CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / nÃo hà / O presente estudo investigou a integraÃÃo do laboratÃrio de informÃtica ao currÃculo em unidades escolares do sistema municipal de Fortaleza, CearÃ, analisando suas formas de uso e sua relaÃÃo com planejamento pedagÃgico implementado. A metodologia, com Ãnfase qualitativa e carÃter etnogrÃfico, foi realizada de forma mista, a partir de aplicaÃÃo de questionÃrios e pesquisa de campo. Utilizamos as tÃcnicas da observaÃÃo participante e entrevista semi-estruturada com um professor do LIE e um professor da sala de aula. Os sujeitos foram selecionados a partir de critÃrios previamente definidos, como realizaÃÃo de atividades desenvolvidas na sala de aula articuladas com o laboratÃrio de informÃtica, participaÃÃo em planejamentos na escola e disponibilizaÃÃo e interesse em participar da pesquisa. Os resultados da pesquisa apontaram que o laboratÃrio de informÃtica vem sendo utilizado sistematicamente na escola, a partir de diferentes modalidades. Entretanto, ainda, sÃo muitas as dificuldades encontradas que impedem prÃticas mais interacionistas e integradas ao currÃculo escolar. As prÃticas, muitas vezes, estÃo impregnadas de uma abordagem instrucionista, limitando o uso pedagÃgico, resultado de um planejamento funcional, reflexo de currÃculo tradicional preso a tempos e espaÃos, mostrando a necessidade de aprofundar o carÃter interdisciplinar e transversal do uso do laboratÃrio de informÃtica na escola, a partir de discussÃes mais epistemolÃgicas. / The present study investigated the integration of the computer lab in the curriculum of the municipal school units of Fortaleza, CearÃ, analyzing its forms of use and its relationship to educational planning implemented. The methodology, with emphasis on qualitative and ethnographic, was performed in mixed form, from questionnaires and field research. We use the techniques of participant observation and semi-structured interview with a professor at the LEI and a classroom teacher. The subjects were selected based on predefined criteria such as execution of activities developed in the classroom, articulated with the computer lab, participation in school planning and, provision and interest to participate of study. The survey results indicated that the lab have been used systematically in school, from different modalities. However, there are still many difficulties which prevent practices most interactional and integrated into the school curriculum. The practices, often, are impregnated of an instructional approach, limiting the pedagogical use, result of a functional planning, reflecting an traditional curriculum arrested to time and space, showing the need to deepen the interdisciplinary and transversal character of use of the computer lab in school, from epistemological discussions.

El objetivo general de esta tesis es abordar el estudio del fenómeno de deserción estudiantil universitaria mediante un proceso de extracción de conocimiento a partir de datos. En el camino hacia la concreción del objetivo de máxima, predecir la deserción, se pueden encontrar otras metas que aporten información no trivial y de utilidad para la toma de decisiones, por ejemplo, describir o caracterizar a los estudiantes de la UNRN a través de perfiles que ayuden a orientar la implementación de medidas a los estratos en los que las mismas pueden ejercer más influencia positiva. El objetivo específico de esta tesis es caracterizar a los estudiantes de la UNRN que abandonan la carrera en los primeros años. Se busca establecer perfiles que permitan realizar recomendaciones tendientes a revertir esta situación. <i>(Párrafo extraído del texto a modo de resumen)</i> / Asesor académico: Waldo Hasperué.

Esta dissertação versa sobre a elaboração, validação, aplicação e avaliação de um curso experimental à distância de Tênis em Escolas. Seu objetivo geral é avaliar a possibilidade de utilização de Educação à Distância em cursos da área de Educação Física, visando a disseminação do Tênis. Para tanto, utilizando-se as diretrizes propostas por Moore (1991, 1996), em sua Teoria da Distância Transacional, elaborou-se um curso de Tênis em Escolas, voltado a um público de professores do ensino básico que ministram a disciplina de Educação Física em turmas de 1ª a 4ª séries. Este curso, após ser validado por dois grupos de especialistas (em Tênis e em EAD), foi aplicado, experimentalmente, a professores voluntários. Mesmo com diversas limitações, os professores ficaram muito satisfeitos com o curso. Não se pode, apenas com estes resultados, tecer parecer definitivo sobre a utilização da EAD em cursos da área de Educação Física. Entretanto, aponta-se positivamente para sua utilização, em futuros trabalhos nesta área. / This dissertation lays on the elaboration, validation, application and evaluation of a Tennis in Schools’ experimental course, in a Distance Education format. Its objective is to evaluate the possibility of utilization of Distance Education in Physical Education courses, aiming in disseminating Tennis knowledge. For that, using the directions proposed by Moore (1991, 1996), in his Transactional Distance Theory, it has elaborated a course about Tennis in Schools, for Teachers from Basic Education classes, who teach Physical Education. This course, after being evaluated by two groups of experts (in Tennis and in Distance Education), was given, experimentally, to volunteer teachers. Even with several limitations, the teachers were very satisfied with the course. It can’t, just with these results, write a statement about the utilization of Distance Education in Physical Education. However, it points affirmatively for your utilization in further studies.

Esta dissertação versa sobre a elaboração, validação, aplicação e avaliação de um curso experimental à distância de Tênis em Escolas. Seu objetivo geral é avaliar a possibilidade de utilização de Educação à Distância em cursos da área de Educação Física, visando a disseminação do Tênis. Para tanto, utilizando-se as diretrizes propostas por Moore (1991, 1996), em sua Teoria da Distância Transacional, elaborou-se um curso de Tênis em Escolas, voltado a um público de professores do ensino básico que ministram a disciplina de Educação Física em turmas de 1ª a 4ª séries. Este curso, após ser validado por dois grupos de especialistas (em Tênis e em EAD), foi aplicado, experimentalmente, a professores voluntários. Mesmo com diversas limitações, os professores ficaram muito satisfeitos com o curso. Não se pode, apenas com estes resultados, tecer parecer definitivo sobre a utilização da EAD em cursos da área de Educação Física. Entretanto, aponta-se positivamente para sua utilização, em futuros trabalhos nesta área. / This dissertation lays on the elaboration, validation, application and evaluation of a Tennis in Schools’ experimental course, in a Distance Education format. Its objective is to evaluate the possibility of utilization of Distance Education in Physical Education courses, aiming in disseminating Tennis knowledge. For that, using the directions proposed by Moore (1991, 1996), in his Transactional Distance Theory, it has elaborated a course about Tennis in Schools, for Teachers from Basic Education classes, who teach Physical Education. This course, after being evaluated by two groups of experts (in Tennis and in Distance Education), was given, experimentally, to volunteer teachers. Even with several limitations, the teachers were very satisfied with the course. It can’t, just with these results, write a statement about the utilization of Distance Education in Physical Education. However, it points affirmatively for your utilization in further studies.

Esta dissertação versa sobre a elaboração, validação, aplicação e avaliação de um curso experimental à distância de Tênis em Escolas. Seu objetivo geral é avaliar a possibilidade de utilização de Educação à Distância em cursos da área de Educação Física, visando a disseminação do Tênis. Para tanto, utilizando-se as diretrizes propostas por Moore (1991, 1996), em sua Teoria da Distância Transacional, elaborou-se um curso de Tênis em Escolas, voltado a um público de professores do ensino básico que ministram a disciplina de Educação Física em turmas de 1ª a 4ª séries. Este curso, após ser validado por dois grupos de especialistas (em Tênis e em EAD), foi aplicado, experimentalmente, a professores voluntários. Mesmo com diversas limitações, os professores ficaram muito satisfeitos com o curso. Não se pode, apenas com estes resultados, tecer parecer definitivo sobre a utilização da EAD em cursos da área de Educação Física. Entretanto, aponta-se positivamente para sua utilização, em futuros trabalhos nesta área. / This dissertation lays on the elaboration, validation, application and evaluation of a Tennis in Schools’ experimental course, in a Distance Education format. Its objective is to evaluate the possibility of utilization of Distance Education in Physical Education courses, aiming in disseminating Tennis knowledge. For that, using the directions proposed by Moore (1991, 1996), in his Transactional Distance Theory, it has elaborated a course about Tennis in Schools, for Teachers from Basic Education classes, who teach Physical Education. This course, after being evaluated by two groups of experts (in Tennis and in Distance Education), was given, experimentally, to volunteer teachers. Even with several limitations, the teachers were very satisfied with the course. It can’t, just with these results, write a statement about the utilization of Distance Education in Physical Education. However, it points affirmatively for your utilization in further studies.

Using content analysis, researchers reviewed literature to identify the meanings attached to and methods used for measuring learner-content interaction in digitally augmented learning experience. Digitally augmented learning experiences are defined in this dissertation as situations where a learner interacts with content delivered using a computer. Examples include online learning using a desktop, laptop, or mobile device, classroom use of a device to interact with content such as a digital textbook, computer simulation, augmented or virtual reality, smart watch or phone, or other similar educational activities. These activities can be delivered directly from a digital device, over a wireless connection, or via the internet. Digitally augmented learning experiences can be web-based, cloud-based, or loaded on a device; streamed or downloaded; fully online, or part of a classroom experience, such as a blended-learning situation. Current discourse surrounding learner-content interaction in digitally augmented learning environments showed themes of label, theory, measurement, types of content, pedagogy, and looking forward. The label theme describes the use of the term as a research variable or other use where no context was given. Theory includes mentions of Moore's transactional distance (1973) or list of interaction types (1989), Anderson's Equivalency Theorem (2003), and other related educational theories. The measurement theme included all mentions of how learner-content interaction was evaluated, measured, or quantified. Types of content included descriptions of specific content learners interacted with, such as textbooks, online text, discussion boards, simulations, assignments, and assessments. Pedagogy included mentions of student learning, knowledge construction, and understanding that did not include mention of a specific learning theory. The looking forward theme includes suggestions for researchers and practitioners surrounding learner-content interaction. This dissertation discusses strengths and weaknesses of current tools used to measure learner-content interaction in digitally augmented learning experiences. Based on the strengths and weaknesses found in current measurement tools an integrated measurement tool was developed and evaluated for content validity.

The aim of my study is to investigate if and in that case how the writing process and texts written by students in the upper secondary school are affected by the writing tool; does it matter if they write their texts on a computer or by longhand? Another objective is to compare such an effect with the findings of previous studies performed on earlier generations of writers. The first part of my study was a survey. It showed that two thirds of the 67 students participating thought that they would have written better texts in the national writing test if they had been able to use computers. In the second part of the study each of the fourteen participants wrote one text on computer and another by hand. Unlike the findings of earlier studies that I compared with, these students had a higher writing speed and spent significantly less time to produce their texts. This result could indicate that the students of today not only are accustomed to computers but also are unfamiliar with writing by hand. Furthermore this study, like previous studies, did not show any statistic proof of a correlation between a specific writing tool and the quality of the written text. Hence it did not support the opinion that the students of today have a disadvantage when they have to write their national test by hand. On the other hand the study indicated that such disadvantage still could be the fact for some individuals. Three of the participants took part in the third part of the study where they produced two more texts; one by hand and the other on computer. Their writing processes were recorded and the analyses indicate an individual variation in whether the writing tool had an effect on the writing process and quality of texts. / Syftet med min undersökning är att undersöka om och i så fall hur gymnasieelevers skrivprocesser och texter påverkas av om de skriver för hand eller på dator, men också att jämföra en eventuell påverkan med den som har konstaterats för tidigare generationer av datoranvändare. Bakgrundsenkäten i den första delundersökningen visade att två tredjedelar av de 67 elever trodde att de skulle ha skrivit bättre texter på det nationella provet i svenska om de hade fått använda dator. I den andra delundersökningen medverkade fjorton av gymnasieeleverna genom att skriva två texter, en för hand och en på dator. Ett resultat som skilde sig från dem i de tidigare studier jag jämförde med var att deltagarna skrev snabbare och under kortare tid när de använde dator. Resultatet tyder på att dagens gymnasieelever inte bara är datorvana utan kanske också ovana att skriva för hand. I likhet med tidigare undersökningar visade delundersökningen inte en statistiskt signifikant kvalitetsskillnad mellan deltagarnas datorskrivna och handskrivna texter. Gymnasieelevernas farhågor om att textkvaliteten skulle ha försämrats av att de tvingades skriva det nationella provet för hand fick därmed inget stöd. Samtidigt visade studien att för enskilda individer skulle det faktiskt kunna förhålla sig så. Tre av deltagarna medverkade även i den tredje delundersökningen, där deras skrivprocesser dokumenterades i samband med att de skrev ytterligare en text på dator och en för hand. Resultatet av den andra delundersökningen pekar mot att skrivverktygets påverkan på skrivprocessen och även på texternas kvalitet skulle kunna variera från person till person.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Thesis (M.Ed. (Education)) - Rhodes University, 2009. / Submitted in partial fulfilment of the requirements for the degree of Master of Education (Environmental Education)

Educational institutions are known to be at the heart of complex computing systems in any region in which they exist, especially in Africa. The existence of high end computing power, often connected to the Internet and to research network grids, makes educational institutions soft targets for attackers. Attackers of such networks are normally either looking to exploit the large computing resources available for use in secondary attacks or to steal Intellectual Property (IP) from the research networks to which the institutions belong. Universities also store a lot of information about their current students and staff population as well as alumni ranging from personal to financial information. Unauthorized access to such information violates statutory requirement of the law and could grossly tarnish the institutions name not to mention cost the institution a lot of money during post-incident activities. The purpose of this study was to investigate the information security practices that have been put in place by Research and Education Network of Uganda (RENU) member institutions to safeguard institutional data and systems from both internal and external security threats. The study was conducted on six member institutions in three phases, between the months of May and July 2011 in Uganda. Phase One involved the use of a customised quantitative questionnaire tool. The tool - originally developed by information security governance task-force of EDUCAUSE - was customised for use in Uganda. Phase Two involved the use of a qualitative interview guide in a sessions between the investigator and respondents. Results show that institutions rely heavily on Information and Communication Technology (ICT) systems and services and that all institutions had already acquired more than three information systems and had acquired and implemented some of the cutting edge equipment and systems in their data centres. Further results show that institutions have established ICT departments although staff have not been trained in information security. All institutions interviewed have ICT policies although only a few have carried out policy sensitization and awareness campaigns for their staff and students. / TeX