The present work deals with a qualitative research in the modality of a case study on the insertion of the mobile technologies (tablets and smartphones) as didactic strategy, in order to investigate how these resources favor the learning of the mathematical contents of the additive field and the multiplicative field in elementary school. The study was carried out with the students of the courses of Pedagogy and of the Degree in Mathematics in the classroom mode of the Federal University of Alagoas (UFAL), Campus AC Simões in Maceió - Alagoas, Institute of Mathematics - IM, in the Laboratory of Mathematics Teaching - LMAT. The analysis of the data was based on the work of Gerard Vernaug (2014), Borba (2014) and Bairral (2015), in order to base analyzes on the training of mathematics teachers with mobile technologies. Of official MEC Brazil documents (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b and 2015). To collect data, we used two questionnaires: direct and participative observation, field diary, interview, pedagogical workshop and course documents as didactic resource. The results obtained indicated the students' interest in the possibilities and limitations of the use of mobile technologies as teaching and learning resources, as well as the understanding of the mathematical contents of the conceptual fields worked through their participation in the discussions and reflections of the activities proposed during the workshop. In the analysis of the interviews it is indicated by the students that much of the training received is lacking a curriculum that addresses the educational context in which these individuals are inserted (digital information society), because the pedagogical practices still focus on "traditional" didactics and curriculum , Whose classes are often based on a reproduction / transfer of knowledge and not on a formation in which the future teacher acts in an innovative way and with a meaningful learning approach. / O presente trabalho trata de uma pesquisa qualitativa na modalidade de um estudo de caso sobre a inserção das tecnologias móveis (tablets e smartphones) como estratégia didática, a fim de investigar como esses recursos favorecem a aprendizagem dos conteúdos matemáticos do campo aditivo e do campo multiplicativo no ensino fundamental. O estudo foi realizado com os alunos dos cursos de Pedagogia e da Licenciatura em Matemática na modalidade presencial da Universidade Federal de Alagoas (UFAL), Campus A.C. Simões em Maceió - Alagoas, no Instituto de Matemática – IM, no Laboratório de Ensino de Matemática - LEMA. As análises dos dados foram pautadas nos trabalhos de, Carvalho (2009, 2015), Gerard Vernaug (2014), além de Borba (2014) e Bairral (2015) para fundamentar as análises sobre a formação de professores de matemática com tecnologias móveis, além de documentos oficiais do MEC Brasil (1997, 1998, 1999, 2002a, 2002b, 2006a, 2006b e 2015). Para a coleta de dados, utilizamos como instrumentos dois questionários, observação direta e participativa, diário de campo, entrevista, oficina pedagógica e documentos do curso como recurso didático. Os resultados obtidos sinalizaram o interesse dos alunos, em formação, nas possibilidades e limitações do uso das tecnologias móveis como recursos de ensino e aprendizagem, da mesma forma, a compreensão dos conteúdos matemáticos dos campos conceituais trabalhados por meio de sua participação nas discussões e reflexões das atividades propostas durante a oficina. Nas análises das entrevistas é indicado pelos alunos que boa parte da formação recebida é carente de um currículo que aborde o contexto educacional no qual esses indivíduos estão inseridos (sociedade da informação digital), pois as práticas pedagógicas ainda focam em didática e currículo ―tradicionais‖, cujas aulas muitas vezes são baseadas em uma reprodução/transferência de conhecimentos e não numa formação na qual o futuro professor atue de maneira inovadora e com uma abordagem de aprendizagem significativa.

Submitted by Raphaelle Nascimento Silva (raphaelle.ns@hotmail.com) on 2015-11-28T01:15:14Z No. of bitstreams: 1 Nas redes do romance - a literatura na era digital e a formação do leitor literário.pdf: 1194931 bytes, checksum: e5b4af530b560727affff16be4b3b372 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-12-01T15:11:43Z (GMT) No. of bitstreams: 1 Nas redes do romance - a literatura na era digital e a formação do leitor literário.pdf: 1194931 bytes, checksum: e5b4af530b560727affff16be4b3b372 (MD5) / Made available in DSpace on 2015-12-01T15:11:43Z (GMT). No. of bitstreams: 1 Nas redes do romance - a literatura na era digital e a formação do leitor literário.pdf: 1194931 bytes, checksum: e5b4af530b560727affff16be4b3b372 (MD5) / No contexto da cultura digital a pesquisa investigou usos que um grupo de alunos faz das tecnologias móveis para ler romances. A pesquisa teve como objetivo compreender de que maneiras os usos das tecnologias digitais móveis nas práticas de leitura do gênero romance podem repercutir na formação do leitor na perspectiva do letramento digital e literário. O campo teórico foi o dos estudos da cibercultura aplicados à educação. A metodologia utilizada foi a qualitativa, de cunho descritivo e analítico. A pesquisa foi desenvolvida em duas etapas. A primeira, dedicada à caracterização dos sujeitos, foi feita a partir de um questionário semiestruturado, e a segunda, através da realização de encontros colaborativos de pesquisa de campo, os quais focalizavam a investigação das práticas de leitura literária dos sujeitos participantes intermediadas pelas tecnologias digitais móveis e foram operacionalizados por meio da observação participante e de entrevista semiestruturada em grupo. O lócus do estudo foi o Instituto Federal de Educação, Ciência e Tecnologia da Bahia - IFBA, Barreiras, e os sujeitos participantes foram 11 estudantes de uma turma de 3º ano do Ensino Médio Integrado do curso Técnico em Informática. A pesquisa revelou que o letramento digital e literário dos alunos pesquisados é pouco fluente, não pela impossibilidade de potencialização por parte dessas tecnologias, mas, dentre outros fatores, devido ao apego excessivo à cultura do impresso, à ausência de uma postura leitora hipertextual e à percepção pouco produtiva em relação aos usos da rede. Também foi possível concluir que, no contexto da pesquisa, o pleno desenvolvimento de um leitor crítico e imersivo, no que tange às categorias do letramento digital e literário, só podem ser construídas diante do entrelaçamento por parte dos sujeitos, das potencialidades dos dispositivos móveis e de objetos técnicos mais apropriados, como leitores digitais, considerando uma imersão efetiva e consciente na cultura digital e na cibercultura, sem os quais os comportamentos do leitor crítico e do leitor imersivo se tornam pontuais. Palavras-chave: Tecnologia Educacional. Cultura Digital. Letramento Literário. Letramento Digital. Tecnologias móveis. / ABSTRACT In the context of digital culture, this research investigated the uses of mobile technologies that a group of students makes in order to read novels. The research aimed to understand the ways in which mobile digital technologies in the reading practices of the genre novel may impact on the reader’s formation in the perspective of digital and literary literacy. The theoretical field was the one of cybercultural studies applied to education. The methodology used was the qualitative one, which is descriptive and analytical. The research was developed in two stages. The first one, dedicated to the characterization of the subjects, was made from a semi-structured questionnaire, and the second one, by performing collaborative meetings of field research, which focused on the investigation of literary reading practices of the participants mediated by the mobile digital technologies and they were operationalized by the participant’s observation and a semi structured group interview. The locusof this study was the Federal Institute of Education, Science and Technology of Bahia – Campus Barreiras, and the participants were 11 students from the 3rd Integrated Grade of High School Education of the Technical Course of Informatics. The research revealed that literary and digital literacy of the researched students is somewhat fluent, not by the impossibility of augumentation that comes from these technologies, but, among other factors, due to the excessive attachment to the culture of printing, the lack of a hypertextual reading posture and the somewhat productive perception regard to the uses of the net. It was also possible to conclude that, in the context of this research, the full development of a critical and immersive reader when it comes to the categories of literary and digital literacy, can only be built facing the interweaving of the subjects, the potential of mobile devices and more appropriate technical objects, such as digital readers considering an effective and conscious immersion in digital culture and cyberculture, without which the behavior of the critical and immersive reader become punctual. Keywords: Educational Technology. Digital Culture. Literary Literacy. Mobile Technologies.

This thesis presents/offers a comprehensive view of the issue of mobile Internet aimed at very small businesses and traders. In my thesis I focus on the practical applicability of mobile Internet by means of mobile technologies in the forenamed undertakings. First part of the thesis deals with the methodology of the area of very small businesses and traders and analyses present possibilities of application of mobile technologies and their suitability and usability for very small businesses and traders. Second part of the thesis identifies types of undertaking that can take advantage of mobile Internet and shows that this technology entails time and funds saving. Third part demonstrates concrete applications of mobile Internet in the activities of undertakings and presents the possibilities of gaining a support from the European Union structural funds for the implementation of mobile Internet.

Mobile applications are an important but fast changing piece of the digital forensics’ world. For mobile forensics researchers and field analysts, it is hard to keep up with the pace of the ever-changing world of the newest and most popular applications teens are using. Mobile forensic tools are quickly becoming more and more supportive of new applications, but with how quickly apps are changing and new ones being released, it is still difficult for the tools to keep up. The research question for this project examines to what extent digital forensic tools support new and emerging applications seen recently in investigations involving teenagers? For this research, a survey was conducted asking digital forensic analysts, and others who investigate digital crimes, what applications they are coming across most frequently during investigations involving teens and whether those applications are being supported by forensic tools. The top three applications from the survey that were not supported by mobile forensic tools, Monkey, Houseparty, and Likee were populated onto a test device and then evaluated and analyzed to see what forensic artifacts were found in those applications. The mobile application artifacts were then compared on two different forensic tools to see which tool obtains the most forensic artifacts from the applications. Through the examination and analysis of the applications and data contained within the apps, it was determined that 61% of the populated forensic artifacts were recovered manually and only 45% were recovered by a forensic tool for the Monkey application. 100% of the populated forensic artifacts were recovered manually and only 29% were recovered by a forensic tool for the Houseparty application. 42% of the populated forensic artifacts were recovered manually and only 3% were recovered by a forensic tool for the Likee application. It was found that the extent of support from digital forensic tools for these types of applications depends greatly on how the application stores the artifacts, but the artifact extraction support was limited for all applications. This research benefits in helping researchers and analysts by understanding the data and artifacts contained within the applications, what forensic artifacts are recoverable, and where to find those important artifacts. This research can help in finding important evidence for future investigations.<br>

No description available.

「行動革命」到來，智慧型手機、平板或各式行動載具滲透人們日常生活，對人類的傳播模式產生了極大的變化。同樣的，這場行動革命，也襲捲到了公部門，「行動化」趨勢改變了政府現有的傳播方式。 在臺灣近年的行動媒介環境中，Line成為最普及的大眾化通訊程式，臺灣公部門也藉Line此行動平臺，試圖突破過往的傳播方式，公部門在Line平臺中的公共服務類官方帳號也先後上線。隨著行動裝置成為不可或缺的工具，這樣的行動官方帳號，更已成為臺灣政府在行動媒體時代資訊發布的重要管道。 基於上述研究背景與動機，本研究擬達成之研究目的為：(1)瞭解臺灣Line公共服務類官方帳號使用者的輪廓形貌；(2)調查臺灣群眾對於Line公共服務類官方帳號的使用行為；(3)瞭解影響臺灣群眾採用Line公共服務類官方帳號的因素；(4)建立並驗證描述「知覺實用性」、「知覺易用性」、「資訊內容品質」與「使用滿意度」之因果關係的假設和觀念性架構。 最終，以436份網路問卷資料，經結構方程模型驗證，本研究的5項假設均成立：Line公共服務類官方帳號中，使用者的「知覺實用性」、「知覺易用性」和「資訊內容品質」，皆對Line公共服務類官方帳號使用者的「使用滿意度」有正向且顯著的相關性。此外，研究中也檢驗出Line公共服務類官方帳號的「知覺易用性」以及「資訊內容品質」皆對於其「知覺實用性」有正向且顯著的關係。其中「知覺實用性」，是影響使用者採用Line公共服務類官方帳號的最重要因素。 本研究構建並驗證影響臺灣群眾對Line公共服務類官方帳號採用之因果模型，當中各構面之間皆具顯著相關，因此，以TAM為基礎，並加入「資訊內容品質」 的擴增模型，在預測臺灣群眾對Line公共服務類官方帳號的採用上，具有顯著效果。 / The development of mobile access technologies and the rapid growth of mobile broadband along with explosion of the mobile application ecosystem have created a new communication channel between the public administration and citizens. With mobile devices being one of the main tools of communication, Taiwan government agencies are increasingly using Line, one of the most popular messaging Apps in Taiwan, in a bid to increase effective communication with their citizens. Therefore, the purpose of the paper is to (1)understand the behavioral and demographic attributes of the Public Service Line Official Account users; (2)propose an integrated model of Public Service Line Official Account acceptance by integrating perceived usefulness, perceived ease of use from Technology Acceptance Model(TAM), information quality theory and user satisfaction theory. The model and relationships were tested and validated with the Structural Equation Modeling(SEM), using data gathered from 436 users of Public Service Line Official Account in Taiwan. The results suggest that user satisfaction is directly influenced by perceived usefulness, perceived ease of use and information quality, whilst perceived usefulness is directly influenced by perceived ease of use and information quality. In addition, perceived usefulness to be a major influence on the adoption of Public Service Line Official Account in Taiwan.The implications of these findings are discussed.

Made available in DSpace on 2014-12-17T14:52:42Z (GMT). No. of bitstreams: 1 PatrickRA.pdf: 1597143 bytes, checksum: be7cb13888aef28762e6bca5f5f95882 (MD5) Previous issue date: 2008-12-05 / One of the best examples of the Information and Communication Technology (ICT) evolutions is on the high capability of storing and processing data into smaller devices, creating a new business condition, the mobility . This mobility in a deeper analysis proposes a business remodeling in many different areas (business segmentations), through the Internet anywhere at any time, allowing managers and researchers to think again their actual models that work nowadays in companies and public institutions, modifying the way internal and external clients can be attended. This thesis analyzes issues on mobile business adoption, technological evolutions and the impacts caused by this new reality the access to information anywhere at any time . This research is exploratory and shows a compilation of similar papers and thesis describing how was conducted the survey within 50 companies in the states of Rio Grande do Norte, Pernambuco and Cear?. The statistics analysis showed the different level of mobile technology usage from simple voice communications to wide band data transmission. The analysis pointed that canonic correlation was the most effective type of analysis to describe the relations among all groups of variables showing which of them are relevant, or not, for mobile technology adoption / Um dos principais exemplos da velocidade com que as mudan?as acontecem na Tecnologia da Informa??o e Comunica??o (TIC) est? na sua maior capacidade de processamento e armazenamento em dispositivos cada vez menores, criando uma nova condi??o para diversos neg?cios, a mobilidade. Esta mobilidade, que em uma an?lise mais aprofundada pode propor inclusive uma remodelagem de muitos neg?cios atrav?s do acesso ? internet em qualquer lugar e a qualquer tempo, permitir? ainda que gestores e pesquisadores repensem os modelos atuais de funcionamento de empresas e organiza??es al?m do atendimento a clientes internos e externos. Este trabalho avalia fatores que influenciam a ado??o de tecnologias m?veis, evolu??o tecnol?gica e o impacto provocado nas empresas por esta nova realidade a de acesso ? informa??o em qualquer lugar e a qualquer momento . O trabalho cita o que outros pesquisadores j? identificaram dentro do tema de tecnologias m?veis e como foi realizada esta pesquisa explorat?ria, que foi aplicada nas empresas atrav?s de question?rios do tipo survey em um universo de 50 empresas dos estados do Rio Grande do Norte, Pernambuco e Cear?. A an?lise dos resultados foi dividida em an?lise descritiva, an?lise de correspond?ncia, an?lise de agrupamento (por vari?veis e por caso) e an?lise de correla??o can?nica, sendo esta a que melhor permitiu identificar os diferentes n?veis de utiliza??o das tecnologias m?veis que v?o desde a utiliza??o para voz at? aplica??es que demandam grandes volumes de transmiss?o de dados e as caracter?sticas das empresas, empres?rios, e da utiliza??o da TIC que influenciam, ou n?o, na ado??o de tecnologias m?veis

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The aim of this study is to conduct a thorough theoretical study on mobile learning (mlearning) in order to achieve the primary objective of the study which is to develop a general framework to implement and manage mobile technologies in a higher education environment. The focus of the literature study was to research the state of mobile technologies and their relevance to teaching and learning. The literature study investigate the implications of mobile technologies for students, lecturers and thus for the institution and provided an overview of frameworks found in literature with the emphasis on the management of m–learning within the higher education institution. M–learning is part of a new mobile conception of society, with the mobility of the technologies impacting on the mobility of the students, the lecturers and ultimately on the mobility of higher education. Literature suggests that, while m–learning is proving to be innovative, the factors that most strongly impact on the ultimate success or failure of mlearning will depend on human factors, the balancing of technological ideals and pedagogical imperatives, and the successful management of the interface between human educational systems and technology systems. The proposed general framework focuses on addressing key issues related to m–learning from the perspective of the student, the lecturer and thus the institution. In order to remain competitive higher education needs to be diligent in maintaining the complex technology infrastructure that supports a thriving mobile culture that will meet and exceed the expectations of both lecturers and students. The empirical research conducted had as objectives to investigate the mobile technology assets of respondents with regard to the hardware and the software that they own, the mobile technology actions of respondents in regard to what they do with the mobile technology that they own and to investigate the respondent's attitude towards mobile technologies. A survey was designed and distributed to a sampling of the academic staff and students of the North–West University (NWU) in South Africa, specifically the Potchefstroom Campus. There is ample proof from the empirical study that there is a gap with regard to the level of accessibility, usage, and attitude with regards to the different interest groups in the higher education environment. Higher education institutions should invest in investigating these gaps further and in leveraging off the benefits of the effective management of these technologies to improve teaching and learning. The final chapter concludes with a summary of the secondary objectives researched in the literature (Chapter two) and empirical research (Chapter three) chapters in order to support recommendations towards the primary objective of this study. The rapid pace of adoption and advancement of mobile technologies creates opportunities for new and innovative services provided through such mobile devices. Higher education finds itself in the early innings of the mobile Internet pulling both lecturers and students towards the same place: smaller, faster, cheaper devices working together in a web of connectivity. Recommendations were made in this final chapter on how higher education institutions can leverage the benefits of the effective management of mobile technologies to improve teaching and learning. M–learning has the potential to increase the capacity of higher education through improving efficiency and productivity of teaching and learning. Mlearning could address challenges related to quality of teaching such as continuous professional training, lifelong upgrading, connecting with academics worldwide and communicating effectively with students. Higher education is discovering the potential of mlearning to promote student engagement and improving the quality of learning. Management of higher education institutions and systems, management of policymaking including storage and analysis of data, construction and assessment of policy scenarios, and tracer studies or academic tracking systems can be improved through the use of m–learning. Mobile technologies will continue to increasingly become an integral part of students' and lecturers' private and day to day lives and m–learning will be integral in educational content delivery. Additional research is required to study the effective and optimal implementation of m–learning. A better understanding of the benefits and leverage thereof is required and additional research should provide answers to these questions. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

The smartphone is omnipresent and is cherished and held close by people. It allows for constant connection within a digitally connected society, as well as for many other purposes such as leisure activity or informational purpose. Within the Information Systems studies deeper investigation is required as to what impact this “taken – for – granted” mobile access to information and mobile apps has for individuals and society and if a “technological addiction”can be developed when using the smartphone for everything during the day on such a constant basis. The aim of this study was to understand the role of the smartphone in society and to shed light on this unclear relationship between the constant use of a smartphone and its development towards an addictive quality. To reach a conclusion, in depth – interviews were conducted with participants about their relationship to the smartphone and their smartphone use based on questions derived from literature on mobile communication technologies and the types of digital addictions existing. The results are that the smartphone is a device that seamlessly integrates into our daily lives in that we unconsciously use it as a tool to make our daily tasks more manageable, and enjoyable. It also supports us in getting better organized, to be in constant touch with family and friends remotely, and to be more mobile which is a useful ability in today’s mobility driven society. Smartphones have been found to inhabit a relatively low potential to addiction. Traits of voluntary behaviour, habitual behaviour, and mandatory behaviour of smartphone use have been found. All of these behaviours are not considered a true addiction. In the end, it seems that the increase of smartphone use is mainly due to the way we communicate nowadays digitally,and the shift in how we relate to our social peers using digital means.