Σκοπός της εργασίας μας είναι η διερεύνηση των μεταβολών που συντελούνται στο εσωτερικό της εκπαιδευτικής πρακτικής εξαιτίας της ενσωμάτωσης των τεχνολογιών πληροφορίας και επικοινωνίας στην εκπαιδευτική διαδικασία. Από τα δεδομένα προκύπτει πως η εισαγωγή των τεχνολογιών πληροφορίας και επικοινωνίας προκύπτει από ρυθμιστικές αρχές που όμως δεν έχουν μεταβάλλει τον τρόπο άσκησης του συμβολικού ελέγχου του σχολείου.Η σχέση του εκπαιδευτικού και του μαθητού συνεχίζει να δομείται στα πλαίσια μιας ορατής παιδαγωγικής,ενώ αναδύονται οι πρώτες μεταβολές στο περιεχόμενο της μεταδιδόμενης και προσληφθείσας γνώσης. Όσον αφορά τους μαθητές, υπάρχει μια πρώτη σύνδεση με το πεδίο της παραγωγής, τόσο εξαιτίας της ενασχόλησης και εξοικείωσής τους με τα τεχνολογικά μέσα στο σχολείο, όσο και της σχετικής παιδαγωγικής στήριξης που παρέχεται από το σπίτι. / Τhe purpose of this study is to investigate the possible changes are made to the internal of educational proccess due to the introduction of Information, and Communication Technologies, ICT. After procssing the collected information it emerges that indroduction of ICT is based on regulatory principles that have not changed the way in which education exercises symbolic control. The relationship between teacher ang pupil continues to be built on a visible pedagogic while the first changes emerged in the context of incepted and transferred knowledge. For pupils there is a first connection of new technologies with the field of production due to their activity with technological means at school, as well as well as the further pedagogic supprt is given by parents.

The research objective was: to determine (a) the extent of the present involvement of neonatal intensive care nurses in technology assessment, (b) their perceptions of the technologies with which they worked, and (c) their perceptions of requirements for improvements in the technology assessment process. Nurses and senior staff (nursing s.u perv.i sors, NICU consultants and training officers) ln the neonatal intensive care units (NICUs) of five hospitals in London were included in the study sample. They completed questions regarding new medical technologies in general and NICU technologies in particular. Nurses and senior does not prepare Further, in some training regarding staff believed that nurses' training them adequately for new technologies. instances, nurses had not received a new technology prior to using it. Neither nurses nor senior staff were fully aware of formal processes for technology assessment in their hospitals, but did identify informal processes. While a small minority of the nurses had been directly involved in decisions regarding the new technologies, more than half had made recommendations. The nurses considered their level of involvement unsatisfactory, and believed (as did the senior staff) that their hospital could improve its procedures for purchasing, introducing and using new technologies. Most of the nurses who were planning to remain in neonatal intensive care were dissatisfied with their involvement and with their hospital's methods for adopting new technologies. One-third of the nurses and most of the senior staff identified examples of nurses' having contributed to the development and adaptation of new equipment and procedures, either formally or informally. The impacts considered most significant by nurse participants were: job stress, increased ethical, legal or social concerns, and decreased reliance on clinical judgment or skills of nurses.

O cenário volátil da inovação tecnológica demonstra a necessidade de processos para controle de risco, como forma de garantir a sua viabilidade. O presente trabalho teve como objetivo propor diretrizes para o gerenciamento de riscos na introdução de novas tecnologias por startups no mercado brasileiro. O estudo propôs categorias conceituais relacionadas à gestão de riscos em startups, com base principal na abordagem do NPVR (Net Present Value Risk-Adjusted). A metodologia contou com quatro estudos de caso comparativos: MercadoPago, GuiaBolso, Catarse e Betalabs, que tiveram seus dados coletados por meio de entrevistas com os principais gestores e documentos fornecidos pelas organizações. A análise de dados foi realizada a partir do modelo de Miles, Huberman e Saldaña (2014), por meio do qual se deu a condensação dos dados; a visualização dos dados; e, a elaboração e verificação de conclusões. Entre os principais resultados, destacam-se a proposição de uma matriz dedutiva-indutiva para o gerenciamento de riscos e incertezas em startups, que traz elementos que propiciam o cálculo do valor presente líquido ajustado ao risco do desenvolvimento de um novo produto ou serviço, assim como aporte do nível de maturidade da gestão de risco das empresas estudadas, configurando a Startup Risk Management Matrix. / The volatile scenario of technological innovation demonstrates the need for risk controlling processes, in order to ensure its viability. This Master\'s thesis proposes a conceptual framework for risk management in the introduction of new technologies by startups in Brazil, aiming to provide the guidelines for the improvement of this process. The study comes up with conceptual categories related to risk management in startups, mainly based on the NPVR (Net Present Value) approach. The methodology included four comparative case studies: MercadoPago, Catarse, Betalabs and GuiaBolso, which had their data collected through interviews with key managers and documents provided by the organizations. Data analysis was based on Miles, Huberman, and Saldana (2014) model, whereby data were condensed; data were visualized; and conclusions developed and checked. Among the main results, there is the proposition of a deductive-inductive matrix for the management of uncertainties and risks in startups, which brings elements that provide the calculation of the net present value adjusted to the risk of developing a new product or service, as well as the contribution of the level of risk management maturity of the studied companies, setting up the Startup Risk Management Matrix

Abstract This thesis explores how the cultural and social media environments surrounding the journalism of Al Jazeera English are shaped by and shape the channel’s news practices. Al Jazeera English has been described as a contra-flow news organization in the global media landscape and this thesis discusses the different reasons why the channel is described in this way by looking at its origins, aims, characteristics and ideals. Based on interviews with Al Jazeera English journalists, news observations and two field observations in London, I argue that Al Jazeera English brings cultural and social sensitivity to its news reports by engaging with multiple in-depth perspectives, using local reporters and integrating citizen generated material. The channel’s early adoption of online technologies and citizen journalism also contributes to a more democratic news direction and gives the channel a wider spectrum of opinions and perspectives to choose between. By applying a comparative analysis built on similar studies within anthropology of news journalism differences and similarities within the journalistic practices can be detected, comparing Al Jazeera English’s journalism with journalism at other places and news organizations. These comparisons and discussions enables new understandings for how news is produced and negotiated within the global media landscape, and this gives the global citizen an improved comprehension of why the news, which shapes our appreciation of the world, looks like it does. In conclusion, this awareness opens up for a discussion towards a societal transformation that gives space for a more multifaceted journalism distancing itself from one-sided perspectives and institutional censoring.

How to integrate new technologies into initial education?Currently, the relationship computer-children is a debate that generates still little agreement, because it is a new subject with to much to learn. This essay seeks to contribute to its thematic analysis, exposing a series of ideas and practical insights for achieving appropriate integration of new technologies at the initial level, which is a process without return. It is therefore necessary that the teachers manage key criteria to make the pedagogical decisions of the case in the exercise of its training role with the «digital natives», their students, forming the skills needed to act effectively in the new information and knowledge society. It will also be necessary as «immigrants from the virtual environment», that the teacher arise the need for training in the field of computer science to understand this new language in relation to the world of today. / En la actualidad, la relación computadoras - niños constituye un debate que generaaún pocas coincidencias debido a que es un tema nuevo sobre el que falta muchopor aprender. El presente ensayo busca contribuir al análisis temático del mismo,exponiendo una serie de ideas y reflexiones teórico-prácticas para lograr una integración adecuada de las nuevas tecnologías al nivel inicial, lo que constituye un proceso sin retorno. Por tanto, es necesario que las docentes manejen criterios claves para tomar las decisiones pedagógicas del caso en el ejercicio de su rol formativo con los «nativos digitales» (niños y niñas), formando habilidades necesarias para actuar con eficiencia en la nueva sociedad del conocimiento y de la información.Asimismo, será necesario que como «inmigrantes del entorno virtual», las docentes se planteen la necesidad de formarse en el campo de la informática para comprender este nuevo lenguaje de relación con el mundo de hoy.

O cenário volátil da inovação tecnológica demonstra a necessidade de processos para controle de risco, como forma de garantir a sua viabilidade. O presente trabalho teve como objetivo propor diretrizes para o gerenciamento de riscos na introdução de novas tecnologias por startups no mercado brasileiro. O estudo propôs categorias conceituais relacionadas à gestão de riscos em startups, com base principal na abordagem do NPVR (Net Present Value Risk-Adjusted). A metodologia contou com quatro estudos de caso comparativos: MercadoPago, GuiaBolso, Catarse e Betalabs, que tiveram seus dados coletados por meio de entrevistas com os principais gestores e documentos fornecidos pelas organizações. A análise de dados foi realizada a partir do modelo de Miles, Huberman e Saldaña (2014), por meio do qual se deu a condensação dos dados; a visualização dos dados; e, a elaboração e verificação de conclusões. Entre os principais resultados, destacam-se a proposição de uma matriz dedutiva-indutiva para o gerenciamento de riscos e incertezas em startups, que traz elementos que propiciam o cálculo do valor presente líquido ajustado ao risco do desenvolvimento de um novo produto ou serviço, assim como aporte do nível de maturidade da gestão de risco das empresas estudadas, configurando a Startup Risk Management Matrix. / The volatile scenario of technological innovation demonstrates the need for risk controlling processes, in order to ensure its viability. This Master\'s thesis proposes a conceptual framework for risk management in the introduction of new technologies by startups in Brazil, aiming to provide the guidelines for the improvement of this process. The study comes up with conceptual categories related to risk management in startups, mainly based on the NPVR (Net Present Value) approach. The methodology included four comparative case studies: MercadoPago, Catarse, Betalabs and GuiaBolso, which had their data collected through interviews with key managers and documents provided by the organizations. Data analysis was based on Miles, Huberman, and Saldana (2014) model, whereby data were condensed; data were visualized; and conclusions developed and checked. Among the main results, there is the proposition of a deductive-inductive matrix for the management of uncertainties and risks in startups, which brings elements that provide the calculation of the net present value adjusted to the risk of developing a new product or service, as well as the contribution of the level of risk management maturity of the studied companies, setting up the Startup Risk Management Matrix

The purpose of the thesis is to look at the presentation of vocabulary related to new technologies in four French and four Spanish textbooks for first-year university students to examine the relevance of the language presented in terms of its authenticity to French and Spanish as it is used today. The focus is on authenticity to show the correlation between what is presented to students versus what they will need to communicate effectively in ways that are linguistically, socially, and sociopragmatically appropriate with native speakers. The thesis also provides teachers with a pedagogical framework that will help them integrate new technologies and their related vocabularies into curriculum when textbooks fail to do so.

No description available.

[ES] La entrada al s. XXI ha supuesto cambios tecnológicos que han influenciado los estilos de vida llevando a cabo una transformación de la sociedad más joven hasta la más adulta, abriendo nuevas perspectivas de investigación y paradigmas educativos. A lo largo de la historia, se ha demostrado el potencial creativo y de innovación que poseen los niños a la hora de resolver determinadas situaciones, pero a su vez, la capacidad de perderlo si no es gestionado adecuadamente. Inmersos ya en la cuarta revolución industrial, las nuevas herramientas tecnológicas sugieren retos innovadores hacia la búsqueda de soluciones de los problemas planteados en el marco de la enseñanza. Esta investigación plantea el diseño de un escenario basado en el movimiento maker y FabLab, donde los alumnos y profesores tengan opciones de aprendizaje a partir del uso de la fabricación digital, impresión 3D y la robótica educativa como herramientas para generar ideas creativas e innovadoras. Para llevar a cabo una integración de las técnicas del área de la creatividad, se realiza un estudio a partir de estrategias relacionadas con el diseño. Se presenta el concepto design thinking como una metodología dirigida a la resolución de problemas donde los estudiantes estarán capacitados para desarrollar nuevas ideas, construirlas y llevar a cabo una experimentación basándose en los conocimientos adquiridos en las aulas. Se elabora un enfoque donde tanto los docentes como los alumnos adquieren un nuevo rol de diseñadores. Para ello se establece un escenario, que, apoyado desde diversos informes internacionales, se analiza la innovación de la educación desde la nueva tendencia educativa multidisciplinar STEM (acrónimo del inglés Science, Technology, Engineering, & Mathematics) y cómo las distintas instituciones y políticas educativas comienzan en el desarrollo de nuevas herramientas y métodos basados en estrategias de diseño para ofrecer y generar modelos y tácticas curriculares. Como consecuencia, se analiza la evolución del concepto STEM to STEAM y cómo la integración del término Art (A) favorece el nexo creativo entre disciplinas de ciencia y tecnología. A modo significativo, destaca la importancia de utilizar estrategias basadas en el diseño y la creatividad como una prioridad en la búsqueda de soluciones. Para llevar a cabo esta gestión multidisciplinar, se desarrolla la metodología DiTec, implicando estrategias basadas en el design thinking como una guía creativa hacia la búsqueda de soluciones y el uso de las nuevas tecnologías como el medio curricular para experimentar ideas y generar conocimiento. Con el fin de validar la investigación, se realiza tres casos prácticos donde la metodología DiTec ha posibilitado estandarizar y dar viabilidad al concepto STEAM y cómo el diseño se establece como una futura disciplina proyectual. / [CA] L'entrada al s. XXI ha suposat canvis tecnològics que han influenciat els estils de vida duent a terme una transformació de la societat més jove fins a la més adulta, obrint noves perspectives de recerca i paradigmes educatius. Al llarg de la història, s'ha demostrat el potencial creatiu i d'innovació que posseeixen els infants a l'hora de resoldre determinades situacions, però alhora, la capacitat de perdre'l si no és gestionat adequadament. Immersos ja en la quarta revolució industrial, les noves eines tecnològiques suggereixen reptes innovadors cap a la recerca de soluci-ons dels problemes plantejats en el marc de l'ensenyament. Aquesta investigació planteja el disseny d'un escenari basat en el moviment maker i FabLab, on els alumnes i professors tinguin opcions d'aprenentatge a partir de l'ús de la fabricació digital, impressió 3D i la robòtica educativa com a eines per generar idees creatives i innovadores. Per dur a terme una integració de les tècniques de l'àrea de la creativitat, es realitza un estudi a partir d'estratègies relacionades amb disseny. Es presenta el concepte design thinking com una metodologia dirigida a la resolució de problemes on els estudiants estaran capacitats per desenvolupar noves idees, construir-les i dur a terme una expe-rimentació basant-se en els coneixements adquirits a les aules. S'elabora un enfoc on tant els docents com els alumnes adquireixen un nou rol de dis-senyadors. Per a això s'estableix un escenari, que, amb el suport des de diversos in-formes internacionals, s'analitza la innovació de l'educació des de la nova tendència educativa multidisciplinària STEM (acrònim de l'anglès Science, Technology, Engine-ering, & Mathematics) i com les diferents institucions i polítiques educatives comen-cen en el desenvolupament de noves eines i mètodes basats en estratègies de disseny per oferir i generar models i tàctiques curriculars. Com a conseqüència, s'analitza l'evolució del concepte STEM to STEAM i com la inte-gració del terme Art (A) afavoreix el nexe creatiu entre disciplines de ciència i tecno-logia. A manera significativa, destaca la importància d'utilitzar estratègies basades en el disseny i la creativitat com una prioritat en la recerca de solucions. Per dur a terme aquesta gestió multidisciplinària, es desenvolupa la metodologia Di-Tec, implicant estratègies basades en el design thinking com una guia creativa cap a la recerca de solucions i l'ús de les noves tecnologies com el mitjà curricular per experi-mentar idees i generar coneixement. Per tal de validar la investigació, es realitza tres casos pràctics on la metodologia Ditec ha possibilitat estandarditzar i donar viabilitat al concepte STEAM i com el disseny s'estableix com una futura disciplina projectual. / [EN] The entry into the 21st century has supposed technological changes that have influenced modern life, undertaking this way a transformation of both the younger and the elder generation and opening the scope for new prospects of research and educational paradigms. Throughout history it has been illustrated the creative and innovative potential that children possess while facing and solving certain situations, but this ability may also vanish if it is not adequately managed. Already immersed in the Fourth Industrial Revolution, new technological tools suggest innovative challenges towards the search of solutions concerning to issues raised within the framework of formal education. This research presents the design for a scenario based on the maker movement and FabLab, where both students and teachers have available learning options from the use of digital fabrication, 3D printing and Educational Robotics as tools for the generation of creative and innovative ideas. In order to carry out the integration of techniques concerning the field of creativity, the research is guided through active strategies related to design. The concept of de-sign thinking is presented as a methodology focused on problem solving in which the students will be able to develop new ideas, construct them and carry out a testing, looking into the acquired knowledge inside the classrooms. For that, a new approach is elaborated; in this approach teachers and students acquire a new role as knowledge and learning designers. It establishes a context that, supported by diverse international reports, analyses the innovation of education from the point of the new STEAM (Science, Technology, Engineering, Art & Mathematics) educational tendency and how different institutions and education politics start within the development of new tools and methods based on design strategies to offer and generate curricular models and tactics. The study analyses the evolution of 'STEM to STEAM' and how the inclusion of the term 'A' favours the creative link among disciplines of science and technology. The importance of using design-based strategies and the creativity as a priority for solution searching is highlighted in a meaningful way. In order to conduct this multidisciplinary management, DiTec methodology is developed, involving strategies based on design thinking as a creative guide towards the search of solutions and the use of new technologies as the curricular vehicle to experiment ideas and generate knowledge. To validate this research, three practical cases are performed, in which DiTec method-ology has allowed for standardization and for the viability of STEAM concept and how the term design is established as a future curricular discipline. / Azcaray Fernández, JK. (2019). METODOLOGÍA PARA INTEGRAR EL DISEÑO EN UN PROCESO CURRICULAR STEAM A TRAVÉS DEL USO DE LAS NUEVAS TECNOLOGÍAS CREATIVAS [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/125704

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.