Eduardo Mondlane University (UEM) has been implementing training courses in the use of technologies in the teaching and learning process. However, despite the efforts made by the university, the use of these technologies by lecturers at UEM is limited, particularly in faculties outside the main campus. In response to the above-mentioned problem, a new multifaceted, constructivist approach was implemented at UEM, referred to here as the EdTech sub-program. This thesis is the result of the investigation of the effect of the new approach to integrating educational technology at UEM. In 2019, a series of four workshops were piloted through the EdTech sub-program with the purpose of promoting the use of educational technology by lecturers in teaching and learning. This qualitative study was carried out in four faculties. Semi-structured interviews were conducted with 17 participants: 15 lecturers, who took part in the workshops of the EdTech sub-program, distributed across four faculties (Education, Veterinary, Engineering and Sciences) and two members from the EdTech sub-program. Three theories have been explored in this study. The workshops were based on social constructivist learning theory where participants (lecturers) were encouraged to create learning activities in a real-world setting to design learning activities in an authentic context.. Despite this theory-informed workshop design, lecturers did not all change their practice. This can largely be explained by the fact that the participants are adult and had varied skills with educational technology; they felt their courses were too complicated to be delivered only online; assessment structures were not clear; and some lecturers were resistant to change. The second theory is adult learning theory. This theory focuses on the “characteristics” of adult learners and what they bring to the learning process in the form of their experiences, which helps to explain the diverse response to the workshop. Community of practice theory was used as the third theory to explain how some faculties were willing to embrace educational technology and had history with previous projects. In these examples participants shared understandings concerning what educational technology is and how they have motivated other colleagues to use it. Barriers can be overcome through collaboration between the most active users and the most resistant ones to motivate them to use and promote a community of practice of educational technology users. Key findings also indicate that there is a certain resistance among lecturers to the use of educational technologies, justified by the complexity of courses in some disciplines; however, there are also lecturers who rely on technologies in their teaching practices and report that the results are satisfactory and encouraging.

There has recently been great promise and interest in the use of adaptive learning systems to provide personalized course content, tailored to the ability levels and pace of individual students. Yet, not all the technologies in this space provide the same capabilities. In this thesis I analyze a representative group of adaptive learning providers according to the pedagogical model of their design. Then, I discuss case studies of two systems to analyze their design according to a humanist design philosophy and a more cybernetic design tradition, and I conclude with a set of design guidelines and selection criteria for faculty and administrators interested in evaluating, selecting, and implementing an adaptive learning system that fits their pedagogical values.

Orientador: Luiz Antônio Calmon Nabuco Lastória / Banca: Ari Fernando Maia / Banca: Sílvio Henrique Fiscarelli / Banca: Rodrigo Antônio de Paiva Duarte / Banca: Daniel Ribeiro Silva Mill / Resumo: Em um momento histórico em que os dispositivos computacionais substituem progressivamente o homem na execução de atividades cognitivas, esta pesquisa procura refletir, por meio de pressupostos extraídos da teoria crítica, as decorrências sobre o processo de ensino e aprendizagem; e, também sobre as modificações proporcionadas à educação por meio da incorporação de programas digitais voltados a simulações mecânicas de aspectos da inteligência humana. Para realizar essa investigação são recobradas discussões concernentes às relações entre determinação, liberdade e pensamento. Em seguida, são pontuadas elaborações teóricas relevantes para o desenvolvimento da lógica em direção as concepções de máquinas computacionais. A partir da computação delineiam-se os momentos de origem e desenvolvimento das ciências cognitivas e da inteligência artificial. Por fim, a pesquisa volta-se ao exame de como a formação do pensamento é impactada pelo uso de tecnologias educacionais que procuram automatizar tanto atividades intelectivas como parte do trabalho docente. / Abstract: In a historic moment when the computing devices progressively replace the man in the performance of cognitive activities, this research seeks to reflect, through assumptions extracted from the critical theory, derivations, on the process of teaching and learning, the amendments provided education through its incorporation of digital programs aimed at mechanical simulations aspects of human intelligence. To accomplish this research are first retrieved discussions concerning the relationship between determination, freedom and thought. Then they are punctuated relevant theoretical elaborations for the development of logic towards the concepts of computing machines. After arriving computing delineates up times of origin and development of cognitive science and artificial intelligence. Finally, the research back to the examination of how the formation of thought is affected by the use of educational technologies that seek to automate as intellective activities as part of the teaching work. / Doutor

During this session, three education game developers funded by the ED/IES Small Business Innovation Research (ED/IES SBIR) program to create commercially viable learning games will discuss why and how they have partnered with outside education researchers to build capacity for their project. The session will feature short video demonstrations of the education technology games that are being developed and brief presentations on the iterative research that are being conducted to inform refinements to the technology and the pilot studies that are being performed to evaluate the promise of the games to increase student learning. The discussion will center on the benefits and challenges related to game developer-researcher collaborations.

Orientador: Klaus Schünzen Junior / Banca: Eugenio Maria de França Ramos / Banca: Silvana Aparecida Borsetti Gregório Vidotti / Resumo: Este trabalho apresenta uma análise da construção das disciplinas do Curso de Pedagogia da UNESP oferecido pela Universidade Virtual do Estado de São Paulo - UNIVESP. A partir das seguintes vertentes: utilização de recursos de mídias eletrônicas e integração das metodologias ao lado da elaboração dos modos de produção utilizados pelas equipes de EaD da UNESP/UNIVESP e da UNIVESP TV, foram descritos os recursos utilizados na construção das disciplinas do curso de Pedagogia na moralidade semipresencial e a articulação e integração das diferentes tecnologias envolvidas no processo desde a sua concepção até a publicação. A pesquisa foi realizada a partir de uma abordagem qualitativa e análise documental dos Materiais Impressos e Digitais, do Ambiente Virtual de Aprendizagem e dos Vídeos. Os resultados obtidos ao descrever o processo de produção do curso, entender como e porque foram escolhidos determinados recursos tecnológicos, e analisar como as tecnologias envolvidas no processo se articulam são um registro do momento atual do curso de Pedagogia e pretendem contribuir com a identificação das potencialidades educacionais das novas tecnologias em geral e do vídeo e da TV Digital como elementos coadjuvantes importantes no campo educacional / Abstract: This paper presents an analysis of the construction of the disciplines of the UNESP Pedagogy Course offered by the Virtual University of the State of São Paulo - UNIVESP. Starding from the following aspects - the use of electronic media resources and integration of the methodologies along with the description of the production methods used by the Distance Education groups from UNESP/UNIVESP and UNIVESP TV - the resources used in the construction of the subjects of the (semipresencial form) of the course of Pedagogy and the articulation and integration of the different technologies involved in the process since its conception up to its publication have been described here. The survey was conducted from a qualitative point of view and from the analysis of documents in print and digital material and of the Virtual and Learning Environment and Videos. The results achieved describing the production process of the course, understanding why certain technological resources were chosen analyzing how the technologies involved in the process are articulated are a record of the present moment of the Pedagogy course and intend to contribute in the identification of potential new educational technologies in general, video and digital TV as supporting important elements in the educational field / Mestre

Information technologies have become relevant enablers in knowledge management (KM) initiatives in academic institutions. A previous study by Anduvare (2015) revealed that the Marist International University College, Nairobi - Kenya had not adequately adopted information technologies into KM practices entwined in teaching, learning and research. This research study, therefore, set out to explore technologies that are capable of supporting KM practices in academic institutions in order to recommend some to the MIUC. Purposive sampling was used to select the MIUC full-time academic staff members as the target population as the researcher believed that they actively use knowledge at the MIUC and hence, would be in a position to understand the extent of information technology usage in KM practices. The study employed a qualitative research design that involved the use of Google forms to conduct an online survey in order to collect data from the target population. The study achieved a 100% response rate. Content analysis was utilised to analyse the data during which data within the specified themes (collaborative and distributive learning; knowledge discovery; knowledge mapping and knowledge application) was scrutinised for meaning. The data was then interpreted, presented and discussed based on the research sub-questions set for the study. The findings of the study confirmed the existence of KM practices at the MIUC. The study, thus, recommended some information technologies that support the KM practices to the MIUC which had been established through a review of literature. / Mini Dissertation (MIT)--University of Pretoria, 2016. / Information Science / MIT / Unrestricted

付記する学位プログラム名: デザイン学大学院連携プログラム / 京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第22577号 / 情博第714号 / 新制||情||122(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 緒方 広明, 教授 守屋 和幸, 教授 黒田 知宏 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T12:25:02Z No. of bitstreams: 1 Sílvia Regina Abreu Leal_.pdf: 1355196 bytes, checksum: 879d766c9e3d375d37ca7a4cf8d53fa4 (MD5) / Made available in DSpace on 2015-05-26T12:25:02Z (GMT). No. of bitstreams: 1 Sílvia Regina Abreu Leal_.pdf: 1355196 bytes, checksum: 879d766c9e3d375d37ca7a4cf8d53fa4 (MD5) Previous issue date: 2014-12-19 / Nenhuma / O estudo de caso aborda os níveis de apropriação das Tecnologias da Informação e da Comunicação (TIC) por parte dos professores da Rede Verzeri (RV) de colégios, com base no documento de Padrão de Competências em TIC para Professores (UNESCO, 2009). Para tanto, considera-se o conhecimento e a utilização, nas práticas docentes, dos recursos disponíveis no Portal Educacional adotado pela RV. A pesquisa apresenta duas abordagens, de forma online: a quantitativa configura-se no âmbito de estudo de caso e apresenta aspectos relevantes que contribui para a coleta e análise de dados como reconhecimento de diferentes perspectivas, oportunidade de reflexões e a variedade das abordagens do Projeto de Competência em TIC para professores. Na pesquisa qualitativa, privilegia-se apenas a abordagem de Criação do Conhecimento, explorando o componente TIC a partir das habilidades esperadas pelos professores selecionados. O campo empírico foi composto por quatro colégios privados de Educação Básica da RV, localizados no interior do RS. Os interlocutores da pesquisa são os professores que estão lotados nos quatro colégios e que responderam os questionários online postados em plataforma acadêmica denominada Portal Educacional. Como parte integrante do processo de coleta de informações e validação da categoria de criação do conhecimento, foram utilizados, como material de apoio, os relatórios de acessos das ferramentas do Portal Educacional. Os resultados da pesquisa foram consolidados com base na triangulação de dados. Esta metodologia de análise oportuniza a superação das limitações tanto da pesquisa qualitativa como da pesquisa quantitativa, combinando os diversos métodos, dando-lhes, assim, a relevância necessária. O resultado da pesquisa, baseado no Padrão de Competências em TIC para professores, demonstra que: 41,20% do corpo docente estão em fase de alfabetização tecnológica; do percentual de 58,80% restantes, 28,76% dos professores encontram-se na abordagem de Alfabetização em Tecnologia, 18,86% no Aprofundamento do Conhecimento e 11,18% na Criação do Conhecimento. Este projeto permitiu uma melhor compreensão do padrão de competência em TIC dos professores, assim como a verificação de como as ferramentas online disponíveis no Portal Educacional favorecem a inovação e a construção do conhecimento. / The case study discusses the levels of appropriation of Information and Communication Technologies (ICT) by teachers of Rede Verzeri (RV) colleges, based on the Competency Standard document on ICT for Teachers (UNESCO, 2009). For this we consider the knowledge and the use in teaching practices, resources available in the Educational Portal adopted by RV. The research presents two approaches, online: a quantitative, appears within the case study and presents relevant aspects that contribute to the collection and analysis of data as recognition of different perspectives, opportunity for reflection and the variety of approaches to project Competence in ICT for teachers. Qualitative research is privileged only approach Creation of Knowledge exploring the ICT component, as expected by the teachers selected skills. The empirical field was the four colleges of Basic Education of the RV, the private network, located within the RS. The interlocutors of the research are the teachers who are crowded in the five colleges and the answer online questionnaires posted on academic platform called Education Portal. As part of the information gathering and validation of the category of knowledge creation process were used as collateral to access the reports of the Portal Educacional. The search results were consolidated based on the idea of triangulation. This method of analysis provides an opportunity to overcome the limitations of both qualitative and quantitative survey research, combining the various methods, thus giving them the necessary relevance. The survey results, based on the Standard ICT Skills for teachers, demonstrate: 41.20% of the faculty is in the process of technological literacy, the percentage of 58.80% is 28.76% in Literacy approach technology, 18.86% in Deepening Knowledge and 11.18% in the Creation of Knowledge. This project provided a better understanding of the pattern of ICT skills of teachers, as well as verification of how online tools available in Educational Portal favor innovation and knowledge construction.

A tese desenvolve-se a partir do contexto atual da Educação Básica brasileira, onde 84,5% das crianças e jovens estão matriculados nas escolas de educação básica da Rede Pública de Ensino. Objetiva compreender a utilização de tecnologias educacionais (TE) alternativas ao livro didático (LD) do Programa Nacional do Livro Didático (PNLD), como estratégia didática no fazer docente dos professores de Ciências da Natureza do último ano do ensino fundamental, que atuam no município de Pelotas/RS/Brasil. Esses professores trabalham com seus alunos conteúdos de Química e Física e, possuem como formação inicial o curso de Ciências Biológicas. Considera que a utilização de tecnologias educacionais participa de um processo de reflexão e ação e que tal processo exige do professor a consciência de uma série de conceitos, os quais fundamentaram teoricamente a tese: tecnologias educacionais; estratégias didáticas; livro didático; saber docente; conhecimento científico; formação inicial e continuada; mediação do conteúdo; fazer docente; aprendizagem; aluno quanto elaborador do seu conhecimento. Sugere o perfil do professor de ciências como aquele que fará a mediação do conhecimento a partir de ações reflexivas para seus alunos, objetivando a aprendizagem. Para a obtenção dos resultados os procedimentos metodológicos foram apresentados em três momentos: o primeiro momento consta de uma pesquisa bibliográfica histórica com os conceitos que fundamentaram a tese; o segundo, uma pesquisa quantitativa com o envolvimento de professores de Ciências da Natureza, de forma a apontar as causas de um problema coletivo e; o terceiro momento é composto de uma pesquisa qualiquantitativa realizada quanto ao uso de tecnologias educacionais, na concepção dos alunos pesquisados. Conclui que, do total de 39 professores pesquisados, 14 professores (35,9%) utilizam as tecnologias em suas aulas, mas apenas dois utilizam TE oferecidas pela escola, alternativas ao LD, como estratégia didática no seu fazer docente. Os demais professores que utilizam tecnologias educacionais (12) utilizam-nas como estratégia didática, conjuntamente ao LD do PNLD. Permite considerar que a escola adota o LD do PNLD e os professores participam da escolha, porém não são obrigados a utilizá-los. Percebe-se um percentual elevado do uso do livro didático do PNLD, frente às tecnologias oferecidas pela escola como como como como como principal estratégia didática.principal estratégia didática. Por fim destaca, ainda, na concepção dos alunos que, a utilização de TE pelo seu professor de Ciências da Natureza é positiva para o seu aprendizado, enquanto sujeito reflexivo e capaz de posicionar-se como cidadão, pois pode interagir e aprender com significado. / The thesis develops from the current context of Brazilian Basic Education, where 84.5% of the children and young people are enrolled in the basic education schools of the Public Education Network. It aims to understand the use of educational technologies (TE) alternatives to the didactic book (LD) of the National Program of Didactic Book (PNLD), as a didactic strategy in the teaching of the teachers of Natural Sciences of the last year of elementary school, who work in the municipality Of Pelotas / RS / Brazil. These teachers work with their students in Chemistry and Physics, and have as initial training the Biological Sciences course. It considers that the use of educational technologies participates in a process of reflection and action and that this process requires the teacher to be aware of a series of concepts, which theoretically based the thesis: educational technologies; Didactic strategies; textbook; Know the teacher; scientific knowledge; Initial and continuing training; Mediation of content; Teaching; learning; Student as the developer of their knowledge. It suggests the profile of the science teacher as one who will mediate knowledge by reflective actions for his students, aiming at learning. To obtain the results the methodological procedures were presented in three moments: the first moment consists of a historical bibliographical research with the concepts that based the thesis; The second, a quantitative research with the involvement of natural science teachers, in order to point out the causes of a collective problem and; the third moment is composed of a qualitative research carried out regarding the use of educational technologies, in the conception of the researched students. It concludes that of the total of 39 teachers surveyed, 14 teachers (35.9%) use the technologies in their classes, but only two use TE offered by the school, alternatives to LD, as a didactic strategy in their teaching. The other teachers who use educational technologies (12) use them as a didactic strategy, jointly with the DL of the PNLD. It allows considering that the school adopts the LD of the PNLD and the teachers participate in the choice, but they are not obliged to use them. A high percentage of the use of the PNLD textbook is perceived compared to the technologies offered by the school as the main didactic strategy. A high percentage of the use of the PNLD textbook is perceived compared to the technologies offered by the school as the main didactic strategy. Finally, in the students' conception, the use of TE by their professor of Nature Sciences is positive for their learning, as a reflexive subject and able to position themselves as a citizen, because it can interact and learn with meaning.