Magistro darbo objektas – mokomųjų kompiuterinių priemonių leidyba. Darbo tikslas – ištirti lietuviškų mokomųjų kompiuterinių priemonių leidybos procesą, pasiūlą ir ją įtakojančius veiksnius. Pagrindiniai darbo uždaviniai: išanalizuoti MKP gamybos procesą; išanalizuoti Lietuvoje leidžiamų MKP pasiūlą; sudaryti lietuviškų originalių MKP sąrašą; ištirti MKP leidybą labiausiai įtakojančius veiksmus; ištirti MKP platinimo veiksnius, analizuojant pasirinktos leidyklos atvejį. Naudojantis informacijos paieškos ir sisteminimo, dokumentų analizės, anketiniu ir lyginamuoju metodais, prieita prie išvados, kad MKP yra viena iš svarbiausių skaitmeninių mokymo priemonių. MKP sujungia vaizdinę, garsinę ir tekstinę informaciją, ko negalima padaryti jokioje kitoje mokymo priemonėje. Taip pat šios priemonės gali būti interaktyvios, kas padeda mokiniui geriau įsisavinti medžiagą ir mokymosi procesą daro įdomesniu. Darbe pateikiamas lietuviškų MKP sąrašas, kuriame suregistruotos originalios lietuviškos MKP, skirtos arba tinkamos naudoti bendrojo lavinimu mokyklose. Ištyrus MKP pasiūlą Lietuvoje galima teigti, kad mokyklose vienodai naudojamos originalios lietuviškos, adaptuotos ir užsienio šalių sukurtos kompiuterinės priemonės. Valstybė, vykdydama švietimo politiką skatina kurti originalias, bendrojo lavinimo mokyklų programoms pritaikytas MKP. Mokykloms daugiausiai sukurta lietuvių kalbos ir istorijos disciplinoms pritaikytų priemonių. Šių priemonių leidybą stipriai įtakoja mokinių... [toliau žr. visą tekstą] / The object of this graduate paper is Educational Software publishing. The aim is to investigate the process of Educational Software publishing, its supply and factors that influence it. Major goals of the study: analysis of Educational Software production process; analysis of Educational Software supply published in Lithuania; provide a list of Lithuanian Educational Software list; analysis of most influential factors of Educational Software publishing; analysis of Educational Software promotion factors, choosing one publishing house. Keywords: Educational software, Educational Software research, Educational Software classification, study of teachers work with Educational Software, Educational Software distribution, Educational Software promotion. After information search and systematization, analysis of documents, usage questionnaire and comparative survey methods, findings show that Educational Software is one of the most important digital educational means. Educational Software comprises video, audio and textual information which can not be achieved by other educational means. As well these means can be interactive which helps students learn material better and learning process becomes more interesting. This study includes a list of original Lithuanian Educational Software which is designed and appropriate for secondary school use. After investigation of Educational Software supply in Lithuania we can assume that schools use original Lithuanian and adapted foreign software... [to full text]

Informed by institutional ethnography, and taking the problematic from disjunctures in teacher/participants’ experience between actual practice and official policy, this study is an intertextual analysis of print/electronic documents pertaining to students ‘at risk.’ It unpacks the Student Success Strategy in Ontario secondary schools as organized around discourses on risk and safety. Discriminatory classing and racializing processes construct students ‘at risk’ in ways that reproduce socio-economic inequities through premature streaming into pathways geared to post-secondary destinations: university, college, apprenticeship and work. This study questions the accounting logic that reduces education to skills training in workplace literacy/numeracy, and contradicts the official ‘success’ story that promotes Ontario as a model of large-scale educational change. The follow-up intertextual analyses reveal ideological circles that promote ‘evidence-based research’ and ‘evidence-informed practice,’ while actually gearing education to improving ‘results’ on large-scale standardized tests and manufacturing consent for government policies. Questions arise about the lack of transparency and selective use of educational research. A web of behind-the-scenes activities are made visible at public policy think-tanks (e.g. Canadian Council on Learning; Canadian Language and Literacy Research Network), and two little-researched bodies in educational governance — the Council of Ministers of Education Canada (CMEC) and OECD. Although invisible to teachers, the infrastructure for the Student Success Strategy is the Ontario School Information System (OnSIS); this web-enabled data-management technology has built-in capacity to profile students ‘at risk’ and to instigate accountability and surveillance over teachers’ work, with implications for re-regulating teaching practice towards test scores and aggregate statistics. With the intention of transforming education towards genuine equity, and linking the re-organization of social relations in large-scale reform locally, nationally and globally, this study contributes to critical scholarship on the effects of reform policies on people’s lives and extends knowledge of how translocal text-mediated ruling relations operate in education.

Informed by institutional ethnography, and taking the problematic from disjunctures in teacher/participants’ experience between actual practice and official policy, this study is an intertextual analysis of print/electronic documents pertaining to students ‘at risk.’ It unpacks the Student Success Strategy in Ontario secondary schools as organized around discourses on risk and safety. Discriminatory classing and racializing processes construct students ‘at risk’ in ways that reproduce socio-economic inequities through premature streaming into pathways geared to post-secondary destinations: university, college, apprenticeship and work. This study questions the accounting logic that reduces education to skills training in workplace literacy/numeracy, and contradicts the official ‘success’ story that promotes Ontario as a model of large-scale educational change. The follow-up intertextual analyses reveal ideological circles that promote ‘evidence-based research’ and ‘evidence-informed practice,’ while actually gearing education to improving ‘results’ on large-scale standardized tests and manufacturing consent for government policies. Questions arise about the lack of transparency and selective use of educational research. A web of behind-the-scenes activities are made visible at public policy think-tanks (e.g. Canadian Council on Learning; Canadian Language and Literacy Research Network), and two little-researched bodies in educational governance — the Council of Ministers of Education Canada (CMEC) and OECD. Although invisible to teachers, the infrastructure for the Student Success Strategy is the Ontario School Information System (OnSIS); this web-enabled data-management technology has built-in capacity to profile students ‘at risk’ and to instigate accountability and surveillance over teachers’ work, with implications for re-regulating teaching practice towards test scores and aggregate statistics. With the intention of transforming education towards genuine equity, and linking the re-organization of social relations in large-scale reform locally, nationally and globally, this study contributes to critical scholarship on the effects of reform policies on people’s lives and extends knowledge of how translocal text-mediated ruling relations operate in education.

O problema que deu origem a essa investigação foi o conflito resultante do descompasso entre opções teóricas conscientes e a prática de ensino que conseguíamos efetivamente implementar, ao assumirmos aulas de Língua Portuguesa para turmas do ciclo II do Ensino Fundamental, em uma escola pública estadual, logo após a conclusão do mestrado em Educação. No intuito de priorizarmos práticas que favorecessem a formação de alunos leitores e produtores de textos, e não apenas copistas e decifradores, verificávamos a interferência de diversos aspectos que repercutiam negativamente em nossa prática. Assim, partindo do pressuposto de que o desenvolvimento dessas capacidades requer um ensino deliberado e contínuo ao longo de toda a escolaridade básica, por professores de diferentes disciplinas, propusemo-nos a buscar respostas para as seguintes questões: qual a natureza das dificuldades enfrentadas pelos professores ao buscarem promover a aprendizagem dos seus alunos? Que contingências relacionadas ao ensino da leitura e da escrita, deliberado ou não, estão presentes no trabalho do professor da escola pública, facilitando ou dificultando os processos de ensino e aprendizagem? Para responder a essas questões, empreendemos um estudo situado no paradigma da pesquisa qualitativa em educação, empregando, em algumas etapas, procedimentos inspirados na etnografia educacional (Ezpeleta e Rockwell, 1986; Fonseca, 1998; Erickson, 1989). A análise dos dados fundamentou-se em um critério essencialmente semântico, à luz de parâmetros da análise do conteúdo (Bardin, 1978). Os trabalhos de Tiramonti (2005), Azanha (1990, 2004), Souza (2002, 2006) e Lapo (2005), entre outros autores, subsidiaram teoricamente a nossa investigação, na medida em que propõem considerar aspectos do contexto mais amplo em que atuam os professores, focalizando situações concretas das quais emergem fontes de mal-estar e de bem-estar docente que intervêm em suas práticas. Os dados indicaram que o contexto da sala de aula não é, muitas vezes, propício ao trabalho cotidiano focado em práticas de leitura e produção de texto, em função de diversos fatores: número elevado de alunos, dificuldade de acompanhamento particularizado desses alunos pelos professores; necessidade de gerir demandas individuais e coletivas do grupo; dificuldades inerentes à manutenção de certa ordem que permita a realização de atividades complexas e significativas na sala de aula; interesses pessoais divergentes e por vezes conflitantes; recursos materiais às vezes escassos ou precários; tempo acelerado para gerir inúmeros procedimentos cotidianos, que acabam ocupando grande parte do tempo das aulas em questões não diretamente relacionadas ao ensino e aprendizagem dos conteúdos, entre uma infinidade de outros fatores. Além de questões de ordem objetiva, interferem também nas situações concretas de sala de aula aspectos de ordem subjetiva, que envolvem conhecimentos e características pessoais dos docentes, seus valores, crenças, necessidades e desejos, os quais determinam maneiras muito peculiares de avaliar o contexto, agir e reagir às contingências cotidianas. Todos esses elementos precisam ser considerados quando se propõem ações de melhoria da educação pública. É preciso, pois, relativizar as expectativas quanto ao papel da escola e dos professores, que parecem superestimadas no conjunto de ações que a sociedade precisa implementar para que a qualidade do ensino melhore de modo significativo. / The problem that gave rise to this investigation was the conflict resulting from the dissonance between theoretical conscious options and the teaching practice that we have actually managed to implement when we took over the Portuguese Language classes for Cycle II groups of Brazilian Middle School at a state public school, soon after completing the Masters Degree in Education. Aimed at prioritizing practices that would favor the education of text readers and producers, not just copyists and decoders, we verified the interference of many aspects that had a negative impact on our practice. Thus, starting from the premise that the development of such skills requires a deliberate and continuous teaching during the whole basic education by teachers of different subjects, we have proposed to look after the answers for the following questions: what is the nature of the difficulties faced by teachers when trying to promote their students learning? Which contingencies related to teach reading and writing, deliberate or not, are present in the work of public school teachers, making the teaching and learning processes easy or difficult? To answer such questions, we undertook a study within the paradigm of the qualitative research in education, using, in some steps, procedures inspired in the educational ethnography (Ezpeleta and Rockwell, 1986; Fonseca, 1998; Erickson, 1989). The data analysis was grounded on essentially semantic criteria, in the light of content analysis parameters (Bardin, 1978). The works of Tiramonti (2005), Azanha (1990, 2004), Souza (2002, 2006) and Lapo (2005), among other authors, gave theoretical support to our investigation, insofar they propose to consider aspects of the broader context where teachers act, focusing on concrete situations from which sources of teachers uneasiness and easiness emerge that intervene in their practices. Data indicated that the classroom context is often not proper for the everyday work focused on the practices of reading and producing texts, in view of many factors: high number of students, difficulty of individualized follow-up of these students by teachers; need of managing the groups individual and collective demands; difficulties inherent to maintaining a certain order that allows performing complex and meaningful activities in classroom; divergent and often conflicting personal interests; sometimes scarce or precarious material resources; having to rush to manage multiple everyday tasks that eventually take large amount of class time in issues not directly related to teaching and learning of contents, among a multitude of other factors. Besides questions of objective order, aspects of subjective order do also interfere with concrete classroom situations, which involve knowledge and personal characteristics of teachers, their values, beliefs, needs and desires, which determine very peculiar ways of evaluating the context, acting and reacting to everyday contingencies. All these elements must be considered when improvement actions in public education are proposed. Thus, it is necessary to frame the expectations as to the role of school and teachers, which seem to be overestimated in the set of actions that the society must implement so that there is significant improvement in the teaching quality.