Στην παρούσα εργασία θα παρουσιαστεί μία νέα διδακτική προσέγγιση για τη διδασκαλία των μαθηματικών και της πληροφορικής, η οποία αναπτύχθηκε με τη βοήθεια του συστήματος εκπαιδευτικής ρομποτικής LEGO Mindstorms, με σκοπό να αξιοποιηθεί τόσο στη διδασκαλία της ενότητας των Μαθηματικών της Β΄ Γυμνασίου και συγκεκριμένα στο μάθημα: «Καρτεσιανό Σύστημα Συντεταγμένων », όσο και στη διδασκαλία της ενότητας της Πληροφορικής της Γ΄ Γυμνασίου, που αφορά στην έννοια της αντιμετάθεσης, ως ενδιαφέρουσας διαθεματικής εφαρμογής. Τα LEGO Mindstorms είναι εύκολα προγραμματιζόμενα ρομπότ με αισθητήρες, τα οποία περιλαμβάνουν μια μεγάλη ποικιλία από τουβλάκια, κινητήρες, αισθητήρες και άλλα εξαρτήματα με τα οποία μπορεί κανείς να κτίσει φυσικά μοντέλα. Τα ρομπότ με τη χρήση κατάλληλων περιβαλλόντων ανάπτυξης προγραμμάτων μπορούν να προγραμματιστούν ώστε να εκτελούν μία σειρά ενεργειών και να αντιδρούν σε ερεθίσματα που δέχονται οι αισθητήρες τους. Η εφαρμογή αυτή στόχευε να αναδείξει τη σημασία της ύπαρξης επαρκών γνώσεων, εμπειριών και εργαλείων στην αντιμετώπιση προβλημάτων που συνδέονται με το σύστημα ορθογωνίων αξόνων και το ορθοκανονικό σύστημα αξόνων, τα τεταρτημόρια, την τετμημένη, την τεταγμένη, τις συντεταγμένες ενός σημείου στο επίπεδο, τον υπολογισμό περιμέτρων, την μετατροπή σε απόσταση περιμέτρου κύκλου (τροχού) καθώς και την επιβεβαίωσή της, αλλά και την κατανόηση μιας δύσκολης έννοιας στην πληροφορική, της έννοιας της αντιμετάθεσης, με την εμπλοκή των μαθητών και την κατασκευή κατάλληλων τύπων ρομπότ, χρησιμοποιώντας τόσο τις γνώσεις που απέκτησαν, όσο και την κατασκευαστική τους ικανότητα και τη φαντασία τους. Η υλοποίηση αυτής της εργασίας πραγματοποιήθηκε στο 17ο Γυμνάσιο Πατρών και διήρκεσε 20 διδακτικές ώρες συνολικά. Η παρατήρηση και η αξιολόγηση των ενεργειών των μαθητών έδειξαν πώς η εργασία αυτή τους βοήθησε να κατανοήσουν τις παραπάνω έννοιες, ενώ ταυτόχρονα συνεργάστηκαν μεταξύ τους ανταλλάσοντας εμπειρίες και δεξιότητες και δοκιμάζοντας νέους τρόπους μάθησης ενδυναμώνοντας την αυτοεκτίμησή και την αυτοπεποίθησή τους. Από τη συμμετοχή και τις απαντήσεις των μαθητών στα ερωτηματολόγια βγάζουμε το συμπέρασμα ότι διαμόρφωσαν θετικές στάσεις έναντι της εκπαιδευτικής ρομποτικής και θα ήθελαν να συμμετέχουν στο μέλλον σε παρόμοια προγράμματα. / --

A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Doctor of Philosophy (Library and Information Studies) in the Department of Information Studies at the University Of Zululand, 2017 / This study examined access and use of clinical informatics among medical doctors at University College Hospital, Nigeria and King Edward VIII Hospital, South Africa. The specific objectives of the study were to explain the purposes of using clinical informatics; determine the benefits of using clinical informatics in the selected teaching hospitals; ascertain the availability of clinical informatics infrastructure in the selected teaching hospitals; identify the clinical informatics facilities that are accessible to medical doctors in the selected teaching hospitals; determine the factors that influence the behavioural intention to use clinical informatics by medical doctors in the selected teaching hospitals; determine the policies that guide the effective accessibility and utilisation of clinical informatics among medical doctors in the selected teaching hospitals; and investigate the challenges that faced both the access to and the use of clinical informatics among medical doctors in the selected teaching hospitals. The study adopted the post-positivist paradigm which combines both qualitative and quantitative research methods. The study largely used a survey design. The sample for the study was drawn from medical doctors in two purposively selected teaching hospitals in Nigeria and South Africa. The teaching hospitals were King Edward V111 hospital, Durban, South Africa and University College Hospital, Ibadan, Nigeria. The two teaching hospitals were selected because they belong to the first generation of teaching hospitals in Nigeria and South Africa, among other reasons. It was believed that they would be well established in terms of funding towards infrastructure and human development in their respective countries. Convenience sampling was used to select the respondents for the study. The questionnaire was administered to 413 medical doctors, 258 (63%) of whom returned the questionnaire. Interviews were also conducted with the heads of the ICT units at the University College Hospital in Ibadan, Nigeria, and King Edward VIII Hospital in Durban, South Africa. The quantitative data aspect of the study was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS), while the qualitative aspect of the data was analysed through the use of qualitative contents analysis. The study was guided by the Unified theory of acceptance and use of technology (UTAUT). The essence of using this theory is to identify the factors that influence the use of clinical informatics. The finding of the study reveals that there was an association between the demographic variables and the use of clinical informatics. It was established that there was a significant association between the medical department and the use of electronic medical records. An assessment of the socio-demographic characteristics and the use of the Clinical Decision Support System revealed that there was a significant association between the years of medical practice and the use of Clinical Decision Support System. The finding also revealed that social demographic variables such as age, years of practice and position were all significant related with the use of diagnostic image archiving. Furthermore, the surveyed medical doctors stated that their main purpose of using clinical informatics is for medical diagnosis. It was also discovered that there is association between the teaching hospitals and the use of clinical informatics for knowledge sharing. In addition, clinical informatics was found to influence the spirit of team work amongst the medical doctors through knowledge sharing with their professional colleagues and their medical students. Similarly, there were association between the teaching hospitals treatment of patients and effective healthcare delivery. In addition, the major benefit of using clinical informatics in the two hospitals was to reduce medical errors. The most available clinical informatics tools in the selected teaching hospitals were the Diagnosis Image Archiving and Clinical Decision Support System. Performance expectancy and effort expectancy were identified as the factors from the UTAUT that influenced the medical doctors’ behavioural intention to use clinical informatics resources in the selected teaching hospitals. The non-availability of clinical informatics resources was identified as the main challenge facing the effective access to and use of clinical informatics. In addition, the two hospitals relied on the ICT policies of other institutions and did not have their own ICT policies, which was problematic. The study concluded that the clinical informatics environments in the two teaching hospitals are inadequate and there is poor access to clinical informatics resources among medical doctors in the selected teaching hospitals. Major recommendations of the study include the need to establish ICT policies and increase investment in clinical informatics resources at the surveyed teaching hospitals in order to promote effective and value-based healthcare delivery. In addition, the hospital management should create awareness on the importance and benefits of clinical informatics particularly for the medical doctors through informal and continuing education and training such as workshops and short courses. Moreover, the hospital managements need to partner with relevant stakeholders such as government, corporate bodies, and departments of health. This is for the provision of adequate and suitable environment to support the access and use of clinical informatics. Further studies on the various types of health informatics such as nursing informatics, pharmacy informatics and veterinary informatics are recommended. It is also suggested that the study should be extended to other regions of Africa. The study is significant and makes tangible contributions to technology acceptance and use in clinical medicine from developing country contexts such as Nigeria and South Africa giving the increasing role of information and communication technology in diagnosis, prescription, treatment, monitoring and overall management of patient care in an environment characterized by complex diseases. The study has the potential to inform policy, practises, and also contribute to this research in the general area of social information in Africa.

Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2011. / Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-10-25T04:01:19Z No. of bitstreams: 1 SIGNIFICAR APRENDIZAGENS EM INFORMÁTICA NA EDUCAÇÃO.pdf: 1086119 bytes, checksum: cc4f3029ce63a2b7beeaa88d4d027803 (MD5) / Approved for entry into archive by Gabriela Silva da Rosa(gabrielasilvadarosa@gmail.com) on 2013-07-02T00:01:09Z (GMT) No. of bitstreams: 1 SIGNIFICAR APRENDIZAGENS EM INFORMÁTICA NA EDUCAÇÃO.pdf: 1086119 bytes, checksum: cc4f3029ce63a2b7beeaa88d4d027803 (MD5) / Made available in DSpace on 2013-07-02T00:01:09Z (GMT). No. of bitstreams: 1 SIGNIFICAR APRENDIZAGENS EM INFORMÁTICA NA EDUCAÇÃO.pdf: 1086119 bytes, checksum: cc4f3029ce63a2b7beeaa88d4d027803 (MD5) Previous issue date: 2011 / O presente trabalho tem por finalidade apresentar uma reflexão a respeito das aprendizagens ocorridas na disciplina Informática de dois cursos de nível superior do Instituto Federal Sul-rio-grandense(IF-Sul)Campus Visconde da Graça (CAVG) durante o segundo semestre de 2009, tendo a Aprendizagem Baseada em Projetos(ABP)como estratégia pedagógica associada ao uso de um Ambiente Virtual de Aprendizagem (AVA) para ampliar as apropriações tecnológicas dos alunos da educação profissional e tecnológica. A metodologia ABP foi adotada por oferecer, ao aluno, a oportunidade de investigar assuntos impulsionados pelos seus interesses visando atividades mais envolventes, instigantes e autênticas e proporcionar uma aprendizagem mais autônoma. Trabalhar com uma metodologia que propõe a construção ativa de conhecimentos foi o caminho escolhido para superar a fragmentação entre os conhecimentos cotidianos, os saberes específicos de cada curso e a proposta de ensino da disciplina Informática. A investigação foi realizada através de observações presenciais, interações virtuais no AVA e nos relatos obtidos através de um questionário construído com questões de múltipla escolha e abertas. Através da metodologia de projetos, o aluno pôde se libertar para aprender explorando, fazendo descobertas, colaborando entre si e aprendendo a refletir de forma crítica ao invés de apenas memorizar. A construção de projetos em um ambiente virtual rompeu com a transmissão de conteúdos, ressaltando a colaboração e a participação ativa dos alunos para a produção de conhecimentos pela utilização da própria tecnologia. A busca pela significação do ensino de Informática no ensino tecnológico através da pedagogia baseada na construção de projetos proporcionou um espaço de ação e reflexão capaz de provocar deslocamentos nos saberes e práticas de seus participantes pela possibilidade de transformações na convivência. O ensino híbrido através do AVA ofereceu a possibilidade de adaptar o estilo de educação formal presente no ensino tecnológico ao estilo individual de cada aluno aprender. O Ambiente Virtual proporcionou mais um canal de acesso para o aluno, configurando-se como um espaço fora do local e do horário do seu encontro presencial com a disciplina, possibilitando a continuidade o avanço no aprendizado, tanto dos alunos quanto do professor, que puderam ser identificados durante a convivência representando um diferencial no processo de produzir aprendizagens significativas. Com a utilização de uma prática pedagógica baseada na construção de projetos apoiados nas tecnologias digitais, as aulas de Informática passaram a ter um significado diferenciado porque os conceitos trabalhados não ficaram descolados do contexto dos alunos. A aprendizagem baseada em projetos estimulou a pesquisa e incentivou o estudante a “aprender a aprender”, ampliando a capacidade de trabalhar em grupos e permitindo problematizar questões pertinentes à educação tecnológica de forma diversificada e contextualizada. / The present paper aims at presenting a reflection on the learning that took place in the discipline of informatics in two upper level courses at the Instituto Federal Sul-riograndense (IF-Sul) Campus Visconde da Graça (CAVG) during the second half of 2009, taking the Project Based Learning (PBL) as a teaching strategy associated with the use of a Virtual Learning Environment (VLE) to broaden the students’ technological appropriation of the professional and technological education. The PBL has been adopted as it offers to the student the opportunity to investigate issues driven by interests seeking more engaging, exciting and authentic activities, providing a more autonomous learning. Working with a methodology that proposes the active construction of the knowledge was the chosen path to overcome the fragmentation of everyday knowledge, the specific knowledge of each course and the teaching proposal of the Informatics subject. The research was conducted through observations in person, virtual interactions in the AVA and the reports obtained through a questionnaire constructed with multiple-choice as well as open questions. Through the project methodology, the student could be free to learn by exploring, making discoveries, working together and learning to critically reflect instead of just memorizing. The construction of projects in a virtual environment broke up the transmission of contents, emphasizing the collaboration and the active participation of students in the production of knowledge through the use of technology itself. The search for the meaning of the teaching of computing in technological teaching through pedagogy based on the construction of projects provided a space for action and reflection which enabled the possibility of causing shifts in knowledge and practices of its participants through the possibility of changes in the everyday living together. The hybrid teaching through the VLE offered the possibilities of adapting the style of formal education in this technological education to the individual style by which each student learns. The Virtual Environment provided another channel of access for the student, configured as a space outside their classroom place and time, enabling the continuity and progress in learning, both for the students as well as for the teachers, who could be identified during the interaction representing a differential factor in the process of producing meaningful learning. With the use of a pedagogical practice based on the construction of projects supported on digital technologies, the computer classes have been given a different meaning for the concepts studied were not detached from the context of the students. The Based Learning Projects stimulated the research and encouraged students to “learn to learn”, increasing their ability to work in groups and discuss issues related to enabling technology education in a diverse and contextualized way.

Esta pesquisa tem como foco compreender como os professores utilizam o laboratório de informática e os dispositivos móveis – notebooks, tablets e smartphones – na escola, como possíveis mediadores nas práticas pedagógicas. Trata-se de um estudo qualitativo exploratório. O quadro teórico foi constituído por conceitos da teoria sociointeracionista de Vygotsky (1998), articulados ao conceito de “cibercultura” de Lévy (1999), de “cultura digital” de Lemos (2003), dentre outros. A criação do corpus de pesquisa foi realizada a partir de informações de oito entrevistas semiestruturadas, gravadas e posteriormente transcritas, com professores do Ensino Fundamental, de uma escola num município do Rio Grande do Sul. O corpus foi analisado segundo a análise textual discursiva, de Moraes e Galiazzi (2006), que se utiliza basicamente de três elementos: unitarização, categorização e comunicação. Nesse processo foram identificadas as categorias emergentes: “Laboratório de informática para a busca de informações na internet”; “Laboratório de informática para aprender conteúdos técnicos com o instrutor de informática”; “Laboratório de informática para jogos educativos orientados pelo instrutor”; “Professores que não utilizam o laboratório de informática por opção”; “Professores que não utilizam o laboratório de informática pelo atual formato técnico em que se encontra”; “Laboratório de informática utilizado para outras funções”; “Utilização dos dispositivos móveis nas aulas”; “Fatores que levam à não utilização dos dispositivos móveis” e “Falta de esclarecimento da regra de acesso ao wi-fi e de dispositivos móveis na escola”. O metatexto, com vistas a responder à pergunta de pesquisa, indica que os professores consideram o laboratório para buscas de informações na internet pelos alunos, contudo não desenvolvem práticas pedagógicas nesse espaço. Assim, os conteúdos programáticos desenvolvidos em sala de aula são desvinculados do laboratório. Apenas o instrutor de informática é responsabilizado pelas atividades didáticas, propondo uso de jogos educativos e ensinando conceitos de informática. Os resultados sugerem que há desconhecimento dos professores em como utilizar os computadores nas suas práticas. A internet da escola não tem um bom funcionamento e o atual formato do laboratório é precário, com computadores obsoletos e falta de tecnologias adequadas – cabos, tomadas, extensões –, levando ao desuso do mesmo. Considerando todos esses aspectos, as atividades pedagógicas desenvolvidas no laboratório são inadequadas para desencadear processos interativos entre os alunos. Em relação aos dispositivos móveis, estes são utilizados por alguns professores nas práticas pedagógicas para buscas de informações na internet e atividades com softwares. Suas verbalizações revelam que possuem pouco conhecimento de como esses recursos funcionam. A falta de esclarecimento quanto ao uso dos dispositivos móveis e do wi-fi na escola podem ser fatores que levam certos professores a não utilizarem smartphones, tablets e notebooks nas práticas de ensino e aprendizagem. Esses resultados sugerem a necessidade de formação para os professores, de forma que possam redimensionar suas práticas, incluindo as tecnologias digitais como elementos mediadores do processo educativo. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-04-13T14:29:58Z No. of bitstreams: 1 Dissertacao Amanda Souza Santos.pdf: 1450102 bytes, checksum: 63f4cbf692cc52b2cc33eb5762141eba (MD5) / Made available in DSpace on 2017-04-13T14:29:58Z (GMT). No. of bitstreams: 1 Dissertacao Amanda Souza Santos.pdf: 1450102 bytes, checksum: 63f4cbf692cc52b2cc33eb5762141eba (MD5) Previous issue date: 2017-04-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This research aims to understand how teachers use the computer lab and mobile devices - notebooks, tablets and smartphones - in school, as possible mediators in pedagogical practices. This is an exploratory qualitative study. The theoretical framework was constituted by Vygotsky's concepts of socio-interactionist theory (1998), articulated with Lévy's concept of cyberculture (1999), Lemos's digital culture (2003), among others. The creation of the research corpus was based on information from eight semi-structured interviews, recorded and later transcribed, with teachers from Elementary School, from a school in a city of Rio Grande do Sul. The corpus was analyzed according to the discursive textual analysis of Moraes and Galiazzi (2006), which basically uses three elements: unitarization, categorization and communication. In this process, the following categories were identified: "Computer laboratory for the search of information on the Internet"; "Computer lab to learn technical content with the computer instructor"; "Instructor-led educational games computer lab"; "Teachers who do not use the computer lab by choice"; "Teachers who do not use the computer lab because of the current technical format in which they are"; "Computer lab used for other functions"; "Use of mobile devices in classrooms"; "Factors that lead to non-use of mobile devices" and "Lack of clarification of the wi-fi and mobile device access rule at school". The metatext, in order to answer the research question, indicates that teachers consider the laboratory to search for information on the Internet by students, but do not develop pedagogical practices in this space. Thus, the syllabus developed in the classroom is disconnected from the laboratory. Only the computer instructor is responsible for the didactic activities, proposing the use of educational games and teaching computer concepts. The results suggest that teachers do not know how to use computers in their practices. The school's internet is not functioning properly and the current format of the laboratory is precarious, with obsolete computers and a lack of adequate technologies - cables, plugs, extensions -, leading to its disuse. Considering all these aspects, the pedagogical activities developed in the laboratory are inadequate to trigger interactive processes among students. In relation to mobile devices, these are used by some teachers in pedagogical practices for searching information on the internet and activities with softwares. Their verbalizations reveal that they have little knowledge of how these features work. The lack of clarification regarding the use of mobile devices and wi-fi in school can be factors that lead certain teachers not to use smartphones, tablets and notebooks in teaching and learning practices. These results suggest the need for training for teachers, so that they can re-dimension their practices, including digital technologies as mediators of the educational process.

Esta pesquisa tem como foco compreender como os professores utilizam o laboratório de informática e os dispositivos móveis – notebooks, tablets e smartphones – na escola, como possíveis mediadores nas práticas pedagógicas. Trata-se de um estudo qualitativo exploratório. O quadro teórico foi constituído por conceitos da teoria sociointeracionista de Vygotsky (1998), articulados ao conceito de “cibercultura” de Lévy (1999), de “cultura digital” de Lemos (2003), dentre outros. A criação do corpus de pesquisa foi realizada a partir de informações de oito entrevistas semiestruturadas, gravadas e posteriormente transcritas, com professores do Ensino Fundamental, de uma escola num município do Rio Grande do Sul. O corpus foi analisado segundo a análise textual discursiva, de Moraes e Galiazzi (2006), que se utiliza basicamente de três elementos: unitarização, categorização e comunicação. Nesse processo foram identificadas as categorias emergentes: “Laboratório de informática para a busca de informações na internet”; “Laboratório de informática para aprender conteúdos técnicos com o instrutor de informática”; “Laboratório de informática para jogos educativos orientados pelo instrutor”; “Professores que não utilizam o laboratório de informática por opção”; “Professores que não utilizam o laboratório de informática pelo atual formato técnico em que se encontra”; “Laboratório de informática utilizado para outras funções”; “Utilização dos dispositivos móveis nas aulas”; “Fatores que levam à não utilização dos dispositivos móveis” e “Falta de esclarecimento da regra de acesso ao wi-fi e de dispositivos móveis na escola”. O metatexto, com vistas a responder à pergunta de pesquisa, indica que os professores consideram o laboratório para buscas de informações na internet pelos alunos, contudo não desenvolvem práticas pedagógicas nesse espaço. Assim, os conteúdos programáticos desenvolvidos em sala de aula são desvinculados do laboratório. Apenas o instrutor de informática é responsabilizado pelas atividades didáticas, propondo uso de jogos educativos e ensinando conceitos de informática. Os resultados sugerem que há desconhecimento dos professores em como utilizar os computadores nas suas práticas. A internet da escola não tem um bom funcionamento e o atual formato do laboratório é precário, com computadores obsoletos e falta de tecnologias adequadas – cabos, tomadas, extensões –, levando ao desuso do mesmo. Considerando todos esses aspectos, as atividades pedagógicas desenvolvidas no laboratório são inadequadas para desencadear processos interativos entre os alunos. Em relação aos dispositivos móveis, estes são utilizados por alguns professores nas práticas pedagógicas para buscas de informações na internet e atividades com softwares. Suas verbalizações revelam que possuem pouco conhecimento de como esses recursos funcionam. A falta de esclarecimento quanto ao uso dos dispositivos móveis e do wi-fi na escola podem ser fatores que levam certos professores a não utilizarem smartphones, tablets e notebooks nas práticas de ensino e aprendizagem. Esses resultados sugerem a necessidade de formação para os professores, de forma que possam redimensionar suas práticas, incluindo as tecnologias digitais como elementos mediadores do processo educativo. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, CAPES. / This research aims to understand how teachers use the computer lab and mobile devices - notebooks, tablets and smartphones - in school, as possible mediators in pedagogical practices. This is an exploratory qualitative study. The theoretical framework was constituted by Vygotsky's concepts of socio-interactionist theory (1998), articulated with Lévy's concept of cyberculture (1999), Lemos's digital culture (2003), among others. The creation of the research corpus was based on information from eight semi-structured interviews, recorded and later transcribed, with teachers from Elementary School, from a school in a city of Rio Grande do Sul. The corpus was analyzed according to the discursive textual analysis of Moraes and Galiazzi (2006), which basically uses three elements: unitarization, categorization and communication. In this process, the following categories were identified: "Computer laboratory for the search of information on the Internet"; "Computer lab to learn technical content with the computer instructor"; "Instructor-led educational games computer lab"; "Teachers who do not use the computer lab by choice"; "Teachers who do not use the computer lab because of the current technical format in which they are"; "Computer lab used for other functions"; "Use of mobile devices in classrooms"; "Factors that lead to non-use of mobile devices" and "Lack of clarification of the wi-fi and mobile device access rule at school". The metatext, in order to answer the research question, indicates that teachers consider the laboratory to search for information on the Internet by students, but do not develop pedagogical practices in this space. Thus, the syllabus developed in the classroom is disconnected from the laboratory. Only the computer instructor is responsible for the didactic activities, proposing the use of educational games and teaching computer concepts. The results suggest that teachers do not know how to use computers in their practices. The school's internet is not functioning properly and the current format of the laboratory is precarious, with obsolete computers and a lack of adequate technologies - cables, plugs, extensions -, leading to its disuse. Considering all these aspects, the pedagogical activities developed in the laboratory are inadequate to trigger interactive processes among students. In relation to mobile devices, these are used by some teachers in pedagogical practices for searching information on the internet and activities with softwares. Their verbalizations reveal that they have little knowledge of how these features work. The lack of clarification regarding the use of mobile devices and wi-fi in school can be factors that lead certain teachers not to use smartphones, tablets and notebooks in teaching and learning practices. These results suggest the need for training for teachers, so that they can re-dimension their practices, including digital technologies as mediators of the educational process.