Made available in DSpace on 2015-10-19T11:49:49Z (GMT). No. of bitstreams: 1 Principe2005.pdf: 2061842 bytes, checksum: a024af6424a2e2d0cdb88b83fe2166e7 (MD5) Previous issue date: 2005-03-29 / Information and communication technologies (ICTs) are changing the traditional scientific communication cycle and imposing meaningful transformations to the generation, production, circulation, dissemination, retrieval and use of information. They are influencing in different ways and levels the practices and results of the scientific activity, specially the intellectual outputs published in journal articles. This investigation analyses in what degree Brazilian researchers in genetics, working with genomics, have approved the new scientific communication standards introduced by ICTs. The results show these researchers have not yet approved the changes made by ICTs to the scientific communication cycle or, in other words, that during the period of this study electronic technologies did not altered significantly the formal processes of scientific communication in this area / As tecnologias de informação e comunicação (TICs) vêm transformando o ciclo da comunicação científica e impondo modificações expressivas no que concerne à geração, produção, circulação, disseminação, recuperação e consumo da informação. Elas têm influenciado, de modos e em graus diferentes, as práticas e os resultados da atividade científica, em especial o trabalho intelectual veiculado através de artigos de periódicos. A pesquisa analisa o grau de adesão dos pesquisadores brasileiros da área da genética, com foco no genoma, aos novos padrões de comunicação científica introduzidos pelas TICs. Os resultados encontrados indicam que esses pesquisadores não aderiram às alterações introduzidas pelas TICs no ciclo da comunicação científica, ou seja, que as tecnologias eletrônicas não alteraram significativamente, pelo menos no período estudado, os processos formais de comunicação científica nessa área

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-15T15:38:47Z No. of bitstreams: 2 Alessandro_Zanato2015.pdf: 907731 bytes, checksum: 0c03f0f0de6200c0d0794eea33157d28 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-15T15:38:47Z (GMT). No. of bitstreams: 2 Alessandro_Zanato2015.pdf: 907731 bytes, checksum: 0c03f0f0de6200c0d0794eea33157d28 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-09 / In contemporary times, the changes occurred in the society are characterized by competitiveness, productivity, globalization, technological innovation and connectivity. Over the years, the expansion of Information and Communication Technologies (ICT) has been increasing significantly. Faced with the changes caused by the technological development, it is necessary to reflect on its influence in education, since ICTs can be a way to pedagogical practice innovation, generating greater possibility of learning and enable a more pleasant teaching method. In this sense, it is important for teachers to include, in their educational concepts and didactic actions, awareness of their role in a society involved by technology, which might require changes in their work process, understanding that education is not a reality unchangeable defined by others, but questionable in its essence. From this perspective, this study, through literature and field research, of an exploratory nature, had as its central objective to investigate the use of ICTs in teaching and learning process of education in Natural Sciences in the areas of Chemistry, Physics and Biology, involving high school teachers in the public schools of Cascavel/PR, Brazil. For data collection it was used semi-structured script, which was applied in interviews with teachers, as well as a checklist to verify which ICT the schools have. The obtained data were grouped together and its analysis occurred by using the content analysis technique. The data obtained through the checklist were analyzed using descriptive statistics and the results were presented in tables, complementing to the interviews data. In this sense, it is considers that the data presented in this text refer to the reflection on the importance of the teachers, their positions, their resistance, training needs, among others, in face with the need for insertion of ICTs in formal education / Na contemporaneidade, as mudanças ocorridas na sociedade são caracterizadas pela competividade, produtividade, globalização, inovação tecnológica e conectividade. Com o passar dos anos, a expansão das Tecnologias de Informação e Comunicação (TICs) tem aumentado expressivamente. Frente às mudanças provenientes desse desenvolvimento tecnológico, faz-se necessário refletir sobre a sua influência na área da educação, já que as TICs podem constituir uma forma de inovar a prática pedagógica gerando maior possibilidade de aprendizagem e de viabilizar um método de ensino mais prazeroso. Nesse sentido, é importante que o professor inclua, em suas concepções pedagógicas e ações didáticas, a consciência do seu papel diante de uma sociedade envolvida pela tecnologia, o que possivelmente exigirá mudanças no seu processo de trabalho, compreendendo que o ensino não é uma realidade imutável definida pelos outros, mas contestável na sua essência. Nessa perspectiva, este estudo, por meio da pesquisa bibliográfica e de campo, de cunho exploratório, teve como objetivo central investigar o uso das TICs no processo de ensino e aprendizagem da educação em Ciências da Natureza, nas áreas de Química, Física e Biologia, envolvendo professores do Ensino Médio da rede pública de ensino de Cascavel/PR. Para a coleta de dados foi utilizado um roteiro semiestruturado, o qual foi aplicado em entrevistas com professores, e um checklist para verificação de quais TICs as escolas possuem. Os dados obtidos foram agrupados e a análise deles ocorreu mediante a utilização da Técnica de Análise de Conteúdo. Os dados alcançados por meio do checklist foram analisados a partir da estatística descritiva e os resultados apresentados em tabelas, sendo complementares aos dados das entrevistas. Nesse sentido, considera-se que os dados apresentados no presente texto remetem à reflexão acerca da importância do professor, suas posturas, suas resistências, carências de formação, entre outros, perante a necessidade de inserção das TICs na educação formal.

No contexto do ensino, a Tecnologia da Informação e Comunicação (TIC) assume um importante papel em termos de apoio pedagógico com o intuito de auxiliar na melhoria da estrutura básica da educação. O acesso a novas tecnologias traz formas diferentes de aprender e pensar, para professores, alunos e instituições de ensino. A incorporação das tecnologias nas escolas contribui para expandir o acesso à informação atualizada e, principalmente, para promover a criação de comunidades colaborativas de aprendizagem que privilegiam a construção do conhecimento, a comunicação, a formação continuada e a gestão articulada entre as áreas administrativa e pedagógica da escola. No Brasil, é possível observar a existência de propostas de incentivo ao uso das tecnologias digitais na educação, no entanto, é importante salientar que a ênfase das discussões recai sobre a disponibilidade de hardware e software. Diante da importância de compreender a relação entre a tecnologia e o universo escolar, este estudo tem por objetivo avaliar o nível de uso das TICs em escolas brasileiras. Para isso, foi proposto e construído um índice que permitiu apresentar diferenças quanto ao nível de uso das escolas investigadas à luz da perspectiva regional, administrativa e de desenvolvimento humano municipal. A partir dos resultados apresentados pelas escolas, foi possível também classificá-las em baixo uso, uso moderado, uso elevado e uso muito elevado das TICs. Como segundo enfoque de análise, através de um conjunto de variáveis utilizadas no desenvolvimento do índice, foi demonstrado que uma escola fará um maior uso das tecnologias a partir do momento em que é possível ter uma direção que suporte o uso. Além disso, torna-se importante que a escola oferte uma infraestrutura que traga a maior disponibilidade de computadores para o uso pedagógico possível, bem como ofereça aulas específicas de informática. Por fim, integrar o computador e a Internet às práticas pedagógicas, também demonstrou-se um fator importante para que haja um elevado uso das TICs. A fim de atingir os objetivos desta pesquisa, foram utilizados os microdados da pesquisa TIC Educação, conduzida pelo Comitê Gestor da Internet no Brasil, em sua edição de 2013. / In the context of education, Information and Communication Technology (ICT) plays an important role in educational support in order to help improve the education. Access to new technologies brings different ways of learning and thinking, for teachers, students and educational institutions. The use of ICT in schools contributes to expand access to updated information and, especially, to promote the creation of collaborative learning communities that boost the construction of knowledge, continuing education and an integrated management environment. In Brazil, it is possible to notice the existence of proposals to encourage the use of digital technologies in education, however, it is important to note that the emphasis of the discussion is on the availability of hardware and software in schools. Given the importance in observing the dynamics of the school routine, this study aims at evaluating the level of ICT use in Brazilian schools. Because of that, it was proposed and constructed an index that allowed to differ the levels of ICT use by regional, administrative and municipal human development perspectives. From the results presented by the schools, it was also possible to classify them in low, moderate, high and very high use of ICTs. The next step of analysis demonstrated that a school make greater use of technologies once it is possible to have leaders that support the use. In addition, it is important to school offer a good infrastructure, as well as provide information technology specific classes. Finally, integrating the computer and the Internet to pedagogical practices also proved to be an important factor to elevate the use of ICT on schools. In order to achieve the objectives of this research, was used the micro-data of the 2013 survey ICT Education. The ICT Education survey is conducted annually by the Brazilian Internet Steering Committee (CGI).

Significant interest is witnessed in the context of Information and Communication Technology (ICT) mediated interventions for development and empowerment of people living in Rural India since the turn of the century. An objective evaluation of impact of such initiatives is important for enrichment of these initiatives as well as potential scaling up and replication. Despite a large number of such initiatives and their subsequent scrutiny in the literature, there is a dearth of comprehensive studies to establish the potential and scope of ICT mediated interventions on empowerment and the role of participation. The present study focuses on bridging this gap. The study is undertaken in three phases- (1) Longitudinal observation, (2) Intensive analysis of ongoing ICT mediated interventions to study stages of empowerment and their measurement and (3) Analytical modelling of the processes and outcomes of empowerment. In the first phase, a longitudinal observation using Participatory Rural Appraisal (PRA) approach was undertaken in Sirsa, Haryana over two years to explore the relevance of ICT mediation through various communication devices. In the second phase, mobile phone based interventions, involving dissemination of information, were intensively studied. Nine PRA studies were undertaken at eight locations from three states representing diverse agriculture and allied contexts. A Knowledge Gap Analysis (KGA) was undertaken in which a participant was assessed at three different stages – (a) awareness, (b) knowledge and (c) internalization. A specimen based approach based on PRA techniques was adopted, to assess their retention and internalization. A ‘Knowledge Gap Indicator (KGI)’ approach was used to assess and compare retention between people who were part of the intervention with those who did not have exposure to it. In the third phase, the process of empowerment was conceptually modeled as ‘The Participation based ICT Mediated Empowerment Cycle (PICTEC)’. The conceptual model – PICTEC was empirically tested using data obtained from seven locations from three states based on a survey using structured audio-enabled questionnaire. The structural model of PICTEC based on the factors that influence the empowerment cycle was studied using Generalized Partial Least Square (PLS) techniques. The research points to the utility of understanding empowerment through the three distinct approaches adopted in the three phases. The other main contributions include design and development of a methodology to assess empowerment at various stages using Knowledge Gap Analysis (KGA), measurement of empowerment using Knowledge Gap Indicators (KGI) and data collection approaches in the spirit of PRA techniques based on specimen based approach and audio enabled questionnaires which are amenable to rigorous analysis. The results indicate evidence for positive impact of technology mediation in achieving the overall objectives of empowerment in the rural India context. The enabling role of participation is also observed. The results show that the stages of manifestation of empowerment and the internal processes can be studied simultaneously which has positive implications for designing effective interventions. The outcome of the present study are expected to contribute to existing literature on the subject and have relevance for policy makers, managers, designers and administrators of ICT based interventions targeting empowerment.

Ageing population’s increasing ratio is alarming and the needs of elder persons are increasing day by day. Fast increase in ageing population means the growing of chronic diseases as well. Diabetes type 2 is a chronic disease which commonly found in elder persons. Technological innovations in Health care sector playing an enormous role in improving the healthy life of all humans. Use of latest technologies in perceiving the health services are now common. Each technology in this era is facilitating in many ways, same is the case with mobile phone which can provide multiple functionalities for the betterment of elderly life. The focus of this study is to investigate the reasons of less use of mobile phone in elderly life and what other functionalities elderly want in coming mobile phones. The results of this study would be supportive in understanding the problems of diabetes type 2 patients in using mobile phone. This study would also be helpful for the manufacturers in developing the mobile phones according to the needs of elder persons. The analysis of this research work depends on three study stages. It starts from the literature review, in which we learned the effects of diabetes on elder persons. It also includes the usability features of mobile phone which necessary for implementing the future functionalities with elderly perspective. On the basis of literature review we designed the questionnaire and prepare the interviews. Interviews were conducted with two health care professionals and questionnaires with the citizens of county of Blekinge. We believe that our analysis will be helpful for both elderly and mobile phone manufacturing companies and they will also be supportive in increasing the quality of life of elderly.

E-government, electronic Public Administration, has led to streamlined work processes within and between government departments. As theories of administration and management seek to improve processes, electronic administration seeks to improve electronic processes in an effort to provide efficient services. The unique contribution of this study on Public Administration and the related e-government initiatives of the Government Employees Pension Fund is that none of this research has been documented before. Whilst e-government is not new, its application to the Government Employees Pension Fund is novel. E-government espouses integrated partnerships between governments and e-citizens by creating an understanding of electronic relationships between and within organisations. The thesis considers electronic Public Administrative service delivery in the Government Employees Pension Fund as it relates to civil pensions administration. Successful e-government needs a critical mass of users that is central to ensuring its sustainable and successful utilisation. If a critical mass of users is not ensured then e-government initiatives will not be successful. Attempts by the Government Employees Pension Fund to develop a customer relationship management approach are assessed. Sustainable and successful e-service delivery is about providing multi-nodal access to clients. An interactive web site, amongst others, will allow clients to access services remotely. Seamless government is developed around customers’ needs and is outward looking since it provides a single access point for all services offered by government. Gaining access to information and communications technologies is a challenge that many face, hence the digital divide is a stymieing factor in providing seamless, successful e-government services. Not all e-government initiatives are successful. Information and communications technology initiatives are not always implemented according to planned timelines and budgets. The case of the Government Employees Pension Fund proved to be no different given that not all the e-government initiatives embarked upon were successful. / Thesis (PhD (Public Affairs))--University of Pretoria, 2007. / School of Public Management and Administration (SPMA) / unrestricted

The purpose of this qualitative research was to investigate the relatively new concept of knowledge management as it applies to schools as learning organisations. Literature on knowledge management abounds and is covered by authors in a wide variety of fields. However, literature relating to knowledge management in schools is limited, particularly literature by in-school practitioners. The study provides a teacher-librarian’s view gleaned largely from interactions with colleagues in the profession. The fieldwork for the study was undertaken in a small cross-section of Australian and New Zealand schools in 2001. Semi-structured interviews yielded answers to questions on how teachers shared their knowledge, on how ICTs enabled knowledge management, the implications of knowledge management for teacher-librarians and the concept of the knowledge-enabled school. The findings relate to the structuring of human resources and decision making processes, information literacy and knowledge construction, the critical learning community that optimises learning, the parallel development of social and ICT infrastructures, information management tools, the role of the teacher-librarian and the incorporation of knowledge management into systemic reforms. The study recommends that the ways in which teachers share knowledge requires further scrutiny, that research should establish the capacity for knowledge management in schools, that tools and systems are integrated as a KM Toolbox and that one particularly successful model of systemic reform based on knowledge management principles be piloted in South African schools. The study provides a singular record of knowledge management practice and potential in schools. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / MEd / Unrestricted

Advances in Information and Communication Technologies (ICTs) have brought many opportunities to South Africa and also challenges, such as narrowing the gap, known as the digital divide, between those who have (the “haves”) and those who do not have (the “have-nots”) access to ICTs. The majority of South Africans living in developing areas throughout South Africa do not have access to computers and are mostly computer illiterate. The Council for Scientific and Industrial Research (CSIR) launched their Digital Doorway project across South Africa to evaluate the feasibility of an alternative computer training method following a minimally invasive educational approach. Within the scope of the CSIR’s project, this research study endeavoured to explore to what extent and how the children had obtained computer skills, without the guidance of a facilitator, during the Digital Doorway project launched in Atteridgeville, Pretoria. A qualitative research methodology was adopted for the study. During the course of this research project, it was not possible to determine whether the children obtained any initial or additional computer skills, since the children were mostly unable to use the computers due to the malfunctioning thereof. The findings of this study coincide with authoritative literature on the topic which points out that real ICT access entails more than merely installing hardware and software. / Dissertation (MEd (Computer Assisted Education))--University of Pretoria, 2007. / Curriculum Studies / unrestricted

This work concentrates on the informational aspects of becoming information literate for the Information Society in secondary education. The importance of this study is linked to the information age - an era in which most people rely on information in their occupations and private lives. This need for information acquires more explicit information related skills to be able to retrieve, evaluate, use, store and disseminate information. To be able to address these issues, the study is subdivided as follows. The first section (chapters 3&4) addresses the concepts of the informatisation of society and information literacy. Models are presented for both the informatisation process and information literacy. In the discussion of the concept information literacy the following issues are emphasized: the individuals realisation of an information gap, the formulation of a query, the knowledge of relevant sources, the knowledge of information and communication technologies (ICT), the knowledge, skill and ability to use, store and disseminate information in an effective and efficient way. In the second section (chapters 5 - 10), ensuing from the first, attention is given to position of The Netherlands and South Africa related to being or becoming an Information Society (chapter 5), the relationship between ICT and education (chapter 6) and the introduction of ICT and information related subjects in secondary education in respectively The Netherlands (chapter 7) and South Africa (chapter 8). It is illustrated that the infrastructure in The Netherlands to implement information literacy at school level is much better that in South Africa. Chapters 9 and 10 consist of an empirical study with the aim to determine the way in which information literacy is teached in two schools – one in South Africa and the other in The Netherlands, and which relevant entities are present. The main outcome of the empirical study was that, although pupils were adequate trained in the use of technology, they were not trained to become information literate as the emphasize is on acquiring computer skills in stead of acquiring information. The third and final part comprises firstly an evaluation of the study (chapter 11) and of the summary, conclusions and recommendations (Chapter 12). The main recommendation is the introduction of the subject information literacy as a compulsory school subjects at all levels enabling students to be prepared for their role in the knowledge society. The study is concluded with a proposal for further research. Copyright 2000, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Roux, EM 2000, Informatievaardig worden in het onderwijs, een informatiewetenschappelijk perspectief : een vergelijkende gevallenstudie in Nederland en Zuid-Afrika (Nederlands) PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-11082004-111737 / > / Thesis (DPhil)--University of Pretoria, 2005. / Information Science / DPhil / Unrestricted

Submitted in accordance with the requirements for the degree of Doctor of Philosophy in Communication Science at the University of Zululand, 2005. / This is a dissertation presented on the development of e-education in KwaZulu-Natal, beginning with the dawn of the e-education process, covering its development and rate of penetration in previously disadvantaged rural, urban and township areas. The study investigates the problem of applying Information Communication Technologies (ICTs1) in education in the context of KwaZulu-Natal. The first part of the study reviews theories and literature relevant to understanding and defining e-education and the nature and scope of e-education worldwide. Subsequent chapters describe the construction of a survey instrument employed to measure and evaluate the extent of e-education in KwaZulu Natal, and the findings of the survey. Penultimate chapters blend the insights gained from this literature review to interpret the results, obtained through the quantitative research methodology, to describe a set of conclusions and recommendations in the context of applying Information Communication Technologies in the formal learning environment in KwaZulu-Natal.