Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:51:55Z No. of bitstreams: 1 Karem Datti Ragnev.pdf: 1233163 bytes, checksum: a3bba5ff1c2bacca2468234637b2f780 (MD5) / Made available in DSpace on 2018-07-25T11:51:55Z (GMT). No. of bitstreams: 1 Karem Datti Ragnev.pdf: 1233163 bytes, checksum: a3bba5ff1c2bacca2468234637b2f780 (MD5) Previous issue date: 2018-05-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to present the phenomenon the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity. The phenomenon emerges from the interpretation of the participants’ written records about the use of tablets in their professional and personal contexts. Tablets are a type of mobile device (MD), light weighted, and portable. With a tablet device, it is much easier to access the internet at any time at any place, searching and sharing information at the tip of one´s finger. The learning process is to happen inside and outside the classroom changing and facilitating people´s routine at a tremendous and continuous transformation process. In scholar settings, these changes may raise several assumptions and doubts about its use and potentialities. Thus, this research aims to describe and interpret the phenomenon mentioned above in order to seek for the answer for this enquiry: what is the nature of the phenomenon of the teacher´s perception about the tablet in high school dual-diploma program in Brazilian schools from the perspective of complexity? The theoretical foundation of this research is the theory of complexity by Morin (2005, 2010, 2011, 2013, 2015, and 2016). Furthermore, (a) some other studies concerning the changes in the student´s learning profile and the teacher´s profile in this new technological era by Moran (1995); (b) about the relationships between the new digital cultural scenarios with the ubiquitous learning process by SANTAELLA (2010), JENKINS (2006), and KENSKI (2012) and by LEVY (2000); (c) about teacher education and self-hetero-eco technologic formation process grounded on complexity principles by FREIRE and LEFFA (2013), MORAES (2008, 2014) are taken into account. Aiming to investigate and interpret the phenomenon, the methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2017). In this approach, it is possible to describe and interpret the phenomena of human experience based on complexity. The research participants were 3 teachers from two high school dual-diploma program in Brazilian schools, where tablet has been used. A profile survey and written reports have been used as instruments for gathering texts. In the interpretation of the texts originated from the participants, it was possible to identify the themes that compose the phenomenon under this study: application, usability, receptivity, resistance, navigability, planning e sustainability. At the end of this lived experience, it was possible to understand the importance of adopting a systemic and complex perspective when tackling with mobile technology and its possible influences in scholar settings, aiming to establish connections with world outside the school in order to empower learners to act more critically and ethically in the real world / Esta pesquisa investiga o fenômeno a percepção dos professores sobre o tablet nas escolas brasileiras de Ensino Médio de currículo duplo sob o viés da complexidade, que emerge a partir da interpretação de relatos dos participantes acerca de seu cotidiano pessoal e profissional. Considerando o tablet, como sendo um tipo de tecnologia digital móvel (TDM), mais leve e portátil, traz a facilidade de conexão à internet a qualquer tempo e em qualquer lugar, e de busca, compartilhamento de informações, de maneira ubíqua, ao simples toque dos dedos. A aprendizagem passa a acontecer dentro ou fora da sala de aula, alterando ou facilitando as dinâmicas de vida, por meio de um fluxo contínuo de transformações. No âmbito escolar, em contrapartida, traz inquietações a respeito do uso e suas potencialidades. Sendo assim, esta pesquisa tem por objetivo descrever e interpretar o fenômeno em questão, tendo como ponto de partida a pergunta: Qual a natureza percepção dos professores sobre o tablet em escolas brasileiras de currículo duplo sob o viés da complexidade? Para tanto, recorro aos estudos sobre complexidade de Morin (2005, 2010, 2011, 2013, 2015, 2016), que é o referencial teórico que sustenta este estudo; sobre as discussões acerca da mudança do perfil do aprendiz e do docente na atualidade (MORAN, 1995); das relações da nova cultura digital com o processo de ensino-aprendizagem ubíqua (SANTAELLA, 2010, JENKINS, 2006, KENSKI, 2012, LEVY, 2000), de formação de professores em uma perspectiva complexa e auto-hetere-ecoformadora (FREIRE e LEFFA, 2013; MORAES, 2008, 2014). Para investigar e interpretar o fenômeno, adoto a Abordagem Hermenêutico-Fenomenológica Complexa (AHFC), proposta por FREIRE (2017). Nessa abordagem é possível descrever e interpretar fenômenos da experiência humana, tendo-se a complexidade como base. A pesquisa realizada contou com a participação de 3 professores, de duas escolas brasileiras de Ensino Médio de currículo-duplo, onde o tablet era utilizado. Foram utilizados questionário de perfil e relatos dos participantes, cujos textos foram interpretados e dos quais emergiram os seguintes temas que ajudam a compor a essência do fenômeno: aplicabilidade, usabilidade, receptividade, resistência, navegabilidade, planejamento e sustentabilidade. Ao final dessa experiência foi possível compreender a importância de se adotar uma visão sistêmica e complexa quando se trabalha com tecnologias móveis no ambiente escolar, objetivando estabelecer conexões com o mundo fora da sala de aula, no sentido de empoderar os alunos para exercerem seu papel como cidadãos críticos e éticos no mundo real

The purpose of this study was to examine the role of high school teachers’ concerns, willingness, aptitude, and use of iPads in the classroom during the adoption of a new technology. The design of this case study included a sample of eight teachers from the English, math, science, and history departments who were surveyed, observed, and interviewed using the Concerns-Based Adoption Model (CBAM). This study is guided by three research questions: (1) What are teachers’ concerns about using iPads in the high school English, math, science, and history classrooms? (2) What are teachers’ levels of iPad use in the English, math, science, and history classrooms? (3) What are teachers’ pedagogical practices as they use iPads in the English, math, science, and history classrooms? To research these questions, the study measured teacher concerns with the triangulation of three diagnostic instruments from the Concerns-Based Adoption Model: the Stages of Concern Questionnaire (SoCQ), the Innovation Configurations Map (IC Map), and the Levels of Use (LoU) matrix. The CBAM model was used to address the scarcity of literature regarding iPad use in content-area classrooms. The findings from the research show that the impact of introducing a new technology is more multifaceted than previously assumed. A teacher’s inclination and skill to use a new technology with their students varies considerably within a school and different approaches are observed across subject areas such as English, math, science, and history. When the Concerns-Based Adoption Model is used in organizational change, teacher concerns are revealed, which leads to finding opportunities for intervention and support by change facilitators who help individuals progress in the adoption of an innovation.

This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future. This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support children's handwriting-based learning. One looks in detail at how children's handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology. The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education.

Submitted by Harlei Vasconcelos Rosa (harleivr@yahoo.com.br) on 2017-07-03T18:21:36Z No. of bitstreams: 1 TESE-HARLEI.pdf: 12166860 bytes, checksum: 528f3bc7b946339e6928da5aed268dab (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-07-07T18:52:37Z (GMT) No. of bitstreams: 1 TESE-HARLEI.pdf: 12166860 bytes, checksum: 528f3bc7b946339e6928da5aed268dab (MD5) / Made available in DSpace on 2017-07-07T18:52:37Z (GMT). No. of bitstreams: 1 TESE-HARLEI.pdf: 12166860 bytes, checksum: 528f3bc7b946339e6928da5aed268dab (MD5) / Atualmente, as tecnologias digitais, notadamente as tecnologias móveis, fazem parte mais intensamente do cotidiano das pessoas. Atentos a expansão dessas tecnologias na sociedade, os gestores educacionais brasileiros têm buscado sua inserção nas escolas públicas do País, desenvolvendo políticas e programas específicos para este fim. No entanto, os dispositivos móveis disponibilizados pelos projetos de governo possuem características técnicas e conceituais específicas distintas de outros equipamentos disponíveis no mercado, e possuem algumas limitações de uso, comprometendo o desenvolvimento de certas práticas. Nesse contexto, configura-se como problema de pesquisa: quais as concepções de educação presentes nos programas de inserção das tecnologias digitais na educação que determinaram as características técnicas e conceituais dos dispositivos móveis disponibilizados para as escolas públicas? Seriam necessárias características específicas, como as encontradas nos citados dispositivos, tanto de hardware quanto de software, para que estes fossem destinados às escolas? A pesquisa apoiou-se nas abordagens quantitativa e qualitativa, envolvendo a análise das características técnicas e conceituais dos dispositivos móveis que fizeram parte da fase Piloto do Projeto Um Computador por Aluno (UCA) e dos Programas Proinfo Integrado e PROUCA, além do estudo de políticas públicas e programas federais de inserção das tecnologias digitais nas escolas, com foco na compreensão de alguns dos principais documentos que serviram de base para a implementação dos programas e projeto citados. Dentre as constatações, destaca-se que o baixo custo foi fortemente determinante para a caracterização dos dispositivos, prevalecendo sobre outros aspectos, como desempenho, ergonomia, usabilidade e durabilidade, o que denota a necessidade de maior atenção quanto a relação custo-benefício quando da especificação dos equipamentos para as escolas públicas, com o intuito de buscar pela proposta mais vantajosa à gestão pública e a Educação. / ABSTRACT Currently, digital technologies, notably mobile technologies, are part of the daily people lives. Aware of these technologies expansion in society, Brazilian educational managers have sought their insertion in the country's public schools, developing specific policies and programs for this purpose. However, the mobile devices provided by the government projects have specific technical and conceptual characteristics distinct from other equipment available in the market, and have some use limitations, compromising the development of certain practices. In this context, research problems are configured: what are education conceptions present in the insertion programs of digital technologies in education that determined the technical and conceptual characteristics of the mobile devices available to public schools? Would it be necessary to have specific features, such as those found in the hardware and software devices, for them to be used in schools? The research was based on the quantitative and qualitative approaches, involving the analysis of the technical and conceptual characteristics of the mobile devices that were part of the Pilot phase of the One Computer Per Student (UCA), Proinfo Integrado and PROUCA Programs, as well as the study of policies Public and federal programs of insertion of the digital technologies in the schools, with focus in the understanding of some of the main documents that served as base for the implementation of the mentioned programs and project. Among the findings, it should be noted that the low cost was decisive for the characterization of the devices, prevailing over other aspects, such as performance, ergonomics, usability and durability, which indicates the need for more attention regarding the cost-benefit relation when specification of the equipment for the public schools, in order to seek the most advantageous proposal for public management and Education.