nÃo hà / Este trabalho tem como finalidade promover uma investigaÃÃo acerca da utilizaÃÃo do bate-papo na Internet na EducaÃÃo. Cada vez mais o bate-papo vem sendo utilizado em cursos a distÃncia, como tambÃm em instituiÃÃes de ensino, para algumas finalidades educativas, como por exemplo, proporcionar interaÃÃo entre os participantes. A partir de uma experiÃncia vivida na Faculdade de EducaÃÃo â UFC, observamos que era possÃvel utilizar este recurso em sala de aula. O objetivo principal da pesquisa à verificar quais contribuiÃÃes pedagÃgicas o bate-papo oferece para professores e alunos. Pretendemos especificar quais habilidades sÃo desenvolvidas quando usamos este recurso e as semelhanÃas e diferenÃas com relaÃÃo a momentos e situaÃÃes que acontecem em aulas presenciais e a distÃncia. Durante esta pesquisa, participamos de alguns bate-papos educativos e dentre estes, selecionamos nove para anÃlise deste trabalho. Observamos algumas situaÃÃes pertinentes a uma atividade pedagÃgica, entre elas podemos citar: participaÃÃo dos alunos durante as discussÃes realizadas no bate-papo; interaÃÃo (colaborativa e cooperativa) entre professor e alunos que enriquece a aprendizagem; quatro momentos de discussÃo proporcionados pelo bate-papo: apreensÃo (leitura de mensagem), seleÃÃo (interpretaÃÃo), compreensÃo (aspectos crÃticos sobre a informaÃÃo) e processamento de informaÃÃes (reflexÃo). Relatamos a partir das nossas experiÃncias, quais foram as possibilidades educativas encontradas no bate-papo - como por exemplo, colaboraÃÃo e cooperaÃÃo entre os sujeitos envolvidos na discussÃo - mostrando como à possÃvel trabalhar com esta tecnologia e, principalmente, o retorno pedagÃgico, do qual tanto o professor quanto o aluno poderÃo usufruir. / This work aims to elicit some discussion on the pedagogical use of Internet chat. Chat sessions have been frequently used with educational goals in distance learning courses, as well as in teaching institutions to provide interaction between the learners. Starting from an experience with chat at the College of Education â UFC, we could observe that it was possible to use this resource in the classroom. The main objective research is to verify which pedagogical contributions the chat sessions offer to teachers and students. Besides, we intend to specify which skills are developed when we use this resource and the similarities and differences in relation to moments and situations that happen in classroom or in distance learning. During the research we joined some educational chat sessions, nine of which were chosen to be analised. Some situations, related to pedagogical activities were observed, such as: of students participation during the chat session; teacher and students interaction (collaborative and cooperative) allowing a learning environment; four moments of interaction provided by chatting sessions: apprehension (message reading), selection (interpretation), comprehension (critical aspects about the information) and information processing (reflection). We present, based on our experiences, the educational possibilities found in the chatting sessions, presenting how it is possible to work with this technological device and, mainly, the pedagogical gains of which even the teacher and the learner would benefit.

Each new medium of communication that has emerged over the past century and more has generated concern over its alleged negative effect on children. This concern has (in most cases) generated a moral panic, involving campaigning by moral guardians and office spokespeople, calls for greater regulation and subsequent response from the government or designated regulators. Based on continued inconclusive media effects research and debates over adults' and children's rights, regulation has become increasingly problematic. Such questions as how far you should restrict and protect children and how it may be possible to balance protection with rights, are complex and fraught with practical difficulties. These are the kind of questions that regulators have currently to consider. In addition, media convergence and internet technology threaten traditional regulatory structures. Such developments pose a further regulatory quandary. How are regulators attempting to tackle these issues? The thesis attempts to examine this question by exploring how regulators have responded to panics over children's media and whether their attempts have resulted in robust regulatory systems. The regulation systems analysed embrace advertising and obesity, internet chat-rooms and grooming, video games and violence and cinema regulation (the 12A classification). Case studies of these particular areas of current concern show how regulation has developed and how it works in practice, assess whether such regulation is effective and if not, recommends ways in which it could be improved.

PEREIRA, Viviane de Oliveira. Bate-papo na internet: algumas perspectivas educativas. 2004. 190f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2004. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-06-26T14:17:37Z No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-06-26T14:55:22Z (GMT) No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) / Made available in DSpace on 2017-06-26T14:55:22Z (GMT). No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) Previous issue date: 2004 / This work aims to elicit some discussion on the pedagogical use of Internet chat. Chat sessions have been frequently used with educational goals in distance learning courses, as well as in teaching institutions to provide interaction between the learners. Starting from an experience with chat at the College of Education – UFC, we could observe that it was possible to use this resource in the classroom. The main objective research is to verify which pedagogical contributions the chat sessions offer to teachers and students. Besides, we intend to specify which skills are developed when we use this resource and the similarities and differences in relation to moments and situations that happen in classroom or in distance learning. During the research we joined some educational chat sessions, nine of which were chosen to be analised. Some situations, related to pedagogical activities were observed, such as: of students participation during the chat session; teacher and students interaction (collaborative and cooperative) allowing a learning environment; four moments of interaction provided by chatting sessions: apprehension (message reading), selection (interpretation), comprehension (critical aspects about the information) and information processing (reflection). We present, based on our experiences, the educational possibilities found in the chatting sessions, presenting how it is possible to work with this technological device and, mainly, the pedagogical gains of which even the teacher and the learner would benefit. / Este trabalho tem como finalidade promover uma investigação acerca da utilização do bate-papo na Internet na Educação. Cada vez mais o bate-papo vem sendo utilizado em cursos a distância, como também em instituições de ensino, para algumas finalidades educativas, como por exemplo, proporcionar interação entre os participantes. A partir de uma experiência vivida na Faculdade de Educação – UFC, observamos que era possível utilizar este recurso em sala de aula. O objetivo principal da pesquisa é verificar quais contribuições pedagógicas o bate-papo oferece para professores e alunos. Pretendemos especificar quais habilidades são desenvolvidas quando usamos este recurso e as semelhanças e diferenças com relação a momentos e situações que acontecem em aulas presenciais e a distância. Durante esta pesquisa, participamos de alguns bate-papos educativos e dentre estes, selecionamos nove para análise deste trabalho. Observamos algumas situações pertinentes a uma atividade pedagógica, entre elas podemos citar: participação dos alunos durante as discussões realizadas no bate-papo; interação (colaborativa e cooperativa) entre professor e alunos que enriquece a aprendizagem; quatro momentos de discussão proporcionados pelo bate-papo: apreensão (leitura de mensagem), seleção (interpretação), compreensão (aspectos críticos sobre a informação) e processamento de informações (reflexão). Relatamos a partir das nossas experiências, quais foram as possibilidades educativas encontradas no bate-papo - como por exemplo, colaboração e cooperação entre os sujeitos envolvidos na discussão - mostrando como é possível trabalhar com esta tecnologia e, principalmente, o retorno pedagógico, do qual tanto o professor quanto o aluno poderão usufruir.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

This thesis explores young people's interaction with different individuals through a variety of media. Three girls and three boys aged 16–18, from an urban school, a rural school and a suburban school, were each observed for a week, at school, at home and during leisure activities. The data analysed consist of field notes, video and audio recordings, and texts written by the participants. The aim of the study is to investigate how young people’s use of language varies in relation to different contexts. Questions are asked about what activities they participate in, what media they use and how they use them, and how they express themselves orally and in writing in different contexts and through different media. The study is based in sociolinguistic theory and activity type theory. Data were collected using ethnographical methods, and analytical tools were drawn from a broadly defined field of discourse analysis. The investigation sheds light on the relationship between what young people are doing socially in any given situation and how they interact. Variation in linguistic styles is made visible by a study of the same individuals involved in different communicative activities. Young people are shown to be a heterogeneous group who engage in different sets of activities. The study questions prevailing definitions and categorisations of adolescents’ linguistic styles and use of electronic media. The outcome is a complex description of everyday interaction, which is found to be shaped by the frames for communicative activities, the technical characteristics of the media employed, and individual factors. In conversational turns, Internet chat messages and text messages, young people select resources from their individual linguistic repertoires in order to achieve specific goals or construct particular roles through their interaction.

Disputats, Stockholms universitet, 2008. / Med litteraturhenvisninger.