspekter att undersöka: Butikernas nuvarande tillstånd gällande sortiment och arbetssätt Förändringar som har skett gällande sortiment som en konsekvens av barns förändrade teknologianvändning Leksaksbranschens framtid som en följd av den fortsatta teknologiutvecklingen Forskningsfrågan lyder: Hur påverkas leksaksbranschen av barns tidiga användande av olika former av digital teknologi? Metod Vi har för denna uppsats valt att använda den kvalitativa metoden. Detta för att på ett djupt sätt kunna få specifik data om branschens företeelser. Undersökningen har genomförts med en abduktiv ansats, där vald teori har format empirin men där empiri även har inverkat på den teori som presenteras. Det teoretiska materialet har präglats av akademisk litteratur och elektroniska källor. Empiriinsamlingen skedde genom kvalitativa intervjuer med fyra leksaksbutiker och en representant från branschorganisationen Leksaksbranschen. Slutsatser Gällande branschens nuläge framkom att inköp på speciella inköpsmässor för leksakshandlare och deras leverantörer bär stor betydelse för leksaksbutiker och inverkar även på utformning av deras sortiment. Samordning mellan mindre aktörer i en enda katalog föreslås vara ett sätt för de mindre starka butikerna att hävda sig bättre mot de stora kedjorna. Vi fann att lekåldern har minskat, vilket medför att barn är kunder under en kortare tid. Vissa sortimentsanpassningar har skett på grund av detta, men inte i särskilt stor skala. Gällande branschens framtid tydliggörs att aktörerna kan behöva göra vissa förändringar i sin verksamhet, där exakt vad detta skulle vara inte är självklart. / Abstract Our purpose with this study is to investigate how the toy industry has changed and will change its operations in the technological era. In order to do this, we determined a few aspects to investigate: The toy stores’ current state regarding assortment and ways of working Changes that have occurred regarding assortment as a consequence of children’s’ changed technological usage The future of the toy industry as a result of the continued technological development The research question goes as follows: How is the toy industry impacted by children’s early usage of different kinds of digital technology? In this study we decided to use the qualitative research method in order to gather profound and specific data about the happenings of the toy industry. The study has been carried out with an abductive methodology, allowing theoretical data to impact empirical data and also allowing empirical data to impact theoretical data. The theoretical data is characterized by usage of academic literature and electronic sources. The empirical data gathering was carried out by qualitative interviews with four toy stores as well as a representative from the Swedish toy industry association. Regarding the current state of the industry, it showed that purchasing at special toy dealer’s purchasing fairs is of significant importance for toy stores and also impacts the shaping of their assortments. Coordination between smaller actors in one single toy catalog is proposed as a way for the less powerful stores to assert themselves against large toy chains. We found that children stop playing with toys at an earlier age, which means that children are customers during a shorter time span. Certain assortment adaptations have happened due to this, but not in a very significant manner. Regarding the future of the industry it is conveyed that the actors may have to perform certain changes in their operations, but precisely what this would entail is not obvious.

The thesis and exhibition, Interaction: Portraiture in a Digital World, seeks to analyze digital portraiture today. I choose to depict concepts and ideas, as they relate to digital portraiture, through four distinct series of work, which encompass similar ideas and themes, but come at them from different perspectives. The work within the exhibition is comprised of several portraits of personal friends, family, and acquaintances, which have all been appropriated from online sources such as Facebook, and online dating sites. Because the portraits consist of people that I know on a personal level, are a collection of portraits that are derived from my personal social media profile, and represent individuals with whom I have frequently interacted with online, one could assess that in addition to being a collection of unique individual portraits, the exhibition is also a self-portrait of me, the artist. The exhibition includes Facebook Text Portraits, Nightclub Portraits, Online Dating HTML Portraits, and a Crying Girl Portrait, all of which strive to blur the lines between art and digital design, while addressing the function and meaning of digital portraiture today.