Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 75-78).

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 75-78). Also available in print.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-14T14:15:55Z No. of bitstreams: 2 Dissertacao_JaderRodrigoVieiraRigo.pdf: 1789045 bytes, checksum: c4518dff69a18c0985374b006c0bf760 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-14T14:15:55Z (GMT). No. of bitstreams: 2 Dissertacao_JaderRodrigoVieiraRigo.pdf: 1789045 bytes, checksum: c4518dff69a18c0985374b006c0bf760 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2014-07-27 / This paper presents an analysis of the use of Information and Communication Technologies (ICT) in Physics classes whose main objective will be to check the contributions of these resources in the classroom. Participate in the research students of the 1st year of high school in the State School of Basic Education Cicero Barreto. The realization of this theoretical study will involve the rescue of some basic concepts related to ICT resources found in official documents the articles of the area in question, as well as provide and test a proposed teaching through an instructional sequence (SD) with the aid of called learning cycle: Cycle Kolb, as the final product. This SD is divided into learning activities about the concept of Conservation of Mechanical Energy using some ICT resources, such as video, conceptual map and virtual forum on a website, structured with the aid of the four stages of Kolb Cycle . We chose to use this learning cycle by believing in their own potential and problematical character (contextualized, interdisciplinary and reflexive), and enable interaction and dialogue between students. Your application will be through access to video and website, designed specifically for this study via the Internet in the computer room of the school mentioned forming a Virtual Learning Environment (VLE). The site was built with the aid of the tool Google Sites. In addition to access video, text and summaries aided drafting tool is available at: libreoffice Impress, will be used as material for analysis, two questionnaires. One applied prior to the development of SD and another after development thereof. In addition, observations will be performed at the time of their interaction with students. Want to check the contribution of ICT to the use of the Kolb cycle as the organizer of the proposed activities in the process of Teaching and Learning Theme: Conservation of Mechanical Energy. / O presente trabalho apresenta uma análise do uso das Tecnologias de Informação e Comunicação (TIC) em aulas de Física cujo objetivo foi verificar as contribuições desses recursos em sala de aula. Participaram da pesquisa, estudantes do 1º Ano do Ensino Médio na Escola Estadual de Educação Básica Cícero Barreto. A realização da pesquisa envolveu o resgate teórico de alguns conceitos básicos relacionados aos recursos das TIC encontrados em documentos oficiais e artigos da área em questão. Nesse sentido, buscou-se oferecer e testar uma proposta de trabalho docente por meio de uma sequência didática (SD) com auxílio do Ciclo de aprendizagem denominado: Ciclo de Kolb, como produto final desse estudo. Essa SD foi dividida em atividades de aprendizagem sobre o tema Conservação de Energia Mecânica com o uso de alguns recursos das TIC, tais como: vídeo, mapa conceitual, conteúdo hipermídia e fórum em um site, estruturadas com o auxílio das quatro etapas do Ciclo de Kolb. Optou-se pelo uso desse Ciclo de Aprendizagem por acreditar-se em sua potencialidade e por possuir caráter problematizador (contextualizado, interdisciplinar e reflexivo), além de possibilitar a interação e diálogo entre os estudantes. Sua aplicação foi realizada por meio do acesso à vídeo e à conteúdo hipermídia em um site, sendo este elaborado especificamente para esse estudo via internet na sala de informática da escola referida constituindo um Ambiente Virtual de Aprendizagem (AVA). O site foi construído com o auxílio da ferramenta Google Sites. Além de acesso a vídeo, texto e elaboração de sínteses com auxílio de ferramenta gratuita disponível na internet, que é um pacote de recursos denominado de Broffice no qual se manipulou o programa libreoffice Impress. Foi utilizado, também, como material de análise, dois questionários aplicados antes do desenvolvimento da SD. Além disso, foram realizadas observações no momento de sua interação com os estudantes. Como resultado final desse trabalho, verificou-se a contribuição do uso das TIC com o uso do Ciclo de Kolb como organizador das atividades propostas no processo de Ensino e de Aprendizagem do tema: Conservação de Energia Mecânica nas aulas do 1º ano do Ensino Médio Politécnico.

Made available in DSpace on 2016-06-02T19:39:29Z (GMT). No. of bitstreams: 1 4665.pdf: 1395988 bytes, checksum: 3437d11652bf6770f47be0c6d613923b (MD5) Previous issue date: 2012-06-19 / This present work aims to investigate the implementation of distance education as a mode of education with to formation in pedagogy at the University Federal of San Carlos, noting the authority and the body present or absent in pedagogical relationships mediated by Information Technology and Communication. Therefore a study was conducted on Culture, Technology and Education to draw a picture about the prevalence of technology in everyday society, then addressing public policies for the implementation of distance learning in Brazil, highlighting how this type of education occurred on UFSCar. After that, through interviews and questionnaires were analyzed issues mentioned above, through the theoretical framework of critical theory. / Este presente trabalho tem por objetivo investigar a implantação da Educação a Distância como modalidade de ensino no que tange a formação em Pedagogia na Universidade Federal de São Carlos, observando a autoridade, a autonomia e o corpo presentes ou ausentes nas relações pedagógicas mediadas pelas Tecnologias da Informação e Comunicação. Para tanto foi realizado um estudo sobre a Cultura, Tecnologia e Educação para traçar um panorama sobre a preponderância da tecnologia no cotidiano da sociedade, abordando então as políticas públicas para a implantação da EaD no Brasil, pontuando como esta modalidade da educação ocorreu na UFSCar. Após isto, por meio de entrevistas e questionários foram analisadas as questões citadas acima, por meio do referencial teórico da teoria crítica.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology / It is well recognised that Information and Communication Technology (ICT) can enhance the quality of teaching and learning in tertiary education. Similarly, research has uncovered a range of factors that impede the successful adoption of digital technology for educational purposes. It remains unclear, furthermore, how educators in institutions of higher learning negotiate and frame their experiences with technology, and how this implicates the teaching and learning process. In this thesis, I will examine this problem, with particular focus on educators from Technical Vocational Education and Training (TVET) institutions in the Western Cape of South Africa. In addressing the research problem, I use symbolic interactionism as analytic framework to unpack and reconstruct the meaningful engagement with technology. Understanding the multiple symbolic meanings that arise from interactions with technology can illuminate the diverse and nuanced perspectives that underpin the use of ICT in teaching and learning. A symbolic interactionist lens can shed further light on the matter of adoption, and allow this research study to make a practical contribution to the introduction of ICT tools in TVETs. To elicit and interpret the multiple meanings that TVET educators associate with ICT, I will employ photo-elicitation methodology, observation and fieldnotes, and self-reflection. Photo-elicitation involves participants taking photographs along the line of inquiry (e.g. the benefit of using technology to teach), after which they undergo a reflexive interview in which they reflect on the meanings of the photographs they have taken. I will couple direct participant observation (documented in field notes) with symbolic interactionism and photo-elicitation to contribute to the production of meaningful data. Finaly, I will apply guidelines of self-reflection by compiling a reflective journal. Self-reflection will allow me to reflect on my own thoughts about the social phenomenon under study and will enable me to understand how my own behaviour may affect the inquiry. The meanings that emerged from the data were grouped into interactionist themes through which the engagement with technology is framed and understood. Educators are generally appreciative of the support and creative capacities that ICT provides to teaching and learning. They are however frustrated with their own inability to fully understand technology and the lack of support from government and institutional decision makers. Despite educators’ struggles with ICT, they are determined to overcome challenges. These themes can be useful in the repositioning of technology for education in TVETs, and can support implementers and policymakers in more effective application.