Made available in DSpace on 2017-07-10T16:27:58Z (GMT). No. of bitstreams: 1 Raul Cesar.pdf: 1396905 bytes, checksum: d27f3dbd595aedc83ffbc86e5dd0f405 (MD5) Previous issue date: 2014-06-27 / The technologies are fundamental tools in human evolution. From the beginning the work provided greater efficacy and intellectual productions, distinguished the man from other animals. Running along the various areas of daily activities, are constantly changing and evolution, influencing behaviors, providing opportunities and effecting social change and cultural dynamics. In the area of formal education, represented by the school, the technologies are essential for teaching. Traditional as paper, pencils, board etc., they are already recognized incorporated into the teaching and learning process, as being fundamental. With the advent and access the electronic and microelectronic technologies, the schools are faced of the new reality, whose potential role and the educational needs of reflections. These new features, represented at schools with greater frequency for televisions, computers and accessories, are they gradually integrated into this institution. In this process, one must consider that these instruments are contaminated by the interests of capitalism through the mass media, using technological resources and its ability to integrate multiple languages, seducing for consumption. In this sense the formal education beyond this challenge need to consider the influence that the mass media have on students. The impacts are clearly perceived in the relationship of students with formal knowledge. Several initiatives, government and teachers are held to find the place and the role of technology in education. Many of them collide on personal, institutional and lack of theoretical depth limits. In this sense the continuing education are fundamental to this debate. This research was based on the experiences of the public schools in Paraná and held in high schools the city of Francisco Beltrão. We seek to identify how they have been used technological resources available at the school, limitations, difficulties and results. We discuss also the differences in the use and control of these resources between teachers and students. As we seek to broaden the debate curricular and social issues that affect the teaching and learning process. / As tecnologias são instrumentos fundamentais no processo de evolução humana. Desde o início proporcionam maior eficácia aos trabalhos e produções intelectuais, que diferenciam o homem dos demais animais. Perpassando os diversos campos das atividades diárias, estão em constante mudança e evolução, influenciando comportamentos, oportunizando mudanças e efetivando dinâmicas sociais e culturais. No campo da educação formal, representada pela escola, as tecnologias são indispensáveis para o ensino. As tradicionais como papel, lápis, lousa etc, já estão reconhecidamente incorporadas ao processo de ensino e aprendizagem, como sendo fundamentais. Com o advento e acesso as tecnologias eletrônicas e microeletrônicas, as escolas estão diante de nova realidade, cujo potencial e o papel educacional necessitam de reflexões. Estes novos recursos, representados nas escolas, com maior frequência por televisores, computadores e seus complementos, são gradualmente integrados a esta instituição. Nesse processo, há que se considerar que estes instrumentos estão contaminados pelos interesses do capitalismo que, por meio das mídias de massa, utilizam os recursos tecnológicos e sua capacidade de integrar múltiplas linguagens, seduzindo para o consumo. Neste sentido a educação formal, além deste desafio precisa considerar a influência que as mídias de massa exercem sobre os alunos, os impactos são claramente percebidos na relação dos alunos com o conhecimento. Diversas iniciativas, governamentais e de professores são realizadas para encontrar o lugar e o papel das tecnologias na educação. Muitas delas esbarram em limites pessoais, institucionais e carência de aprofundamento teórico. Nesse sentido as formações continuadas são fundamentais para este debate. Esta pesquisa foi baseada nas experiências das escolas públicas estaduais do Paraná e realizada em três escolas de Ensino Médio do município de Francisco Beltrão. Procuramos identificar como têm sido utilizados os recursos tecnológicos disponíveis na escola, as limitações e dificuldades no uso destes instrumentos. Abordamos a diferença no uso e domínio destes recursos entre professores e alunos. Assim como, buscamos ampliar o debate para questões curriculares e sociais que interferem no processo de ensino e aprendizagem.

As building transcribed speech corpora for under–resourced languages plays a pivotal role in developing automatic speech recognition (ASR) technologies for such languages, a key step in developing these technologies is the effective collection of ASR data, consisting of transcribed audio and associated meta data. The problem is that no suitable tool currently exists for effectively collecting ASR data for such languages. The specific context and requirements for effectively collecting ASR data for underresourced languages, render all currently known solutions unsuitable for such a task. Such requirements include portability, Internet independence and an open–source code–base. This work documents the development of such a tool, called Woefzela, from the determination of the requirements necessary for effective data collection in this context, to the verification and validation of its functionality. The study demonstrates the effectiveness of using smartphones without any Internet connectivity for ASR data collection for under–resourced languages. It introduces a semireal– time quality control philosophy which increases the amount of usable ASR data collected from speakers. Woefzela was developed for the Android Operating System, and is freely available for use on Android smartphones, with its source code also being made available. A total of more than 790 hours of ASR data for the eleven official languages of South Africa have been successfully collected with Woefzela. As part of this study a benchmark for the performance of a new National Centre for Human Language Technology (NCHLT) English corpus was established. / Thesis (M.Ing. (Electrical Engineering))--North-West University, Potchefstroom Campus, 2012.

As building transcribed speech corpora for under–resourced languages plays a pivotal role in developing automatic speech recognition (ASR) technologies for such languages, a key step in developing these technologies is the effective collection of ASR data, consisting of transcribed audio and associated meta data. The problem is that no suitable tool currently exists for effectively collecting ASR data for such languages. The specific context and requirements for effectively collecting ASR data for underresourced languages, render all currently known solutions unsuitable for such a task. Such requirements include portability, Internet independence and an open–source code–base. This work documents the development of such a tool, called Woefzela, from the determination of the requirements necessary for effective data collection in this context, to the verification and validation of its functionality. The study demonstrates the effectiveness of using smartphones without any Internet connectivity for ASR data collection for under–resourced languages. It introduces a semireal– time quality control philosophy which increases the amount of usable ASR data collected from speakers. Woefzela was developed for the Android Operating System, and is freely available for use on Android smartphones, with its source code also being made available. A total of more than 790 hours of ASR data for the eleven official languages of South Africa have been successfully collected with Woefzela. As part of this study a benchmark for the performance of a new National Centre for Human Language Technology (NCHLT) English corpus was established. / Thesis (M.Ing. (Electrical Engineering))--North-West University, Potchefstroom Campus, 2012.