Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-26T16:57:36Z No. of bitstreams: 1 Elizabete Rodrigues Sales.pdf: 1052787 bytes, checksum: 326c107da0f27fa8fed503dd6dd03154 (MD5) / Made available in DSpace on 2015-06-26T16:57:36Z (GMT). No. of bitstreams: 1 Elizabete Rodrigues Sales.pdf: 1052787 bytes, checksum: 326c107da0f27fa8fed503dd6dd03154 (MD5) Previous issue date: 2013-01-31 / IFPI - Instituto Federal de Educação Ciência e Tecnologia do Piauí / SETEC - Secretaria de Educação Profissional e Tecnológica / A investigação aborda as tecnologias digitais (TD), na relação com as demais tecnologias de informação e comunicação (TIC), configuradas como mediadoras das práticas pedagógicas dos professores no processo de ensino, e, a partir daí, suas implicações e efetividade de uso na escola em tempos contemporâneos. A pesquisa, com abordagem qualitativa, configura-se no âmbito do estudo de caso que busca captar as concepções dos sujeitos sobre as tecnologias digitais e as práticas pedagógicas. O campo empírico escolhido foi uma escola pública municipal do Piauí, cujos professores têm à sua disposição objetos técnicos como datashow, notebook e um laboratório de informática adquirido em 2002 através do Programa Nacional de Tecnologia Educacional (ProInfo) e acesso a internet através do Programa Banda Larga nas Escolas configurada em sistema de tecnologia WiFi(Wireless Fidelity). Os professores colaboradores da pesquisa foram selecionados previamente por meio de um questionário. Além da entrevista semiestruturada, a coleta de informações foi complementada por meio de observação no campo empírico, leituras de documentos, acesso ao banco de dados informatizados, sites, livros, trabalhos acadêmicos, artigos, dentre outros disponibilizados na web. O referencial teórico apoia-se nas contribuições de estudiosos contemporâneos como Adams (2010), Castells (2004), Demo (2002, 2007), Freire (1987, 1996), Lévy (1999), Lopes (2010, 2011), Moraes (2011), Moran (2004), Oliveira (1999, 2001), Santos (1994, 2006), Schlemmer (2011), Schwartz (2008), Tedesco (2004) e Valente (1999). O resultado da pesquisa demonstra que as tecnologias digitais estão presentes nas práticas pedagógicas dos professores, que, na sua maioria, as utiliza em atividades do processo de ensino. Porém, sua utilização resulta, na maioria das vezes, do esforço próprio dos professores, seja na prática com experiências individuas, seja em qualificação pelo Núcleo de Tecnologia de Teresina (NTHE). Os professores estão conscientes da urgência de apropriarem-se dessas inovações para adequarem-se ao novo perfil do aluno que demonstra habilidade no manuseio dessas tecnologias digitais presentes no cotidiano escolar. Conclui-se ainda que a Unidade de Ensino, o laboratório de informática criado para ser um espaço de promoção da inclusão digital, apresenta limites no sentido de atender plenamente aos objetivos propostos no Decreto nº 6.300, de 12 de dezembro de 2007, que dispõe sobre o ProInfo. / The research addresses the digital technologies (TD), in relation to other information and communication technologies (ICT), configured as mediators of the pedagogical practices of teachers in the teaching process, and, thereafter, its implications and effectiveness of use in school in contemporary times. The research, a qualitative approach, configures itself within the case study that aims to capture the views of the subject about digital technologies and pedagogical practices. The empirical field chosen was a municipal school of Piauí, whose teachers have at their disposal technical objects as data projector, notebook and a computer lab acquired in 2002 through the National Program of Educational Technology (ProInfo) and access the internet through the Band Program broadband in Schools set to WiFi technology system (Wireless Fidelity). Employees teachers in the study were previously selected by means of a questionnaire. Besides the semi-structured interview, the collection was supplemented by observation in the empirical field readings of documents, access to computerized data bank, websites, books, academic papers, articles, and others available on the web. The theoretical framework relies on the contributions of contemporary scholars like Adams (2010), Castells (2004), Demo (2002, 2007), Freire (1987, 1996), Levy (1999), Lopes (2010, 2011), Moraes (2011), Moran (2004), Oliveira (1999, 2001), Santos (1994, 2006), Schlemmer (2011), Schwartz (2008), Tedesco (2004) and Valente (1999). The research result shows that digital technologies are present in the pedagogical practices of teachers, who mostly uses them in activities of the teaching process. However, its use results in most cases, self-effort of teachers, are in practice with are single experiments, either in qualifying by the Center for Technology in Teresina (nthe). Teachers are aware of the urgent need to take ownership of these innovations to conform to the new profile of the student who demonstrates skill in handling these digital technologies in everyday school life. We can also conclude that the Teaching Unit, the computer lab designed to be a space to promote digital inclusion , has limits in order to fully meet the objectives proposed in Decree No. 6,300, of December 12, 2007, which provides for the ProInfo.

This thesis presents a series of design-led case studies concerned with the use of digital technology and the practice of interaction design for children within the context of UK special educational needs classrooms. It explores the use and development of accessible digital systems to support groups of students who have a range of special educational needs. Working with groups of mixed ability students has found to be the most typical situation for teaching in the participant schools and is a rich but underexplored area of concern for interaction design research. This thesis presents detailed accounts and grounded analysis of four embedded, design-led, case studies in two UK special needs schools. It makes three main contributions to the community of researchers, designers and educational practitioners who are concerned with the use of digital technology with children and more specifically working within the field of interaction design for children with special educational needs. These contributions are: A set of design guidelines developed through an analysis of the detailed and thorough accounts of four embedded design-led research projects in two special needs school in the UK. A discussion of the development of the research approach taken in this thesis. A set of design personas of teaching staff interaction designers are likely to encounter when working in a UK special needs school.

Social media is increasingly used for social protest, but does online participation advance the aims of social movements, or does it undermine efforts for social change? We explore this question in the present thesis by examining how the use of social media for collective action shapes, and is shaped by, the social psychological concerns of technology users. Adopting a diverse approach in terms of research questions and methodology, we examine how collective action is affected by: (1) features of the digital environment, (2) internet-enabled modes of participation, and (3) digitally-facilitated communities. Our findings demonstrate that group-level representations of the self and salient others are integral to the relationship between digital technology and collective action. Ultimately, we argue that digital technology can act as both a psychological bridge and barrier between disparate groups and issues; in this way it can both facilitate and undermine mobilisation efforts and broader aims for social change.

A pesquisa que fundamenta a presente dissertação tem como ponto de partida as percepções pessoais do autor sobre semelhanças no processo de criação em suas duas áreas de atuação: o design gráfico e o desenho artístico. Para investigar a existência de tais semelhanças, primeiramente procede-se a uma pesquisa teórica sobre essas áreas, numa breve abordagem histórica até seus modos de existir na pós-modernidade, com atenção especial ao papel transformador exercido pela tecnologia digital. São descritas algumas estratégias contemporâneas para a criação de imagens, no âmbito do design e das artes visuais, onde se identificam semelhanças estéticas em procedimentos envolvidos na criação de desenhos e peças gráficas. Com a finalidade de comprovar a existência de tais semelhanças e identificar sua origem, em um segundo momento, o processo pessoal de criação é analisado. Por fim, procede-se à análise dos depoimentos de profissionais também dedicados ao design gráfico e ao desenho como meio de expressão, onde se vêem modos diferentes de interação e percebem-se distanciamentos, transposições, colaborações e contribuições entre essas áreas. / This thesis is based on a research that has its starting point on the author's personal perceptions of similarities in the creative process in his two areas of work: graphic design and artistic drawing. To investigate the existence of such similarities, first a theoretical research is done on these areas, providing a brief historical approach up until their manners of existence in postmodernity, with special attention to the transformative role played by digital technology. Some contemporary strategies are described for the creation of images in design and visual arts, in which both aesthetic and procedural similarities are identified. Secondly, personal creation processes are analyzed in order to demonstrate the existence of such similarities and to identify their origin. Finally, an examination is done of the testimonies of professionals also dedicated to graphic design and drawing, in which different ways of interaction are seen, and distancing, transpositions, collaborations and cooperation between these areas are perceived.

Submitted by Gabriel Souza Gregorutti null (gabrielgregorutti@gmail.com) on 2017-02-06T14:34:08Z No. of bitstreams: 1 (GREGORUTTI, 2016).pdf: 2101594 bytes, checksum: 809d52870e163f355b465f196638d1ab (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-09T17:37:45Z (GMT) No. of bitstreams: 1 gregorutti_gs_me_rcla.pdf: 2101594 bytes, checksum: 809d52870e163f355b465f196638d1ab (MD5) / Made available in DSpace on 2017-02-09T17:37:45Z (GMT). No. of bitstreams: 1 gregorutti_gs_me_rcla.pdf: 2101594 bytes, checksum: 809d52870e163f355b465f196638d1ab (MD5) Previous issue date: 2016-12-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Esta pesquisa busca investigar aspectos sobre a imagem pública da Matemática (IPM) em um cenário no qual estudantes de graduação em Matemática estiveram engajados na produção de performances matemáticas digitais (PMDs), isto é, investigar o papel educacional das Artes e das tecnologias a respeito da visão que os licenciandos têm sobre a Matemática. A pergunta-diretriz foi: como ocorre o processo de construção de imagens sobre a Matemática em um cenário no qual futuros professores de Matemática produzem PMD? PMD se refere ao uso das Artes e das tecnologias digitais (TDs) em Educação Matemática, concebida enquanto linha de pesquisa, proposta didático-pedagógica ou narrativa matemática artística multimodal. Metodologicamente, a pesquisa é de cunho qualitativo com utilização de Arts-Based Research para comunicá-la por meio de poemas. Os dados foram produzidos a partir da realização de um curso de extensão universitária na Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP) no qual lincenciandos em Matemática criaram sete PMDs, sendo cinco do tipo Harlem Shake, uma música e um videoclipe. As ideias matemáticas comunicadas foram o Teorema das Quatro Cores (T4C) e uma Série Geométrica Convergente. Os procedimentos metodológicos foram as notas de campo, as PMDs, as videogravações das aulas e das entrevistas semiestruturadas e os questionários. A fundamentação teórica a respeito das imagens da Matemática construídas nesse cenário, além de aspectos artísticos e tecnológicos na Educação Matemática compuseram a descrição e a análise dos dados. Como observações, aponto a construção de imagem da Matemática mais flexível, ou seja, admitindo a influência humana, bem como criativa, abrangendo características coloridas, vivas e ativas. Também, a formação de coletivos pensantes do tipo professores-com-Artes-e-tecnologias-digitais foi destacada nos resultados desta pesquisa. Destarte, PMD foi vista como uma possibilidade didático-pedagógico na qual o aluno é mais ativo no processo de ensino e de aprendizagem. Esta pesquisa contribui na produção de conhecimentos voltados a inovação artística-tecnológica em Educação Matemática. / This research aims to investigate aspects around the public image of Mathematics (PIM) in a setting in which pre-service Mathematics teachers were engaged in the production of digital mathematical performance (DMP), in other words, to investigate the educational role of Arts and technologies regarding Mathematics visions around pre-service Mathematics teachers. Research question was: how does occur the process of construction of Mathematics images in a setting in which pre-service Mathematics teachers produce DMP? DMP refers to the use of Arts and digital technologies (DT) in Mathematics Education, conceived as a research line, a didactical and pedagogical approach or as an artistic mathematics multimodal narrative. Methodologically, this research is qualitative, using Arts-Based Research to communicate itself through poems. Data were produced in a course at Sao Paulo State University “Júlio de Mesquita Filho” (UNESP) in which pre-service Mathematics teachers produced seven DMPs, which were seven Harlem Shakes, one music and one video clip. Mathematics ideas communicated were Four Color Theorem and a Geometrical Convergent Series. Methodological proceedings were field notes, DMPs, classes’ film recordings and semi structured interviews and questionnaires. Theoretical framework in respect of the Mathematics images constructed in this setting, besides artistic and technological aspects in Mathematics Education composed the description and analyses of data. The findings are related to the construction of Mathematics as flexible, in other words, admitting human influence, as well as creative, being colorful, live and active. Besides, we can stress the formation of thinking collectives of teachers-with-Arts-and-digital-technologies throughout this research data. We can also point out to DMP as a pedagogical and didactical possibility in which students can be active throughout teaching and learning process. This research contributes to the production of knowledge in regard of artistic and technological innovation on Mathematics Education. / CNPq: 130448/2015-0

O presente estudo analisa a prática pedagógica de professoras que foram alunas de um curso de Pedagogia na modalidade a distância. O curso oportunizou a inclusão digital de suas alunas-professoras e, por isso, acredita-se que possam ter maior propriedade para fazer uso das tecnologias de modo inovador. Inovação Pedagógica é um novo conceito que se insere em uma perspectiva paradigmática emergente, aonde as ações conjuntas da escola e dos professores se dão, através da ruptura com uma situação vigente. O foco da inovação está na sua ação de mudança intencional, bem planejada, deliberada, criativa, crítica e conscientemente assumida na criação de situações de aprendizagem diferenciadas e novas para melhorar a prática educativa no contexto escolar. O estudo tem como principal referencial teórico, no que se refere ao conceito de inovação pedagógica, os autores Fullan, Fino e Sebarroja. A pergunta desta pesquisa é ‘De que forma professoras, que realizaram a formação num curso a distância mediado por tecnologias digitais de rede, utilizam-nas em sua prática educativa?’. Para a seleção dos sujeitos da pesquisa utilizaram-se, como critérios, ser unidocente, lecionar em uma escola pública de Porto Alegre e inserir as tecnologias digitais de rede em suas práticas educativas. O percurso metodológico foi realizado através de estudo de casos por meio de observações das práticas educativas de três professoras. Identificaram-se quatro níveis de inovação pedagógica que se distinguem pela forma com que a tecnologia digital de rede é proposta pela professora em sala de aula. Cada nível foi analisado a partir de três dimensões para inovar. / This study analyses the pedagogical practices of teachers who were students of a Faculty of Education in distance mode. The course propitiates digital inclusion of these students-teachers and, therefore, it is believed that they could have more property to make use of technologies in innovative ways. Pedagogical Innovation is a new concept that fits into a emerging paradigm perspective, where the joint actions of school and teachers are given with a break through the status quo. The focus of innovation is to change the intentional action, well-planned, deliberate, creative, critical and consciously assumed in creation of differentiated and new learning situations to improve educational practice in the school context. The main theoretical reference for this Study, as far as pedagogic innovation, are the authors Fullan, Fino, and Sebarroja. The question of this research is ‘How do teachers, who underwent training in a distance course mediated by network digital technology, use them in their educational practice?'. For the selection of research subjects, the criteria were be uni-instructor, teach in a public school in Porto Alegre and utilize network digital technologies in their educational practices. The methodological approach was performed through case studies through observations with three teachers. The dissertation aims to discuss if what happens in pedagogical practices is truly innovative. Four levels of pedagogic innovation were identified and they were distinguished by the way that technology network is proposed by the teacher in the classroom. Each level was analyzed from three dimensions to innovate.

Students learning English at school and another language at home comprise a rapidly growing segment of U.S. student populations. Language learners can benefit from using technology, but do not always use it advantageously (Katz & Gonzalez, 2016). Many studies address technology’s scholastic use, but few investigate how bilinguals use digital technology at home (Hinostroza, Matamala, Labbé, Claro, & Cabello, 2015), or what it means to them (Toboso-Martin, 2013). This qualitative multiple-case study focuses on the intersection between bilinguals, intergenerational learning, and digital technology. Specifically, it studies how bilingual, Hispanic family members interact around information and communication technology (ICT), and their attitudes toward ICT. Language patterns emerged during paired ICT use. Data were gathered from six Hispanic, bilingual families in the Midwestern U.S. through interviews, observation, and tasks where intergenerational pairs were asked to teach each other about ICT. This study adds to the literature on bilingualism, digital literacy, sociocultural theory, and intergenerational learning. Findings included parental ICT policies of vigilance, access, and trust. Findings support arguments that the digital divide persists as digital literacy. ICT both impeded and promoted intergenerational learning. Findings shed light on bilinguals’ contextualized linguistic needs, and echoed Vygotsky’s writings on gesture, internalized speech, and serial thought processing. English dominated as the language of ICT, but participants used Spanish and English to contextualize problems and negotiate meaning. Findings affirmed factors affecting the quality of ICT use. The author argues that Grosjean’s Complementarity Principle can be applied to digital literacy. Implications for parents, teachers, and researchers are given. Key words: bilingualism, families, intergenerational learning, information and communication technology (ICT), digital technology, digital literacy, home language practices, sociocultural theory, translanguaging

The diploma thesis maps interactive teaching in high school as a actual phenomenon. The aim of the thesis is to understand the current situation within the interactive teaching and to introduce possibilities how to realize the teaching with the elements of interactivity. The theoretical part describes various views of interactivity and its wildcards. This results in the characteristic elements of interactive teaching and the benefits that interactive teaching brings. The thesis also introduces current digital technologies that can be used in school education. It specifies what the specific technologies can be used for, what their advantages and disadvantages are. In the empirical part, the thesis examines one secondary school in Prague Hostivař for a closer understanding of the current situation of interactive teaching. This is done by using a questionnaire survey. The part of the empirical part is the design and implementation of teaching activities using interactivity, which are based on the theoretical basis and information found by the research. The activities are carried out directly in the classroom and subsequently evaluated by the pupils themselves. Subsequently, the activities are evaluated by the usability within the classroom, their versatility of use and the risks that they may face in...

Everyone holds personal information about others. Each person's privacy thus critically depends on the interplay of multiple actors. In an age of technology integration, this interdependence of data protection is becoming a major threat to privacy. Yet current regulation focuses on the sharing of information between two parties rather than multiactor situations. This study highlights how current policy inadequacies, illustrated by the European Union General Data Protection Regulation, can be overcome by means of a deeper understanding of the phenomenon. Specifically, the authors introduce a new phenomenological framework to explain interdependent infringements. This framework builds on parallels between property and privacy and suggests that interdependent peer protection necessitates three hierarchical steps, "the 3Rs": realize, recognize, and respect. In response to observed failures at these steps, the authors identify four classes of intervention that constitute a toolbox addressing what can be done by marketers, regulators, and privacy organizations. While the first three classes of interventions address issues arising from the corresponding 3Rs, the authors specifically advocate for a fourth class of interventions that proposes radical alternatives that shift the responsibilities for privacy protection away from consumers.

Digitization of analogue everyday artifacts, i.e. when physical products are equipped with digital capabilities, has a profound impact on today’s society. Some examples of these digital innovations aimed at consumer markets are the “connected” car, the digitized television set, and in the near future, digitized IKEA furniture. Digital innovation provides endless opportunities for providing value adding products and services. However, in digital innovation there is a need to find new ways of organizing network activities, i.e. activities such as e.g. production and translation of knowledge and enrollment of actors. These activities need to embrace and build on the networked aspects and the complexity inherent to digital innovation. This requires network activities that can overcome challenges with the ambiguous and messy characteristics of digital innovation. In this thesis, I propose that the theoretical perspective of network orchestration can enlighten fruitful ways to address challenges that are encountered when organizing network activities in digital innovation. Inspired by practical challenges with digital innovation, as well as contemporary calls for research within IS, this thesis investigates: How can network activities be orchestrated in digital innovation? Two cases of digital innovation aimed at consumer markets are studied. The first case concerns the digitization of the newspaper. The second case regards the digitization of door locks. Literature about digital innovation is used to understand the context of the studied phenomenon. Furthermore, theories about network orchestration as well as activities in innovation are used as a theoretical framework to help answer the research question. The thesis is based on an interpretative perspective where a multi-method approach has been applied to address the research question. The contribution is divided into two different parts. The first part presents four categories of empirically derived network activities that address socio-technical challenges with organizing digital innovation. The second part is a proposed model detailing orchestration of network activities in digital innovation. The model is based around the four suggested categories of network activities: (1) Supporting flexible innovation networks, (2) Production and translation of layered architectural knowledge, (3) Addressing heterogeneous user communities, and (4) Harnessing generativity to leverage value. The categories of network activities can be viewed as building blocks for the orchestration process. By emphasizing both a proactive and a reactive way of orchestrating digital innovation, the model proposes a means for organizations to address the ambiguity and complexity of digital innovation.