A tecnologia da informação e comunicação (TIC) tem se tornado cada vez mais comum no cotidiano da sociedade atual. Diversas são as facilidades disponibilizadas para os indivíduos habilitados no uso da TIC. Entretanto, estar habilitado em TIC não corresponde apenas a aspectos de conforto; a falta dessa habilitação restringe oportunidades importantes. Destaca-se a relevância deste conhecimento no ambiente acadêmico, no qual os alunos são constantemente chamados à execução de atividades apoiadas por computadores e aplicativos. Para ingressar no mercado de trabalho, nas mais diversas áreas de atuação, tem-se exigido o prévio preparo relacionado aos conhecimentos e habilidades sobre a TIC. Felizmente, os dispositivos de TIC têm se tornado cada vez mais acessíveis à população em geral, e os aplicativos também têm oferecido usabilidade cada vez mais intuitiva. Ainda assim, constata-se que a autoaprendizagem sobre TIC é restrita a alguns aspectos específicos, e ainda considerada insuficiente para um preparo minimamente adequado. Como agravante, as ações de incorporação da TIC no ensino público brasileiro ainda são malsucedidas. Esta dissertação tem como objetivo principal a definição de critérios para avaliação da Alfabetização Computacional (AC), correspondente à identificação do conjunto relevante de conhecimentos e habilidades de TIC, aplicada a alunos do ensino médio. Para atender a esse objetivo, os principais aspectos da AC foram extraídos da literatura por meio de uma revisão sistemática, e submetidos à análise de especialistas pela aplicação da Técnica Delphi. Os aspectos de TIC identificados como mais relevantes pelos especialistas para AC são: ética, ferramentas de busca, privacidade, segurança e vírus. Em complemento, este estudo também visa descrever como as instituições de ensino médio e as empresas avaliam a relevância dos conhecimentos e habilidades de AC. Os dados coletados possibilitaram uma análise comparativa de pontos de vista distintos dos docentes, pesquisadores e empresas sobre o tema. Concluiu-se que a conectividade corresponde ao elemento central da AC na atualidade, com base no conjunto de aspectos classificados como mais relevantes pela metodologia de pesquisa aplicada. / Information and communication technology (ICT) has become increasingly common in the daily life of today\'s society. Many conveniences are made available to all individuals by using ICT. However, knowledge of ICT does not refer only to aspects of comfort; the lack of this competence restricts important opportunities. Noteworthy is the great importance of this knowledge in the academic environment, in which students are constantly required to perform activities supported by computers and applications. In order to enter the job market, in several areas, prior preparation related to knowledge and skills on ICT is required. Fortunately, ICT devices have become increasingly accessible to the population in general, and applications have also been offering increasingly intuitive usability. Still, it appears that ICT self-learning is restricted to some specific aspects, and considered insufficient for a minimally adequate preparation. To make matters worse, the learning of ICT in Brazilian public schools is still insufficient. This dissertation aims at defining some criteria for assessing Computer Literacy (CL), corresponding to an identification of the relevant body of knowledge regarding ICT skills, to be applied to high school students. In order to meet this goal, the main aspects of CL were extracted from literature by a systematic review, and submitted to expert analysis by Delphi Technique. The aspects of ICT identified as the most important ones by experts at CL are: ethics, search engines, privacy, security and viruses. In addition, this study also aims at describing how high school institutions and companies evaluate the relevance of CL knowledge and skills. The collected data has allowed a comparative analysis of different points of view of teachers, researchers and companies on the subject. We have concluded that connectivity represents the central element of CL nowadays, based on the set of issues classified as the most relevant by the research methodology.

Made available in DSpace on 2016-04-27T14:30:53Z (GMT). No. of bitstreams: 1 Neide Borges Pedrosa.pdf: 2581097 bytes, checksum: 6ee32acb73b90f9fd95ff25c870434b4 (MD5) Previous issue date: 2011-11-16 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research is linked to the research line of New Technologies in Education Graduate Program in Education at PUC-SP. We conducted an investigation in the context of the Indian villages of the ethnic and Macaw Hawk, who live in the Land of Lourdes affluent city of Ji-Paraná, Rondônia. Inspired by the ideals of a different school, the research referenced by the full appreciation of the cultures of indigenous peoples, affirmation and maintenance of its ethnic diversity. Hence the focus on digital inclusion in an emancipatory perspective, through which respects diversity as opposed to adaptation to a given model and imposed on indigenous communities. Was defined as general objective to investigate the establishment and implementation of digital environments in these villages as part of a process of digital inclusion of indigenous communities who live there, so as to provide concrete and objective conditions necessary to achieve the central axis of the study .This, in turn, aimed to know how was the arrival of ICT in school and the community. This required to interpret and understand the meanings visible and hidden attributes that the Indian ICT, as well as experiencing the feeling forward to the challenge of this include digital culture and at the same time, ensure the preservation of their culture. Among other reasons highlighted the question of the right of access to technological innovations and knowledge as a fundamental dimension of life in contemporary democratic societies. The methodology based on a qualitative approach, in which action and participation constituted fundamental aspects that allow a movement of actionreflection- action, concluding that indigenous peoples have a clarity that need access to information technologies and the globalized world strengthening ties among their peers and with other ethnic groups to thus strengthen the struggle for their interests and survival / A presente pesquisa vincula-se à linha de pesquisa Novas Tecnologias em Educação do Programa de Pós-Graduação em Educação da PUC-SP. Realizou-se uma investigação no contexto das aldeias indígenas das etnias Arara e Gavião, que vivem na Terra Igarapé Lourdes do Município de Ji-Paraná, em Rondônia. Inspirada nos ideais de uma escola diferenciada, a pesquisa referenciou-se pela valorização plena das culturas dos povos indígenas, afirmação e manutenção de sua diversidade étnica. Daí enfocar a inclusão digital numa perspectiva emancipatória, por meio da qual se respeita a diversidade em contraposição à adaptação a um modelo dado e imposto às comunidades indígenas. Foi definido como objetivo geral investigar a implantação e implementação de ambientes digitais nas referidas aldeias, como parte de um processo de inclusão digital das comunidades indígenas que ali vivem, como parte de um processo de inclusão digital das comunidades indígenas que ali vivem, numa perspectiva de emancipação.Este, por sua vez, teve por finalidade conhecer como se deu a chegada das TIC na escola e na comunidade indígena. Isso exigiu interpretar e compreender os significados visíveis e os latentes que o indígena atribui às TIC, bem como, o sentimento que experimenta frente ao desafio de se incluir nessa cultura digital e, ao mesmo tempo, zelar pela preservação de sua cultura. Dentre outras justificativas destacou-se a questão do direito de acesso às inovações tecnológicas e ao conhecimento como dimensão fundamental da vida contemporânea em sociedades democráticas. A metodologia fundou-se numa abordagem qualitativa, em que a ação e a participação constituíram-se aspectos fundamentais que permitiram num movimento de ação- reflexão- ação, concluir que os indígenas têm clareza de que precisam ter acesso às tecnologias e informações do mundo globalizado, fortalecendo os laços entre seus pares e com outros grupos étnicos para, assim, fortalecerem a luta por seus interesses e sobrevivência

Globalization and the rise of the Information Society pose many challenges to developing nations. In adherence to the Millennium Development Goal of digital inclusion, the government of the Dominican Republic established a national program of community technology centers, or telecenters, that aim to promote digital literacy among the poor. This study examined how these telecenters promote the adoption of information and communication technologies (ICTs) and tested whether perceived structural factors, individual motivation or demographics predict adoption. Results from a survey conducted in the rural villages of El Seybo, Navarrete, and Oviedo confirm that telecenter users learn how to use information and communication technologies as a resource for information about civic life, entertainment, and professional development. The study concludes that telecenters can succeed in decreasing digital poverty, provided issues of sustainability are addressed with consistent and continued government funding and support. The field of information and communication technologies for development (ICT4D) is in its infancy and has yet to develop strong methodological or theoretical standards. This study of ICT adoption and telecenter use in rural areas of the Caribbean contributes empirical evidence to the literature of this emerging discipline.

There is a growing call for more skilled workers-especially in the scarce skills of science, engineering and technology (SET). The current educational system is failing to address these issues, learners are being ill-prepared to cope with the demands of a society that has moved on; and learners are being prepared for a society that no longer exists in practice. In order to address this problem, this thesis calls for a greater emphasis on issues of digital inclusion, integration of whole communities, understanding of the dynamics of integrating ICTs into the classroom, exploring opportunities for the expansion of rapid-prototyping at school level and the promotion of digital literacy. Though this is not a definitive list, the researcher has developed working solutions to each of these issues, as presented in five journal articles. Investigations were conducted in the Tshwane area with male and female learners in both primary and secondary schools. The selection of the learners from both advantaged and disadvantaged institutions was left to the teachers. Design research was the main methodology adopted for this research. The investigations started in 200'1 and the bulk of the work was concluded between 2007-2010. Greater emphasis is placed on a qualitative approach with limited quantitative analysis. The findings of this research indicate the need to extend the scope of the investigation and to massify the different interventions. The pedagogical shift has been away from information transfer, towards using information communication technologies to promote creativity and innovation in a stimulating constructivist environment This has led to an opportunity to track learner involvement in SET events over their school careers and to identify talented individuals. In addition, the findings indicate that there is little difference between learners from advantaged and disadvantaged communities. Added to this is the development of a solution to address the digital divide through the creation of virtual interactive classrooms which can digitally include learners from geographically separated classrooms in remote communities. The strategic importance of ICTs, creativity and innovation are key components of a Human Capital Development strategy, especially at a time when there is a growing shortage of scarce skills in key areas. Post Grade 12 interventions are short term solutions that are not sustainable. This thesis calls for the establishment of a SET pipeline from grassroots level, in order to grow the feeder stock for a national system of innovation as a long-term investment in the future. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

There is a growing call for more skilled workers-especially in the scarce skills of science, engineering and technology (SET). The current educational system is failing to address these issues, learners are being ill-prepared to cope with the demands of a society that has moved on; and learners are being prepared for a society that no longer exists in practice. In order to address this problem, this thesis calls for a greater emphasis on issues of digital inclusion, integration of whole communities, understanding of the dynamics of integrating ICTs into the classroom, exploring opportunities for the expansion of rapid-prototyping at school level and the promotion of digital literacy. Though this is not a definitive list, the researcher has developed working solutions to each of these issues, as presented in five journal articles. Investigations were conducted in the Tshwane area with male and female learners in both primary and secondary schools. The selection of the learners from both advantaged and disadvantaged institutions was left to the teachers. Design research was the main methodology adopted for this research. The investigations started in 200'1 and the bulk of the work was concluded between 2007-2010. Greater emphasis is placed on a qualitative approach with limited quantitative analysis. The findings of this research indicate the need to extend the scope of the investigation and to massify the different interventions. The pedagogical shift has been away from information transfer, towards using information communication technologies to promote creativity and innovation in a stimulating constructivist environment This has led to an opportunity to track learner involvement in SET events over their school careers and to identify talented individuals. In addition, the findings indicate that there is little difference between learners from advantaged and disadvantaged communities. Added to this is the development of a solution to address the digital divide through the creation of virtual interactive classrooms which can digitally include learners from geographically separated classrooms in remote communities. The strategic importance of ICTs, creativity and innovation are key components of a Human Capital Development strategy, especially at a time when there is a growing shortage of scarce skills in key areas. Post Grade 12 interventions are short term solutions that are not sustainable. This thesis calls for the establishment of a SET pipeline from grassroots level, in order to grow the feeder stock for a national system of innovation as a long-term investment in the future. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

Resumo: A televisão é o meio de comunicação de maior alcance nacional. A maioria da população brasileira possui a TV como única fonte de informação e entretenimento. A implantação da TV digital no Brasil pretende promover uma revolução a partir da inclusão digital de milhares de brasileiros que não possuem acesso a internet e estão excluídos digitalmente. A Caixa Econômica Federal é o banco de relacionamento da maioria da população brasileira, com um base de 48,1 milhões de clientes. O projeto de TVD foi pensado não apenas por uma questão estratégica tendo a população de baixa renda, como a mais beneficiáda por todo esse processo. O presente estudo fará uma reflexão sobre a inclusão digital a partir da televisão digital e que consequencias isso poderá trazer ao país. O que se pretende fazer é traçar um estudo sobre televisão digital, tendo como foco principal a interatividade a partir do desenvolvimento dentro da Caixa Econômica Federal, prevendo que a televisão fará uma inclusão digital e se transformará numa televisão social / Abstract: Television is the means of communication which has be biggest reach in Brazil. Most of Brazilian population has TV as the only source of information and entertainment. Digital TV implantation in Brazil intends to promote a revolution beginning with the digital inclusion of millions of Brazilians that don't have internet access and are digitally excluded. Caixa Economica Federal is the relation bank of the majority of Brazilian population, with a database of 48,1 millions clients. The DTV project was developed not only based in a strategic question having low income population as the most beneficiary among this process. This study makes a consideration of digital inclusion since digital TV and the consequences that DTV can lead to the country. It intends to make a study about digital television, focusing at interactivity starting at Caixa Economica Federal development, which says that television will make digital inclusion in Brazil and it will become a social television / Orientador: Cosette Espíndola de Castro / Coorientador: Maria Cristina Gobbi / Banca: João Baptista de Mattos Winck Filho / Banca: Álvaro Fraga Moreira Benevenutto Junior / O "Programa de Pós-Graduação em Televisão Digital: informação e conhecimento" capacita profissionais para atuarem em televisão digital n as três áreas: comunicação, educação e tecnologia / Mestre

The parallel between e-government and e-Inclusion research are critically important. It helps to understand how policies, society, organizations, and information technologies come together and it also helps to understand how the e-Inclusion factors impact e-government use and vice versa. This study attempts to explore the theoretical and practical intersections of e-Inclusion and e-adoption (Particularly e-government) and to show how they complement and possibly enrich the potential of e-Inclusion research. The rationale for this approach is that combining research on e-Inclusion and e-government has the potential to better understand the factors influencing e-Inclusion since they both share a common theme of Inclusive e-government. The aim of this research is to examine the factors that influence e-Inclusion in the context of e-government in the UK, through combining the decomposed theory of planned behaviour with Use and Gratification Theory (U&G). These two theories are used to develop a conceptual model for studying the multi-facetted dimensions of e-Inclusion. The two theories are chosen because of their appropriateness for e-Inclusion research; the critical factors that influence e-inclusion can be covered by (DTPB) constructs while the individual’s gratifications that determine using specific Internet activities is covered by (U&G) To fulfil the research aim and objectives, a quantitative research method was employed. The research subjects were citizens who are Internet users. Their views were sought through a survey that included 510 self-administered and group-administrated questionnaires. The conceptualisations of e-Inclusion and e-government have important implications for both researchers and policymakers. For researchers, this study delineates the complex and recursive relationships between e-Inclusion and e-government contributing towards the exiting limited body of knowledge in the field. For practice, it offers directions to help create a more comprehensive strategy that takes into consideration the alignment of e-government initiatives and e-inclusion policies.

[pt] Orientada pela proposta metodológica da Abordagem do Ciclo de Políticas de Stephen Ball e Richardo Bowes (1992) a presente pesquisa busca analisar os contextos de influência e de produção do texto da atual política nacional de tecnologia na educação: o PROINFO (Programa Nacional de Tecnologia Educacional), abordando ainda leituras feitas da política pela Secretaria Estadual de Educação do Rio de Janeiro, leituras estas que orientarão o contexto da prática local da política. Para dar conta de seus objetivos o texto apresenta: (1) o histórico das políticas brasileiras de informática e a tensão entre a busca pela autonomia tecnológica do país e as pressões do mercado externo; (2) o paralelismo entre as políticas gerais de educação e as políticas de tecnologia na escola até a década de noventa, com a posterior convergência entre essas políticas para atender ao mercado; (3) a materialização discursiva da convergência entre educação e tecnologia educacional e as contradições de um texto que enuncia a democracia mas realiza o mercado. / [en] Based in the Policy Cycle Approach formulated by Stephen Ball and Richard Bowe (1992) this research aims at analyzing the influence an text production contexts of the current Brazilian policy on technology in education: the PROINFO (National Program of Technology in Education). The text also discuss readings of the policy made by the Local government in Rio de Janeiro, witch helps to delineate the policy’s context of practice in this state. To meet its objectives, the text presents: (1) the historical survey of the Brazilian ICT policies and the search for technological autonomy facing the pressures of international market; (2)The parallelism between the general policies of education until the nineties; and further convergence between the two policies to satisfy the market; (3) the contradictions expressed in the text of current policy of educational technology, witch states democracy, but realizes the market.

Submitted by Joseilda Sampaio (sulesp@gmail.com) on 2014-01-09T16:48:44Z No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-22T17:17:23Z (GMT) No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5) / Made available in DSpace on 2014-01-22T17:17:23Z (GMT). No. of bitstreams: 1 Joseilda Sampaio.pdf: 1895997 bytes, checksum: fc1990a31d8d49b1b86e90c7b93d6c6f (MD5) / O tema central desse trabalho é a cultura digital na formação de professores.Buscamos adentrar nessa temática, a partir da nvestigação e análise de um curso de Pedagogia desenvolvido pela Faculdade de Educação da UFBA, através do Programa de Formação Continuada de Professores para o município de Irecê, que apresenta como proposta agregar projetos e ações para favorecer a integração desta cultura entre professores. Nesta pesquisa, a problemática que motivou os estudos partiu da necessidade de identificar, compreender e refletir sobre a existência (ou não) de interdependência entre o Projeto Irecê e o Projeto Tabuleiro Digital, de forma a perceber se esta inter -relação potencializa a formação da cultura digital no contexto de formação de professores. A pesquisa caracteriza - se pela abordagem qualitativa, tomando como natureza do estudo a etnopesquisa formação , que requer do pesquisador reflexões sobre seu processo formativo juntamente com os membros do grupo pesquisado. A pesquisa foi realizada tomando como instrumentos para coleta de informações e reflexão a análise documental, através dos documentos formulados para a elaboração dos projetos Irecê e Tabuleiro Digital; a observação participante, realizada em duas escolas municipais de Irecê, nas dinâmicas desenvolvidas no Projeto Irecê e Tabuleiro digital, e de entrevistas semiestruturadas com os sujeitos selecionados pela participação direta ou indireta nesses dois projetos. Os resultados da pesquisa mostram que para a vivência da cultura digital entre professores, primeiramente, é preciso discutir a concepção curricular dos cursos que formam esses profissionais da educação. Constatamos que a integração desta cultura nos percursos formativos de educadores acontece com a oportunidade de participação em processos contínuos nos quais os professores vivenciem contextos diferenciados que, poderão acarretar mudanças nas suas práticas em sala de aula. Averiguamos que a aproximação entre os projetos Irecê e Tabuleiro Digital contribuiu para a adoção de posturas diferenciadas pelos professores - cursistas, principalmente, ao trabalhar com as tecnologias, superando os medos, as incertezas, colocando em prática o que estavam vivenciando no curso. Mas, apesar de todos os avanços e o desenvolvimento de ações interligadas, percebemos que o movimento de implementar, desenvolver e avaliar os projetos de forma interdependente aconteceu, efetivamente, apenas com a primeira turma de professores formada pelo Projeto Irecê. Hoje, a inter-relação entre os projetos está fragilizada, mas, por outro lado, fortaleceu outros programas/espaços do município de Irecê que passaram a ser responsáveis pela inserção na cultura digital.

Esta investigação científica se insere na linha de pesquisa "Educação Comunitária Infância e Juventude do Mestrado Profissional em Teologia. O campo de estudos é o das novas Tecnologias Digitais de Informação e Comunicações, da inclusão digital e do software livre, que fazem surgir perspectivas diferenciadas de currículo e aprendizagem. Em uma sociedade contemporânea com novas formas de sociabilidade e o ciberespaço cada vez mais crescente em diversos ambientes, analisam-se as culturas, os processos educacionais e as competências requeridas no âmbito escolar. Neste contexto, objetiva-se, com a presente investigação, questionar: qual é o entendimento conceitual e como usar, do ponto de vista social e pedagógico, as novas ferramentas curriculares de aprendizagem, em prol de uma educação inclusiva digital para o segmento da Educação Básica? Para aprofundar a questão em pauta, o trabalho está estruturado em três partes. Na primeira são evidenciados três pilares de sustentação para a revisão de posturas neoliberalistas já cristalizadas em nosso cotidiano institucional escolar na esfera das relações entre o global e o local. São elas: a cidadania, a aprendizagem e a inclusão digital. Na segunda, merece destaque, por um lado, o perfil dos protagonistas escolares, a partir da análise sobre a formação social do aluno e, por outro, os novos cenários curriculares advindos do mundo da virtualidade, com ênfase nas perspectivas das tecnologias digitais. E, na terceira, busca-se o aprofundamento de conteúdos sobre as práticas educativas e as exigências pedagógicas que emergem do universo criado e recriado pelas tecnologias digitais na Educação Básica / This scientific investigation is inserted in the following line of research: Community Education, Childhood and Youth (MPE) of this Professional Master Program in Theology. The field of study is the new Digital Information and Communication Technologies, digital inclusion and free software - that brings new perspectives to the learning process at school. Since we live in a contemporaneous society, there are new forms of sociability such as the cyberspace, which have been used in different environments. Therefore, we analyze the cultures, educational processes and skills required at school. In this context, this study aims to understand the theoretical concepts and ways of using the new technologies - in a social and pedagogical approach - in order to promote digital inclusion in the Basic Education. Due to our deep analysis, this work is structured in three parts. In the first one, three pillars are highlighted - citizenship, learning and digital inclusion - aiming a revision of neoliberal postures that have been crystallized in the school activities in the sphere of relations between the global and the local. In the second one, we call attention to the profile of the school protagonists. We do it, firstly, in the light of the analysis of the social formation of the student. Secondly, we take into consideration the new curriculum scenarios arising from the virtual world, with emphasis on the possibilities of the digital technologies. And, thirdly, we aim to deeply analyze theory on educational practices and pedagogical requirements of the emerging universe created and recreated by digital technologies in Basic Education