Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners. The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context. The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.

A prototype multimodal tablet application for learning the physics of motion has been developed tested and evaluated. By moving their finger across the screen the application enables the user to map its position and velocity in real-time in terms of graphs. The learning outcome of those test subjects using the application was compared to a group that had the same procedure shown to them, as well as getting an explanation of all the physics involved. There was a small but not significant difference in performance between these groups on a post-test. However, a larger (arguably significant) difference was seen between the male and female test subjects for the sub-set of questions of a more analytical nature.

The challenge for educators is to prepare students for life in a technological advanced society that will continue to change exponentially. Work requirements have changed and computer skills have become a basic requirement for a majority of jobs. As computers have become more prevalent in everyday life and in the work place, their use has gained in importance around the world. Kuwait, like other countries, has recognised the need to increase the technological background of its students to compete better in world markets. This research recognises the importance of ICT in Education and realises the difficulties involved in its effective adoption. For that reason, it presents an empirical study of the ICT adoption process by examining perceived innovation attributes, and the relationship of individual characteristics in this process. The theory that supports the research effort is Rogers' theory of Diffusion of Innovation, which was used as the theoretical framework to hypothesise a model of ICT adoption. This model is called the ICT ARABIA Model (ICT Adoption using Rogers' model, and Bringing In Addition), and was designed to elicit the relative importance of the perceived innovation attributes in influencing ICT adoption in Mathematics education. The empirical context of the research is 259 participants in mathematics departments, which are analysed using quantitative and qualitative research approaches. Results indicated that the ICT ARABIA Model was most useful in explaining ICT adoption by mathematics departments. The relative importance of each factor of the ICT ARABIA Model was determined by rank ordering the mean importance scores for each factor. However, an additional factor emerged, and this was leadership. Also, demographic characteristics were found non-significant predictors of ICT adoption. These findings highlighted many issues for further study. The main concern was regarding the importance of the perceptions of innovation attributes in influencing the ICT adoption in mathematics education; however, leadership was also an influential factor, which resulted from interviews. Those interested in programme innovation and change in educational departments may need to focus on finding a strong leader to help in the process.

A l’aube du 21e siècle, dans un environnement en mouvement constant, que le rapport au savoir à l’ile Maurice soit moins en termes d’enseignement, de «reproduction», d’«héritiers», ou de «transmission» pour faire place à l’apprentissage, aux relations à travers des remises en causes des « habitus ». Un modèle d’éducation qui se perpétue depuis des générations avec pour toile de fond, une pédagogie transmissive/le ’spoon-feeding’, la compétition académique et un recours massif à des leçons particulières pour l’obtention d’une place dans les meilleurs collèges et d’une bourse d’Etat, attestés par des nombreux écrits au cours de cette recherche nous interpellent sur notre mission en tant qu’enseignant et nous font comprendre à travers des études auprès des enseignants de l’Enseignement Supérieur que l’école peut répondre en partie aux faiblesses pédagogiques de notre système éducatif en permettant à nos apprenants de sortir de leur conditionnement mais se doit surtout d’être une organisation apprenante en les encourageant à travailler dans un esprit de complémentarité des savoirs afin de s’enrichir à travers le collectif, confirmé par leurs implications, motivations et façon d’apprendre qui n’ont été que positivement renforcées lors des expérimentations sur différentes plateformes utilisant les Tic au sein de l’UDM.Un pays qui de par sa position géostratégique, ses projets éducatifs mondialistes, aspire à devenir un « Knowledge Hub » ne peut agir efficacement sans envisager une approche systémique dans ses réformes en complémentant le contexte avec les Tic afin de faire évoluer le système éducatif. / Knowledge is no longer limited to a selective group of individuals but should relate to any person eager for learning. In the 21st century, in a constantly changing educational environment, in Mauritius, schooling is still based on the notion of a pyramid-typed organisation. In this research. it has been observed that this flaw is explained through a model of education that perpetuates for generations with a backdrop of scholastic pedagogy encouraging 'spoon-feeding', intense academic competition and heavy reliance on private tuitions for obtaining a place in the best colleges and eventually a state scholarship. Studies conducted through this research challenged us in our mission as educators and researchers and made us understand, through experimentations, that the school should be a learning organisation with teams working in a spirit of complementarity for knowledge sharing because ‘the human brain is programmed for social interaction’(Hinton and Fischer). The researcher considered the use of ICTs to respond to weaknesses in the Mauritian education system ― seen as a hygiene factor (Herzberg) ― allowing learners to escape this ‘lethargic’ condition, this bilateral relationship as one way communication and to think out of the box while enriching themselves through collective learning practice. Mauritius has the advantage of using English and French as a bilingual platform, and is geo-strategically well positioned to become a "Knowledge Hub", the stepping stone between Africa and Asia in Education, must consider a systemic approach of education complemented with ICT. This will enable the country emerge with a practical educationalreform focused on the global dimension.

ICT is a part of our everyday experience where ever we are, at home, at work and also at school. ICT-equipment for millions of kronor is handed out to our pupils every year. It has become a huge part of the Swedish education system and it is up to us teachers to incorporate it in the education. This is done in different kind of levels which the theoretical framework of the SAMR-model describes very well. My interest has been to see how the use of ICT-equipment is incorporated in the education at a school where a 1-to-1 project has been running for half a decade now. I am looking at which level of the SAMR-model the teachers are operating most of the time and if they are content with what they do with the ICT-equipment within their education. What I found was that most teachers are operating at the lower levels of the SAMRmodel but they are quite content with that. Many of the teachers believe that ICT in education is beneficial for learning and almost everyone wants more education within the field of ICT, especially female language teachers.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-07-21T19:17:16Z No. of bitstreams: 1 2016 - Jadna Maria de Ara?jo.pdf: 1391452 bytes, checksum: e4866c403060aa11d7b68c4a0655220a (MD5) / Made available in DSpace on 2017-07-21T19:17:16Z (GMT). No. of bitstreams: 1 2016 - Jadna Maria de Ara?jo.pdf: 1391452 bytes, checksum: e4866c403060aa11d7b68c4a0655220a (MD5) Previous issue date: 2016-06-16 / This research aims to discuss the issue of the digital divide in rural schools and collaborate with study to accelerate the process of digital inclusion in schools in rural areas. Digital inclusion, used in schools can help students developing an informed and critical understanding of the nature mass media, the techniques used, and the impact of these techniques to the use of responsibly. While digital inclusion will have been widely debated in urban areas, this study was necessary to understand the importance of using technology in rural areas of the country. We should consider that much has been said about the use of technology in the educational context, but little is known about the process of digital inclusion in rural areas. Although provided for in legislation and education programs of our country, it is a process still in early stages of implementation in schools located in rural areas - and in some schools this process has not even started. The work was developed with bibliographical and exploratory research. At first, the concepts of literacy and digital inclusion were raised. Also discussed is the inclusion of public policies and the role of education in the process of inclusion. The empirical part of the research was divided into several stages: a survey was made of the computerization of shares in the laboratory of the surveyed public school, as well as investment, infrastructure and courses held in the computer training of teachers and students. With the data obtained, it was possible to evaluate the process of digital inclusion in rural schools of Pernambuco hinterland. We have seen that there are several factors that complicate the pedagogical integration of ICT in schools, because there is still no management developed for the computer lab of schools, and the few developed activities proved to be based on improvisations that do not meet the use objectives so proper. We have also seen that it is not enough to equip schools with computer labs. It is necessary to enhance the development of specific actions for each school reality and available human and financial resources so that ICT can be used as a learning tool. / Esta pesquisa tem como objetivo problematizar a quest?o da exclus?o digital em escolas rurais e colaborar com investiga??es para a acelera??o do processo de inclus?o digital nas escolas do meio rural. A inclus?o digital, trabalhada no ?mbito escolar, pode ajudar os alunos a desenvolverem uma compreens?o consciente e cr?tica da natureza dos meios de comunica??o de massa, das t?cnicas utilizadas, e o impacto dessas t?cnicas, para que as use de forma respons?vel. Embora a inclus?o digital j? venha sendo bastante debatida nos meios urbanos, este estudo se fez necess?rio para entendermos a import?ncia do uso das tecnologias no ?mbito rural do pa?s. Devemos considerar que muito j? foi dito a respeito do uso de tecnologias no contexto educacional, mas pouco se sabe sobre o processo de inclus?o digital no meio rural. Embora previsto na legisla??o e nos programas de Educa??o de nosso pa?s, trata-se de um processo ainda em fase inicial de implementa??o nas escolas localizadas na zona rural - e em algumas escolas esse processo ainda nem come?ou. O trabalho foi desenvolvido com pesquisa bibliogr?fica e explorat?ria. No primeiro momento, foram levantados os conceitos de alfabetiza??o e de inclus?o digital. Tamb?m discutiram-se as pol?ticas p?blicas de inclus?o, assim como o papel da Educa??o dentro do processo de inclus?o. A parte emp?rica da pesquisa se desdobrou em v?rias etapas: foi feito um levantamento das a??es de informatiza??o no laborat?rio da escola p?blica pesquisada, assim como os investimentos, infraestrutura e cursos realizados nos treinamentos de inform?tica de professores e alunos. Com os dados obtidos, foi poss?vel avaliar o processo de inclus?o digital nas escolas rurais do sert?o pernambucano. Vimos que h? v?rios fatores que dificultam a inser??o pedag?gica das TICs nas escolas, pois ainda n?o existe uma gest?o elaborada para o laborat?rio de inform?tica das escolas, e as poucas atividades desenvolvidas mostraram-se baseadas em improvisos que n?o atingem os objetivos de uso de maneira adequada. Vimos tamb?m que n?o basta equipar as escolas com laborat?rios de inform?tica. ? necess?rio potencializar o desenvolvimento de a??es espec?ficas para cada realidade escolar, e disponibilizar recursos humanos e financeiros necess?rios, para que as TICs possam ser utilizadas como instrumento de aprendizagem.

With the increasing use of information and communication technologies in all sectors of society, increasing the demand for professionals to support users. It is necessary, therefore, that these professionals are encouraged from the beginning of their training to improve their skills in the area, both for a greater use of course as to monitor the evolution of industry will act. The present work it is the dissertation for completion of Mestrado Profissional em Tecnologias Educacionais em Rede, held at the Centro de Educação the Universidade Federal de Santa Maria. The work has been built on the line of research focused on the Desenvolvimento de Tecnologias Educacionais em Rede and has as a prototype product educational object named Fluent TI. The product is designed to test knowledge and skills in computers, based on theories related to digital literacy, and to support the learning of students in a course Computer Technician distance education mode, in a Federal institution of Education in the State of Rio Grande do Sul. The work presents the stages of development of the educational object that was constructed from quantitative and qualitative research considered, developed through readings related to Digital literacy and skills to students of distance education in the current information society, as well as related work to research topics involving educational objects. There was also the application of questionnaires to survey data for categorization of the questions of the testing and evaluation of the prototype created. The study has contributed to a better understanding of the course investigated and for creating a significant tool for the same, focused on the skills essential to the future professional technician in data processing and can even subsidizing teachers in diagnosis of students who join in the course in question. / Com a crescente utilização de Tecnologias de Informação e Comunicação em todos os setores da sociedade, é cada vez maior a demanda por profissionais para dar suporte aos usuários. É necessário, portanto, que estes profissionais de TI sejam estimulados desde o início de sua formação a aperfeiçoarem suas habilidades na área, tanto para um maior aproveitamento do curso como para acompanharem a evolução do setor em que atuarão. O presente trabalho trata-se da dissertação para conclusão do Mestrado Profissional em Tecnologias Educacionais em Rede, realizado no Centro de Educação da Universidade Federal de Santa Maria. O trabalho foi construído na linha de pesquisa voltada para o Desenvolvimento de Tecnologias Educacionais em Rede e tem como produto o protótipo de um objeto educacional denominado Fluent TI. O produto é destinado ao teste de conhecimentos e habilidades em informática, com base em teorias relacionadas à alfabetização digital, e ao apoio à aprendizagem de estudantes de um curso Técnico em Informática na modalidade de ensino a distância, em uma Instituição Federal de Educação no estado do Rio grande do Sul. O trabalho apresenta as etapas de desenvolvimento do objeto educacional que foi construído a partir de pesquisa considerada quanti-qualitativa, desenvolvida através de leituras relacionadas à Alfabetização Digital e competências necessárias aos estudantes da educação a distância na atual sociedade informacional, bem como, pesquisa de trabalhos correlatos às temáticas que envolvem objetos educacionais. Houve também a aplicação de questionários de levantamento de dados para categorização das perguntas do teste e avaliação do protótipo criado. O estudo contribuiu para um melhor conhecimento do curso investigado e para a criação de uma ferramenta significativa para o mesmo, focada nas habilidades essenciais ao futuro profissional técnico em informática e que pode, inclusive, subsidiar os docentes no diagnóstico de estudantes que ingressam no curso em questão.

The thesis deals with the problems of education in ICT security experts at universities in order to design a strategy for the development of education in present degree courses that dealing with this issue. The theoretical part focuses on the definition of ICT security and to familiarize the reader with the basic concepts of information security management and management of cyber security and gives an overview of the overall development of ICT security and the current trends in this area. It also describes the current situation on the labor market in relation to ICT security and the education of professionals in this field and characterizes the existing recommendations for education in ICT security. Practical part focuses on analyzing the current education ic ICT security and on analyzing the knowledge and skills requirements of the labor market to professionals in this area. Defines the basic professional role and knowledge domains that should be covered by this role. In the analytical part they are evaluated current profiles of graduates Master's degree programs focused on this area in order to find gaps in the knowledge base of graduates based on the requirements of the labor market and the existing recommendations. The results of the analysis are input to define a strategy on education in ICT security, which gives basic recommendations on how to eliminate the shortcomings.

The aim of the work is to analyze and describe the current status of the use of ICT in teaching and propose of appropriate use of ICT in education by the questionnaire survey of primary school pupils, secondary school students, teachers, and ICT coordinators in primary and secondary schools. The first four chapters are devoted to theory and explanation of basic concepts related to the topic of ICT in teaching. The first chapter defines the concept of ICT, its history, and it presents concrete examples of ICT. The second chapter focuses on ICT in teaching, learning theory, development of ICT application in education before and now, and the benefits of ICT in education. The third chapter describes roles in education in terms of ICT usage, such as the role of teachers and ICT coordinators, and attitudes of experts. The last theoretical part deals with international comparisons. The following chapters provide a description and analysis of the survey. The final chapter discusses the proposals and recommendations how to use ICT in teaching.