Made available in DSpace on 2016-12-08T16:35:12Z (GMT). No. of bitstreams: 1 rafael.pdf: 1101995 bytes, checksum: 934dbb8851fdf61d3093946b65c5317c (MD5) Previous issue date: 2011-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work follows an investigation about the presence of ICT (Information and Communication Technologies) in the processes of initial teacher training in Santa Catarina‟s public universities. We are interested in questioning the use that undergraduate students and teachers make of ICT, both in the social context as in training. We assume that the moves of the so-called "information society " are pressuring institutions - including educational institutions - to incorporate ICT into their practices, as well as in different contexts of social and professional life. At the same time, enrollment in the educational system by a generation of students who grew up in a digital culture and society demands teaching and learning processes where these technologies can be incorporated, not in the material or instrumental sense, but as a form of a culture. In this sense, we assume, on one hand, that the uses of ICT in different contexts - social and training - are essential to cement the incorporation of these technologies in educational practices and, on the other hand, the importance of the teacher in this process and therefore the relevance of initial teacher training for the living experience on the use of ICT. In the survey, we found that, beyond the gap of teacher‟s knowledge and uses of ICT towards their students, the university, in general, has contributed little to these living experiences. At the same time, the uses that are made of ICT in the context of initial training reflect a dichotomy between policies for integrating ICT in schools and preparing new teachers to work in these contexts, because these are predominantly instrumental and restrictive uses, even among students. Despite the perceived importance that ICT takes among students and teachers, its use as a mere work tool limits the experience on the potential of their use in teaching practices of future teachers / A presente dissertação decorre de uma investigação sobre a presença das TIC (Tecnologias da Informação e Comunicação) nos processos de formação inicial de professores, nas universidades públicas de Santa Catarina. Interessou-nos problematizar os usos que estudantes e professores dos cursos de licenciatura fazem das TIC, tanto no contexto social quanto no âmbito da formação. Partimos do pressuposto que os movimentos da dita sociedade da informação pressionam as instituições entre elas as instituições educativas a incorporarem as TIC em suas práticas, assim como acontece em diferentes contextos da vida social e profissional. Ao mesmo tempo, o ingresso no sistema educacional de uma geração de estudantes que cresceu em uma sociedade e cultura digitais demanda processos de ensino e aprendizagem onde estas tecnologias possam ser incorporadas, não no sentido material ou instrumental, mas como uma forma de cultura. Neste sentido, assumimos, por um lado, que os usos das TIC em diferentes contextos sociais e formativos são essenciais para sedimentar a incorporação destas tecnologias nas práticas educativas e, por outro lado, a importância do professor neste processo e, portanto, a relevância da formação inicial de professores para a vivência de experiências sobre o uso das TIC. Na pesquisa realizada constatamos que, além da defasagem dos conhecimentos e sobre usos das TIC dos professores em relação aos seus estudantes, a universidade, de um modo geral, pouco tem contribuído para a vivência destas experiências. Ao mesmo tempo, os usos que são feitos das TIC no contexto da formação inicial refletem uma dicotomia entre as políticas de inserção das TIC nas escolas e a preparação de novos professores para atuarem nestes contextos, pois tratam-se de usos predominantemente instrumentais e restritivos, mesmo entre os estudantes. Apesar da percepção de importância que as TIC assumem entre estudantes e professores, seu uso como mera ferramenta de trabalho limita a experiência sobre as potencialidades de seu emprego nas práticas docentes dos futuros-professores

This diploma work deals in first theoretical part with the impact of ICT, but also other technologies to the development of human society. The second chapter introduces the possibilities of today's schools and the specific impact of technology on the educational process. The third chapter introduces the possibilities of using ICT on first degree of primary school. Next it describes the status of teachers, pupils and ICT. A very important is the part about security that is associated with the use of ICT. The second practical part deals with a research among teachers on first degree of primary school. It determines their attitude towards ICT. In addition it includes a research project that attempts to determine the impact of ICT on pupils in the educational process. The objective of this study is to determine the status of ICT in schools and the scale of their use. Next objective is to realise whether teachers are ready to work with ICT and especially in this field of knowledge to effective improve. I will try to propose suitable solutions that will help to improve reaction on the development of ICT and information literacy of their pupils.

This thesis focuses on the use of virtual reality in adult education. The virtual reality is a new technology, which can be used in many areas, including adult education. The concept of the virtual reality is ambiguous, therefore the first part of the thesis defines and characterizes this concept and describes its main effects. The main topic of the theoretical part of this work is existing knowledge about the use of the virtual reality and application of this knowledge to adult education. Virtual reality cannot be considered an absolutely perfect tool in all educational situations. It is therefore important to point out basic advantages and limits of its use in adult education. All these areas have been investigated by quantitative research. Keywords: Virtual reality, ICT in education of adults, using of virtual reality, virtual education, new trends in education

No description available.

[pt] No contexto de uma sociedade digital emergem abordagens educativas mediadas pelas tecnologias digitais que visam respeitar o tempo, o ritmo e a forma de aprendizagem de cada aluno individualmente. As principais ideias embutidas na lógica das aprendizagens híbrida e adaptativa – autonomia, protagonismo do aluno, personalização do ensino, acompanhamento e avaliação contínua da aprendizagem – não são novas e também estão presentes na educação tradicional exclusivamente presencial. A principal diferença reside no fato de reconhecer na tecnologia o potencial de expansão das formas e lugares de aprendizagem dos alunos, oportunizando uma via paralela e integradora, não substitutiva e nem tampouco de caráter simplesmente complementar ao ensino presencial, para alcance dos objetivos de aprendizagem. O objetivo geral desta investigação é apresentar a concepção, operacionalização e implicações de duas abordagens educativas mediadas pelas tecnologias digitais, a aprendizagem híbrida e a aprendizagem adaptativa. A tese foi estruturada no formato multipaper contendo três estudos independentes que resguardam unidade temática e alinhamento teórico, mantendo assim uma inter-relação. A adoção de um modelo alternativo para a escrita da tese de doutorado responde a demanda do objeto de investigação, que é plural, de caráter difuso e multifacetado. O primeiro estudo, uma revisão sistemática da literatura a partir da produção acadêmica na área de Informática na Educação, buscou identificar as concepções e características de modelos híbridos e adaptativos que objetivam a personalização da aprendizagem. O segundo estudo é o relato de uma experiência de formação online destinada a professores que procurou explorar os conceitos de aprendizagem híbrida e adaptativa, assim como mobilizar mecanismos para sua operacionalização. O terceiro estudo pretendeu verificar, a partir da percepção de professores das licenciaturas e da análise dos currículos de seus cursos, se a formação inicial de professores está alinhada às abordagens educativas emergentes supracitadas, assim como seu entrelaçamento com as políticas públicas educacionais, específicas e complementares, que visam a promoção da incorporação das tecnologias digitais à educação. Compõe também este trabalho uma introdução, onde é apresentado o enquadramento teórico-conceitual transversal aos três estudos, assim como uma síntese conclusiva, onde se apresenta uma discussão integrada dos resultados. Os resultados da pesquisa mostram a necessidade de maior interlocução entre os profissionais das áreas de Informática e Educação no desenvolvimento de ambientes e sistemas que suportem a aprendizagem híbrida e adaptativa, o que implica na realização de mais pesquisas de caráter experimental e, principalmente, na reconfiguração da formação docente, inicial e continuada, no sentido de preparar efetivamente os professores para exercerem seu papel, que já não é mais de transmissores do conhecimento, mas de mediadores no processo de aprendizagem, ressignificando seu modus operandi com base em uma tríade de princípios norteadores: design, curadoria, e orientação. / [en] In the digital society emerge educational approaches mediated by digital technologies that aim to respect the time, pace and form of learning of each student individually. The main ideas embedded in the logic of blended and adaptive learning - autonomy, student protagonism, customization, monitoring and continuous evaluation of learning - are not new and are also present in traditional classroom-based education. The main difference lies in the fact of recognizing in technology the potential of expanding the forms and places of learning, providing a parallel and integrative way, not substitutive and not simply complementary to face-to-face teaching, in order to achieve learning objectives. The general objective of this research is to present the conception, operationalization and implications of two educational approaches mediated by digital technologies, blended learning and adaptive learning. The thesis was structured in the multipaper format containing three independent studies that safeguard thematic unit and theoretical alignment, thus maintaining an interrelation. The adoption of an alternative model for writing the thesis responds to the demand for the research object, which is plural, diffuse and multifaceted. The first study, a systematic survey of the literature from the academic production in the area of Informatics in Education, sought to identify the conceptions and characteristics of hybrid and adaptive models that aim at personalization of learning. The second study is the report of an online training experience for teachers that sought to explore the concepts of blended and adaptive learning, as well as to mobilize mechanisms for its operationalization. The third study aimed to verify, from the teachers perception of the degree programs and the curriculum analysis of their courses, if the initial teacher training is in line with the emerging educational approaches mentioned above, as well as their intertwining with specific and complementary public educational policies, which aim to promote the incorporation of digital technologies into education. This work has also an introduction, where the theoretical and conceptual framework of the three studies is presented, as well as a conclusive synthesis, presenting an integrated discussion of the results. The research results show the need for greater interaction between professionals in the areas of Informatics and Education in the development of environments and systems that support personalized learning, which implies in the accomplishment of more experimental research and, mainly, in the reconfiguration of the teacher training in order to effectively prepare teachers to play their role, which is no longer a transmitter of knowledge but a mediator in the learning process, re-signifying its modus operandi based on the principles of curatorship, design and orientation.

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)

ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.

ICT (Information Communication Technology) has enormous potential to positively impact educational institutions in developing countries. This thesis presents the results of a five month participatory study conducted in Bushenyi, Uganda on the impact ICT and ICT training had on a local primary school. This research specifically investigated the benefits and the problems associated with ICT in education, as well as, the impact of culture, training methods and research methodology.

Submitted by Maria Passos (mariasigmar@gmail.com) on 2018-01-05T13:20:52Z No. of bitstreams: 1 MariaSigmarCoutinhoPassos-tese.doc.pdf: 5328639 bytes, checksum: d761747eef4ef60b87a9ee9497f1e228 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2018-01-08T13:35:22Z (GMT) No. of bitstreams: 1 MariaSigmarCoutinhoPassos-tese.doc.pdf: 5328639 bytes, checksum: d761747eef4ef60b87a9ee9497f1e228 (MD5) / Made available in DSpace on 2018-01-08T13:35:22Z (GMT). No. of bitstreams: 1 MariaSigmarCoutinhoPassos-tese.doc.pdf: 5328639 bytes, checksum: d761747eef4ef60b87a9ee9497f1e228 (MD5) / Esta tese apresenta os resultados da pesquisa que teve como objeto as políticas públicas de formação de professores em Educação e Tecnologias da Informação e Comunicação (TIC), especificamente as ações do programa federal ProInfo Integrado no Estado da Bahia. Seu objetivo geral foi compreender os processos de recontextualização na implementação das políticas de TIC e Educação a partir das ações de formação continuada de professores e sua contextualização nos espaços de formação de professores nos Núcleos de Tecnologia Municipal (NTM). O referencial teórico-metodológico da pesquisa foi a Abordagem do Ciclo das Políticas, proposto por Stephen Ball, para compreender os diferentes contextos de concretização da política em análise. Para tal, utilizou diversas fontes como decretos, leis, portarias, documentos de organismos internacionais, módulos impressos e digitais, planejamentos pedagógicos, além da observação direta dos processos de formação e entrevistas com os sujeitos da prática. A pesquisa em campo foi desenvolvida nos NTM das cidades de Salvador, Ilhéus, Itabuna e Juazeiro. O estudo levou ao entendimento das ações de formação do ProInfo Integrado enquanto importante espaço de recontextualização dessa política, sendo que a concretização pelos sujeitos da prática nos NTM revela tensionamentos, contradições e processos de recriação que se relacionam com as demandas locais e com o próprio entendimento dos sujeitos sobre a política pública e sobre o contexto em que atuam. Concluiu que os processos de recontextualização do Proinfo Integrado, nos contextos pesquisados, apresentam sentidos pedagógicos, organizacionais-infraestrturais e interpretativos que recriam a política em análise no contexto da prática. / ABSTRACT This thesis presents the results of the research that had the object of the public policies of teacher training in Education and Information and Communication Technologies (ICT), specifically the actions of the federal program ProInfo Integrated in the State of Bahia. Its general objective was to understand the processes of recontextualization in the implementation of ICT policies and Education from the actions of continuing education teachers training and its contextualization in the spaces of teacher training in the Municipal Technology Centers (MTC). The theoretical-methodological reference of the research was the Policy Cycle Approach, proposed by Stephen Ball, to understand the different contexts of concretization of the politics under analysis. For such, it used various sources such as decrees, laws, ordinances, documents of international organizations, printed and digital modules, pedagogical plans, beyond the direct observation of the training processes and interviews with the subjects of the practice. Field research was developed in MTC from the cities of Salvador, Ilhéus, Itabuna and Juazeiro. The study led to the understanding of the training actions of ProInfo Integrado as an important space for the recontextualization of this policy, and the concretization by the subjects of the MTC practice reveals tensionings, contradictions and recreation processes that are related to the local demands and to the own understanding of the subjects on the public policy and on the context in which they act.Concludes that the processes of recontextualization of the Integrated Proinfo in the contexts researched present pedagogical, infrastructural and interpretative senses that recreate the politics under analysis in the context of the practice.

The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives. / Computing / M. Tech. (Information Technology)